AUGSBURG SEMINARY 19 hours from 4:00 P. M. to 10:00 P. M. No student may be absent from the Seminary during this time without permission. LOCATION. Augsburg Seminary is located in Minneapolis, on 8th Str. and let Ave. So. Students who arrive at the Great Northern Station will take any car on... Show moreAUGSBURG SEMINARY 19 hours from 4:00 P. M. to 10:00 P. M. No student may be absent from the Seminary during this time without permission. LOCATION. Augsburg Seminary is located in Minneapolis, on 8th Str. and let Ave. So. Students who arrive at the Great Northern Station will take any car on Hennepin Ave. and transfer on Third Street to Minnehaha or Washington and Riverside car, and take these to 21 Ave. 50., turn to the right and walk south two blocks and a half. This will bring them right to the Main building, in which are the offices of president, registrar, and treas- urer. Those who arrive at the Milwaukee Station will take same cars as above going south on Washington Ave. and get off as directed above. Those who arrive at the Minneapolis and St. Louis or the “500 Line” stations will take Cedar Ave. car going south on Washington Ave. and Cedar Ave. to 8th Str. 80., and go east three blocks. Augahm‘g whenlngiral firminary. Aim. The Theological department of Augsburg Seminary offers to its students a three year’s course of study. The aim is to give them a thorough knowledge of the Bible, the history of the Christian church, the teachings and principles of the Lutheran church, and a practical train- ing in dealing with the principal questions that arise in pastoral life and in the pastoral leadership of the congre- gation. As far as possible, the Bible is studied in its original tongues. It is clearly realized, however, that mere knowledge is not a complete equipment of a worker Show less
20 AUGSBURG SEMINARY in the vineyard of our Lord. The all-important consid- eration is to awaken and foster in the student true loy- alty to Christ and absolute obedience to the Holy Spirit: for without these qualities no man can become "a good and faithful servant” in God’s house. COURSES OF... Show more20 AUGSBURG SEMINARY in the vineyard of our Lord. The all-important consid- eration is to awaken and foster in the student true loy- alty to Christ and absolute obedience to the Holy Spirit: for without these qualities no man can become "a good and faithful servant” in God’s house. COURSES OF INSTRUCTION. Old Testament Introduction and Exegesit. The Old Testament record of God’s dealings with His chosen people, as well as with the nations in general, stand for all times as though written in stone, showing clearly God’s infinite love and man’s perverted ways on account of sin. Through all the centuries we see His never ceasing compassion, and in all His dealings we be- hold the great aim, the salvation of mankind. - The Bible, with its Old and New Testament, is not merely a book consisting of “two volumes bound in one". There is a great truth contained in the old saying that “the New Testament lies hidden in the Old and the Old is revealed in the New.” In order to give the students a clear understanding of the Bible as a whole, it is con- sidered of the greatest importance to point out this inti- mate relation and its bearing on the two covenants. New Testament Introduction and Exegesir. In this part of Bible’ study the first aim is to give the students a clear and concise view of the life of Our Lord Jesus'Christ. This must necessarily form the foundation of the whole study of Christianity and the Christian church. The study of the Master’s life is therefore of the greatest importance, since it is the full revelation of God’s grace, so often pointed to by the prophets of the Old Testament. In the Gospel record He reveals Him- Show less
