AUGSBURG SEMINARY 63 stil, Part II”. Bj¢rnson “En Fallit”, and Ibsen “Brand” and “Peer Gynt” studied in class. Written reports on books assigned for special reading. Three hours a week. Freshman I, II, and III. 9 credits. COURSE III. HISTORY OF OLD NORSE AND NORWEGIAN-DANISH LITERATURE TO 1800... Show moreAUGSBURG SEMINARY 63 stil, Part II”. Bj¢rnson “En Fallit”, and Ibsen “Brand” and “Peer Gynt” studied in class. Written reports on books assigned for special reading. Three hours a week. Freshman I, II, and III. 9 credits. COURSE III. HISTORY OF OLD NORSE AND NORWEGIAN-DANISH LITERATURE TO 1800 Special attention is given to the Eddas, the Sagas, and Medieval folk lore. A critical study of leading authors, with selected readings from their works. Writing of essays on literary subjects. Text: Brock and Seip “Literaturhistorie for gymnasiet”. Haegstad and Skard “Af literaturen f¢r 1814”, supplemented by other work: dealing with the history and literature of Norway and Denmark. Three hours a week. Junior I, II. and III. 9 credits. COURSE IV. HISTORY OF NORSE LITERATURE IN THE NINETEENTH CENTURY Special attention is given to the five great authors, Wergeland, Welhaven, Bj¢_rnson, Ibsen, and Jonas Lie. with critical readings of their best works. Compositions. Texts: Brock and Seip “Literaturhistorie for gymna- siet”; Haegstad and Skard “Norsk digtning efter 1814”. Three hours a week. Senior I, II, and III. 9 credits. COURSE V. WERGELAND, BJORNSON, IBSEN COURSE The life and works of the three great authors studied systematically. Lectures, reports and discussions on the important works of each author. Three hours a week. Junior and Senior I, II, and III. 9 credits. COURSE VI. TEACHERS’ COURSE A course for students who plan to teach Norse in high schools. A study of the problems and methods of teach- Show less
ill 1' i m THE ACADEMY Admission All students entering the Academy are required to furnish written credentials indicating the amount and character of their previous work, and also when and where they have pursued it. Blanks for this purpose may be secured upon application to the President. The... Show moreill 1' i m THE ACADEMY Admission All students entering the Academy are required to furnish written credentials indicating the amount and character of their previous work, and also when and where they have pursued it. Blanks for this purpose may be secured upon application to the President. The eighth grade or its equivalent must be completed for ad- mission. Credits Augsburg Academy is accredited by the North Central Association of Colleges and Secondary Schools as a Standard Academy. The credits are accepted by any college or university that accepts credits. Advanced standing in any subject may be granted to students who are prepared to take up such work. An indiscriminate selection of studies from quarter to quarter is deemed inadvisable, and will not be approved. Sixteen units of credit are required for graduation from Augsburg Academy. “A unit represents a year’s study in any subject in a secondary school, constituting approximately one fourth of a full year’s work.” Ordi- narily four years are necessary to secure the required sixteen units. The Faculty reserves the right to make special provision for mature students. Those who, after entrance, are found below grade in English and in Arithmetic will be given special instruc- tion. See Special Course in English and Special Course in Arithmetic. A beginners’ course in English is offered to new- comers. Show less
AUGSBURG SEMINARY 23 THE MALE CHORUS is the oldest musical organization in the Seminary. Its aim is to drill students in practical chorus work and develop their taste for good music. All students who have good ear and some knowledge of musical‘ notation may become members. THE BAND was organized... Show moreAUGSBURG SEMINARY 23 THE MALE CHORUS is the oldest musical organization in the Seminary. Its aim is to drill students in practical chorus work and develop their taste for good music. All students who