AUGSBURG SEMINARY 21 self as “the prophet mighty in word and deed before God and all the people." But He also reveals Himself as the Son of God and the Savior of mankind, and only when viewing the Master as such are we enabled to understand both His words and His deeds. As the best means of... Show moreAUGSBURG SEMINARY 21 self as “the prophet mighty in word and deed before God and all the people." But He also reveals Himself as the Son of God and the Savior of mankind, and only when viewing the Master as such are we enabled to understand both His words and His deeds. As the best means of studying the life of our Lord, and especially His training of true workers for the King- dom, we regard the Gospel according to St. Mark. It is studied synoptically; i. e., the history as recorded by the three other Evangelists is constantly referred to and taken into consideration. In connection with the history of Christ’s life on earth the Epistles of St. Paul are studied historically. This means neither mere exegesis nor mere introduction. They are studied as historical documents of the greatest value to those who wish to become acquainted with the Apostolic Age and to judge it rightly, especially in re— gard to its conception and teaching of the Gospel of Christ. Both the Gospels and the Epistles are pre-emin— ently historical, and not dogmatic, documents and should be studied as such. But the Gospel record relates not only to Our Lord; as “good tidings” it stands in a most intimate relation to all mankind. It not only tells about the Messenger; it is in itself a message to a fallen race. This viewpoint is given special attention in the study of the Gospel accord- ing to St. Luke, which forms the most important part of the second course of New Testament Theology. Under the same viewpoint some of the Epistles of St. Paul are also studied as a part of this course. There is yet another eternal truth of the highest im- portance revealed in the Gospel record and other New Show less
22 AUGSBURG SEIINABY Testament writings. It is the intimate connection be- tween Christ and his Church, a connection spoken of by' Our Savior himself as like unto that of the Good Shep- herd and his flock and of the true vine and its branches Christ has not only done certain things for us, he has... Show more22 AUGSBURG SEIINABY Testament writings. It is the intimate connection be- tween Christ and his Church, a connection spoken of by' Our Savior himself as like unto that of the Good Shep- herd and his flock and of the true vine and its branches Christ has not only done certain things for us, he has, so to speak, opened his own heart to us, so that we may get a glimpse of the depth of His love. And in so doing he has revealed the Father also. It is of the. greatest importance to realize this living connection between Our Savior and his Church, this communion, which makes the Church the body of Christ, a holy temple built of living stones, himself being the chief cornerstone. It is the realization of this connection which forms the necessary basis for the Christian faith in eternal salvation and the “restoration of all things.” It therefore naturally leads up to and culminates in the study of “the last things.” As the best material for this part of the study of the New Testament we consider the Gospel according to St. John. Church History. The first course consists of the study of the Aposto- lic Age and the history of the early church to the Middle Ages. In the second course the history of the church dur- ing the Middle Ages is studied. The third course offers the study of the history of the church after the Reformation. History of the American Church. The course gives attention to the characteristic growth of the church on American soil, particularly the Lutheran branch. History of Dogma. This course traces the develop- Show less
AUGSBURG SEMINARY 23 ment of theological doctrine from the beginning of the second century to about 1700 A. D. Symbolics. The creeds are genetically treated and elucidated. Systematic Theology. Systematic Theology is the systematic exposition of the teaching of the Bible concerning God and man... Show moreAUGSBURG SEMINARY 23 ment of theological doctrine from the beginning of the second century to about 1700 A. D. Symbolics. The creeds are genetically treated and elucidated. Systematic Theology. Systematic Theology is the systematic exposition of the teaching of the Bible concerning God and man and their relation to each other. It naturally divides itself into three main branches: namely, Theology, or the Christian doctrine concerning God, Anthropology, or the Christian doctrine concerning man, and Soteriology, or the Christian doctrine concerning the restoration and maintenance of the true communion between God and man. To this part of a theological course also belongs the study of Ethics. Practical Theology.* I. Homilctics. This course includes first a survey of the History of Preaching, showing the character of the first Christian witness-bearing and the development of the characteristic principles of this preaching as an art: its alliance with pagan rhetoric and oratory; the consequences of this alli- ance upon the form and material of preaching, and the efforts made to find a form of its own in more complete harmony with the \Vord of God. Secondly the course involves a systematic study of the essentials of preaching as testifying of Christ, properly designated as Homiletics. It is constantly borne in mind that the power of preach- ing does not lie in human art but in divine authority of ‘ The work in this branch has been divided among the members of the Theological Faculty. Show less
24 AUGSBURG SEMINARY the Word and the Spirit of God. Hence, while there must be intense study of the text and much practice in the art of presenting truth, the essential homiletic preparation consists in ridding minds of worldly notions as to preach- ing and self-confidence in order that Word and... Show more24 AUGSBURG SEMINARY the Word and the Spirit of God. Hence, while there must be intense study of the text and much practice in the art of presenting truth, the essential homiletic preparation consists in ridding minds of worldly notions as to preach- ing and self-confidence in order that Word and Spirit may have full sway. Further the course consists in the study of the pericopes; analytical reading of representa— tive sermons; written outlines of sermons and religious addresses, and weekly sermons in class. 2. C atechetics. Catechetics as a branch of Practical Theology attempts to teach the proper methods of instructing the young in the church, especially in the Christian religion. It looks upon the educational work entrusted to every congrega- tion as fundamentally necessary and requiring careful training of teachers and patient and systematic execution. A good pastor should not only himself be able “to feed the lambs” but should also know how to teach others the same art. The course involves, first a survey of the history of Christian education; secondly, a description of the theories and methods of such education as they prevail in the church today; thirdly, the practical applica- tion of principles and methods to our educational need, so that the material of instruction may be suited as much as possible to the growing heart and mind of the child. This again involves a knowledge of the systematic use of the Bible for instruction as well as of the other books used in catechetical instruction. 3. Church Polity. This course discusses the biblical theory of the con- gregation as the communion of saints; the offices, or- TAP.- 1, i Show less
AUGSBURG SEMINARY 45 ganization, and government of the congregation in apos~ tolic times; the growth of the idea of the church as a legal organization ending in Catholicism; the idea of the reformers as to church government, especially that of Luther; the modern movement from the state churches,... Show moreAUGSBURG SEMINARY 45 ganization, and government of the congregation in apos~ tolic times; the growth of the idea of the church as a legal organization ending in Catholicism; the idea of the reformers as to church government, especially that of Luther; the modern movement from the state churches, and the idea of a free church according to apostolic usages, unique in character and unhampered by wordly and rationalistic methods of organization and government. 4. Pastoral Theology. This course comprises the study of the foundation of the pastoral offices and the New Testament ministry; the call; the minister’s personal consecration and renewal of his call; the nature of his preparation; his relation to his people; his leadership in the congregation in all mat— ters pertaining to worship, instruction, the edification of the congregation, and to its organized activities; the min- isterial acts, and finally the minister’s care of souls. This course will be supplemented by lectures of pastors in active service. 5. Paul's Epistles to the Corinthians. These epistles are taken up in connection with Church Polity as offering the best documentary source of early church organization. Theological Propaedeutics. This course aims to show the purpose, structure, and growth of the various branches of Theology, and to fur- nish the student with a working bibliography including the most recent theological publications in Scandinavia, Germany, England, and America. Show less
m_.-‘ a sW-M‘
Show morem_.-‘ a sW-M‘ < 26 AUGSBURG SEMINAR? Hebrew. An accurate knowledge of the elements of Hebrew is essential to the study of the Old Testament. The aim of the course offered is to familiarize the student with the etymology and syntax of the Hebrew language in order that he may intelligently follow the critical exegesis of the commentators. Two courses are offered, an elementary course for the Juniors and an advanced course for the Middlers. New Testament Creek. The Greek of the New Testament is studied on the basis of the classical Greek. The purpose is to show that is does differ from the classical and that it is the language as it was spoken by the people of Palestine in the time of Christ. No student of the New Testament ought to rest satisfied until he can read his Testament in the lan- guage in which it was written. History of the New Testament Manuscripts. The aim of this course is to familiarize the student with the history of the printed Greek text since 1514; to impart to him information about the leading New Testament manuscripts; and to discuss the historical method employed in textual inquiry. Show less
AUGSBURG SEMINARY 27 figunpaia nf (flouting. Theological Department. Every Year. Hebrew, Junior Class; W. H. Green’s Elementary Heb— rew Grammer. Middle Class; Advanced Hebrew. SVERDRUP. Preaching in the Norwegian Language. Middle Class. HELLAND. Preaching in the English Language. Senior Class.... Show moreAUGSBURG SEMINARY 27 figunpaia nf (flouting. Theological Department. Every Year. Hebrew, Junior Class; W. H. Green’s Elementary Heb— rew Grammer. Middle Class; Advanced Hebrew. SVERDRUP. Preaching in the Norwegian Language. Middle Class. HELLAND. Preaching in the English Language. Senior Class. EVJEN. New Testament Greek. All Classes. Three Years’ C onrse. FIRST YEAR (1916—1917). Old Testament. Old Testament Introduction. SVERDRUP. New Testament. The Gospel of Mark, Synoptically; The Epistles of John, and The Apocalypse; New Testament Introduction; The Pauline Epistles. l‘IELLAND. The Acts of the Apostles. EVJEN. Church History. History of the Ancient Church. EVJEN. Systematic Theology. Dogmatics: Theology and An- thropology. HARBO. Church Polity. EVJEN. Propacdcutics. EVJEN. C atechetics. H ELLAND. Show less
.‘a 1 28 AUGSBURG SEMINARY SECOND YEAR (1917—1918). Old Testament. Historical Books: Isaiah, Jeremiah or Ezechiel, alternately. SVERDRUP. New Testament. The Gospel of Luke; Romans and Galatians, or Ephesians and Colossians, alternately. HELLAND. Church History. History of the Church during the... Show more.‘a 1 28 AUGSBURG SEMINARY SECOND YEAR (1917—1918). Old Testament. Historical Books: Isaiah, Jeremiah or Ezechiel, alternately. SVERDRUP. New Testament. The Gospel of Luke; Romans and Galatians, or Ephesians and Colossians, alternately. HELLAND. Church History. History of the Church during the Middle Ages; History of the Church during the Nine- teenth Century. EVJEN. History of Dogma. EVJEN. Systematic Theology. Dogmatics: Soteriology. HARBO. Liturgics. EVJEN. History of Prearhing, and Homiletics. -HELLAND. THIRD YEAR (1918—1919). Old Testament. The Psalms; Connection between the Old and the New Testament. SVERDRUP. New Testament. The Gospel of John ; Hebrews and James. HELLAND. First and Second Corinthians. EVJEN. First and Second Timothy, and Titus. HARBO. Church History. History of the Church after the Re- formation. EVJEN. Systematic Theology, Ethics. HARBO. Pastoral Theology. HARBO. Symbolics. EVJEN. Professors Harbo and Helland lecture in Norwegian; Evjen and Sverdrup in English. Show less
AUGSBURG SEMINARY 29 Augahurg (llallrgr. COURSES OF INSTRUCTION. ENGLISH LANGUAGE AND LITERATURE. Course 1. College Rhetoric. This course includes a study of the principles of rhetoric, theme writing, collateral reading, and drill in oral expression. During the first semester, the elements and... Show moreAUGSBURG SEMINARY 29 Augahurg (llallrgr. COURSES OF INSTRUCTION. ENGLISH LANGUAGE AND LITERATURE. Course 1. College Rhetoric. This course includes a study of the principles of rhetoric, theme writing, collateral reading, and drill in oral expression. During the first semester, the elements and principles of composition and the qualities of style are reviewed. During the second semester, the four forms of discourse are studied. Emphasis is laid on the prac— tical value of knowing how to write. \Veekly themes are required and careful attention is given to the correction of errors. Considerable reading required for theme work. Home reading of eight or ten selected masterpieces from the periods of English Literature. Drill in oral expres- sion once a week. Four hours per week. Freshman I and II. SVEEGGEN. Course II. Anglo-Saxon. Anglo—Saxon grammar is studied in connection with translations from Anglo—Saxon prose and poetry. Anglo— Saxon poetry is analyzed as to form and content. The Gospel of Saint John in West—Saxon and parts of Beowulf are translated. One hour per week. Sophomore elec- tive, I and II. SVEEGGEN. Course III. English Literature from Chaucer to Sponsor. Detailed study of Chaucer’s life, personality, and principal works. Consideration of the development of the Renaissance in England. Detailed study of selected works of Spenser. Attention is given to language changes. Show less
30 AUGSBURG SEMINARY Reports required. Lectures, readings, discussions. Three hours per week. Sophomore I. SVEEGGBN. Course IV. From Shakespeare to Milton. Outline of the development of the English drama up to Shakespeare, illustrated by means of selections. Care- ful study of three or four plays... Show more30 AUGSBURG SEMINARY Reports required. Lectures, readings, discussions. Three hours per week. Sophomore I. SVEEGGBN. Course IV. From Shakespeare to Milton. Outline of the development of the English drama up to Shakespeare, illustrated by means of selections. Care- ful study of three or four plays of Shakespeare and brief critical review of the others. Study of the Renaissance as shown in the Elizabethan Age. Shakespeare's con- temporaries and followers and the Caroline poets. Growth of the Puritan spirit. Milton’s life and works. Careful study of “Paradise Lost” and “Samson Agonistes". Re- ports required. Lectures, readings, discussions. Three hours per week. Sophomore II. SVEEGGEN. Course V. Restoration and Eighteenth Century Literature. Study of the theories and ideals of Classicism. Empha- sis on Dryden, Pope, Addison, and Swift. Study of the rise of modern English prose, literary criticism, and the modem novel, the “return to nature”, and the beginnings of the Romantic revival. Reports required. Lectures, readings, and discussions. Three hours per week. Alter~ nates with Course VII. Offered in 1916—1917. junior and Senior 1. SVEEGGEN. Course VI. Nineteenth Century Literature. Further study of Romanticism, with special attention to the poetry of Wordsworth, Coleridge, Shelley, Keats. and Byron. Study of nineteenth century prose and the further development of the novel. Discussion of nine- teenth century ideals of life and literature. Introductory study of Tennyson and Browning. Reports required. Lectures, readings, discussions. Three hours per week. Show less
, .31 AUGSBURG SEMINARY 3] Offered 1916—1917. SVEEGGEN. Alternates with Course VIII. Junior and Senior II. Course VII. Study of selected works of Tennyson and Browning. Study of nineteenth century ideals of life and literature, as reflected in these poets and as modified by them. Main... Show more, .31 AUGSBURG SEMINARY 3] Offered 1916—1917. SVEEGGEN. Alternates with Course VIII. Junior and Senior II. Course VII. Study of selected works of Tennyson and Browning. Study of nineteenth century ideals of life and literature, as reflected in these poets and as modified by them. Main consideration is that of their universal appeal. Reports required. Lectures, readings, discussions. Three hours per week. Alternates with Course V. Offered 1917— 1918. Junior and Senior I. SVEEGGEN. Tennyson and Browning. Course VIII. Shakespeare. Study of the development of Shakespeare as a drama- tist. Detailed study of eight or ten plays, illustrative of the periods of development. Brief critical analyses of all the plays as to background, plot, style, characters, and philosophy. Examination of Shakespeare’s methods of obtaining material for his plays and of his motives in their writing. Reports required. Lectures, readings, discussions. Alternates with Course VI. Offered in 1917—1918. Three hours per week. Junior and Senior II. SVEEGGEN. Course IX. Expression. Practice in correct and natural oral expression. Adapted to the student’s special interest and need. Suit— able texts will supplement the work. One hour per week. Junior and Senior I and II. SVEEGGEN. Course X. Literary Criticism. A study of the principles of literary criticism, analysis of the various kinds of literature, consideration of per- Show less
32 AUG SBURG SEMINARY sonality in literary art, and reading of selections from critics. Reports, lectures, and discussions. One bout per week. Senior elective, I and II. SVEEGGEN. NORWEGIAN LANGUAGE AND LITERATURE. NYDAHL and HELLAND. Course I. Rhetoric, composition, translations, and reading of... Show more32 AUG SBURG SEMINARY sonality in literary art, and reading of selections from critics. Reports, lectures, and discussions. One bout per week. Senior elective, I and II. SVEEGGEN. NORWEGIAN LANGUAGE AND LITERATURE. NYDAHL and HELLAND. Course I. Rhetoric, composition, translations, and reading of standard authors. Textbooks: Rolfscn’s Lase- bok, Part IV, Aars 0g Hofgaard’s "Norske Retskriv- ningsregler”, Tunnesen’s Lmrebok i Norsk Stil, Part II. Written reports on ij'rnson’s “En glad Gut”, “Synnglve Solbakken”, and “Arne”. Three times a week in Fresh- man, I and II. HELLAND. Course II. European History. Recitations, essays, and lectures in Norwegian. (See Course I. under “His- tory”.) Three times week. Sophomore, I and II. NYDAHL. Course III. History of Norse and N orwegian-Dan- is}; Literature to 1800. Special attention is given to the Eddas, the Sagas, and Mediaeval folk lore. A critical study of leading authors, with selected reading from their work. Writing of essays on literary subjects. Textbook: Broch 0g Seip: Literaturhistorie for gymnasiet. Hag- stad 0g Skar: At literaturen f¢r 1814, supplemented by other works dealing with the history and literature of Norway and Denmark. Three times a week. Junior, I and II. NYDAHL. Course IV. History of Norwegian Literature in the Nineteenth century. Special attention is given to the five great authors, Wergeland, Welhaven, Bj¢rnson, Ibsen, and Jonas Lie, with critical reading of their best works. Show less
c “L .1 . ‘ AUGSBURG SEMINARY 33 Compositions. Textbooks: Broch 0g Seip: Literaturhi- storie for gymnasiet; Haegstad 0g Skar: Norsk digtning efter 1814. Three times a week. Senior I and II. NYDAHL. GERMAN LANGUAGE AND LITERATURE. BLEGEN and EVJEN. Course I. Elementary. Textbooks: Bacon’s German... Show morec “L .1 . ‘ AUGSBURG SEMINARY 33 Compositions. Textbooks: Broch 0g Seip: Literaturhi- storie for gymnasiet; Haegstad 0g Skar: Norsk digtning efter 1814. Three times a week. Senior I and II. NYDAHL. GERMAN LANGUAGE AND LITERATURE. BLEGEN and EVJEN. Course I. Elementary. Textbooks: Bacon’s German Grammar, “Im Vaterland”. Four times a week, Soph- omore, I and II. BLEGEN. Course II. Keller’s “Bilder aus der Deutschen Liter- atur". "Der Weg zum Gliick” by Wilhelm Bernhardt, Bacon’s German Grammar. Three times a week. Junior I and II. BLEGEN. Course III. Selections from Hattstadt’s Handbuch der deutschen nationalliteratur. Krohn’s German Daily Life. Four times a week. Composition, Pope’s German composition. Once a week. Conversational German. Once a week. Senior I and II. EVJEN. GREEK. BLEGEN, MILLS, and EVJEN. Course 1. Elementary. First Lessons in Greek by Boise and Pattengill. Greek Grammar by Hadley and Allen. Five times a week. Freshman I and II. BLEGEN. Course II. Xenophon‘s Anabasis, Books I—III, and Hadley and Allen’s Grammar are carefully studied. Four times a week. Sophomore I and II. MILLS. Course III. Plato’s Apology read, and Greek syntax Show less
B4 AUGSBURG SEMINARY is studied. Bevier's Greek syntax. Greek Prose Compo- sition. Four times a week. Junior I and II. MILLS. Course IV. Greek New Testament, Gospel of Mark and Gospel of John I-XV. Two times a week. Junior I and II. EVJEN. Course V. Plato. Phxdo. Four times a week. Senior I.... Show moreB4 AUGSBURG SEMINARY is studied. Bevier's Greek syntax. Greek Prose Compo- sition. Four times a week. Junior I and II. MILLS. Course IV. Greek New Testament, Gospel of Mark and Gospel of John I-XV. Two times a week. Junior I and II. EVJEN. Course V. Plato. Phxdo. Four times a week. Senior I. Course VI. Homer. Odyssey, Books I, IX, and X, or Iliad Book I and selections. Homeric form and versi- fication. Four times a week. Senior II. Mlus. Crito and selected portions of MILLS. Course VII. Lysias. Four orations. Assigned read- ing in large histories of Greece. Class reports. Four times a week. Senior II. MILLS. HISTORY. EVJEN, NYDAHL, and HENDRICKSON. Course I. European History from about 1500 A. D. A careful study of the most important events in European history during modern times. Special attention given to the following subjects: The development of the English Constitution; Renaissance and Reformation; conditions in Europe; the French Revolution; the nineteenth Century. Reports, essays, and lectures. Texts used: Schjoths og Langes Verdenshistorie. Robinson’s Read- ings in European History. Three times a week. Soph- omore I and II. NYDAHL. Course II. Greek History. Designed for those who intend to teach history in High Schools. Special atten- tion will be given to organizing and presenting historical material to young students. An effort will be made to acquaint students with the sources of history and to a l Show less
. ~__ a n T i AUGSBURG SEMINARY 35 familiarize them with the best historical literature avail- able for use in secondary schools. Instruction will be carried on by means of textbooks, outlines, source books, lectures, and reports. Three times a week, Junior 1. Course III. Roman ‘History from the... Show more. ~__ a n T i AUGSBURG SEMINARY 35 familiarize them with the best historical literature avail- able for use in secondary schools. Instruction will be carried on by means of textbooks, outlines, source books, lectures, and reports. Three times a week, Junior 1. Course III. Roman ‘History from the beginning of the Republic until the break-up of the Empire in the West, and the barbarian invasions. This is a course for teachers. The manner of presentation will be the same as in the preceeding course. Three times a week, Junior II. Course IV. Historical Method. A study of historical ,method and philosophy of history. This course embraces search for documents, “auxiliary sciences”, textual criti- cism, critical investigation of authorship, classification of sources, interpretative criticism, grouping of facts, constructive reasoning, exposition. Textbook: Langlois and Seignobos’ “Introduction to the Study of History”, and Bernheim, “Einleitung in die Geschichtswissen— schaft”. The works of Jaeger, Wolfe, and Vincent are also consulted. Once a week. Junior and Senior I. EVJEN. Course V. International Law. Lawrence’s Inter— national Law is used as text-book. German, Scandina- vian, and French works are consulted. Attention is given to the difference between the continental and the “Anglo- American” conception of international law and to the efforts made to continentalize the law of nations. The martial events, and accompanying public criticisms, of the last two years support the contention made by Dr. J. H. W. Stuckenberg in his “Sociology”, 1903, and show that the study of international law should be encouraged. "Direct inquiry has revealed astonishing ignorance Show less
36 AUGSBURG SEMINARY respecting international law, and internationalism in general. Even law students usually get but a smattering of the subject, perhaps not even that. Judges are expected to be familiar with the subject only if in the higher court: their calling demands it. As a rule the theme... Show more36 AUGSBURG SEMINARY respecting international law, and internationalism in general. Even law students usually get but a smattering of the subject, perhaps not even that. Judges are expected to be familiar with the subject only if in the higher court: their calling demands it. As a rule the theme is too remote from the interest of law students and lawyers to appeal to them. The minds of other students and profes- sional men are mostly a blank on the subject. There are exceptions; but generally our institutions of learning do not even excite an interest in internationalism. This gives to the few professors and specialists almost a monopoly of the whole field. Hence the most selfish state policy finds enthusiastic support at the ballot-box, on the platform, in the pulpit, in the press, and in political life, while the plea for international justice, to do unto others as we would be done by, strikes deaf ears.” Two times a week. Junior and Senior II. EVJEN. ECONOMICS. Economics :—-—A study of the underlying principles of our present industrial order. The first part of the course deals with the theories of value and price, and of produc- tion and distribution, and the second part with present day problems, including those of Money and Banking, the Tariff, the Corporation and Trust, and Labor. Seniors and Juniors, three times a week, during the first semester. (Not given 1916—1917). S. A. PATCHIN’. BOTANY. A general survey of the plants in nature; their struc- ture; relation of parts to growth and reproduction; pollination and fertilization; seeds and their distribution; grouping of plants and detailed study of the following Show less
AUGSBURG SEMINARY 37 groups: Bacteria, (schizomycetes) ; Blue green algae, (Cyanophyceae); Green algae, (Chlorophyceae); Algae fungi or Phycomycetes ; Sac fungi or Ascomycetes; Lich— ens; Basedium fungi or Basidiomycetes; Mosses and Liverworts, or Bryphytes; Pteridophytes; Gymnosperms Angiosperms... Show moreAUGSBURG SEMINARY 37 groups: Bacteria, (schizomycetes) ; Blue green algae, (Cyanophyceae); Green algae, (Chlorophyceae); Algae fungi or Phycomycetes ; Sac fungi or Ascomycetes; Lich— ens; Basedium fungi or Basidiomycetes; Mosses and Liverworts, or Bryphytes; Pteridophytes; Gymnosperms Angiosperms; leading families of flowering plants and their uses. Timber forestry: plant breeding. Discussion of plant industries; Ecological grouping. Special atten- tion paid to field work and an herbarium of 50 specimens required of each student. Text, Bergen and Caldwell’s Practical Botany. Three hours a week. Freshman I and II. CHEMISTRY. H. S. DIEHL. The courses in chemistry are intended to give the student a general knowledge of the science and training in laboratory work. They will prepare the one who successfully completes them to enter on more advanced work or a professional course or fit him to teach chemis- try in secondary schools. Course I. General Chemistry. No previous work on the subject is required. The course includes the general principles and fundamental laws of the science and a study of the common elements and compounds, including their physical and chemical properties and uses. The laboratory work consists of experiments to illustrate the properties and reactions of the elements and compounds, of which a careful record in a note book is required. Text: McPherson and Henderson’s General Chemistry and Laboratory Manual. Three lectures, including daily quizzes, and five hours laboratory work per week for one year. Freshman I and II. Show less
38 AUGSBURG SEMINARY Course II. Qualitative Analysir. By preliminary ex- periments the student becomes acquainted with the impor- tant reactions of the elements of the different groups and then follows a schematic analysis for the separation and identification of each element in an unknown... Show more38 AUGSBURG SEMINARY Course II. Qualitative Analysir. By preliminary ex- periments the student becomes acquainted with the impor- tant reactions of the elements of the different groups and then follows a schematic analysis for the separation and identification of each element in an unknown problem. There is constant personal supervision over the work and lectures and discussions of the fundamental laws of analytical chemistry, such as the ionic theory, law of mass action, etc. Text for reference, Treadwell and Hall's Analytical Chemistry; laboratory manual, W. A. Noyes' Qualitative Analysis. One hour lecture, one hour quiz: and six hours laboratory work per week for one year. Prerequisite, chemistry I. Sophomore I and II. PHILOSOPHY. Ev JEN and NYDAHL. Course 1. Logic. A brief study of the science gov- erning the principles of correct thinking. Special atten- tion is given to the practical application of the general laws of deductive and inductive reasoning. Textbooks: Sulengs translation of Jevons’ Logic and Dr. Anathon Aal’s Logik. Once a week. Sophomore I and II. NYDAHL. Course II. General Psychology. The object of this course is to vauaint the student with the general char- acteristics and laws of mental life. Special emphasis will be laid upon the aims and methods of modern psy- chology. Three times a week. Junior I. Course 111. A rapid survey of the History of Philos- ophy with a view to showing the development of the various schools and their distinguishing principles, and a course in Introduction to philosophy, presenting an Show less
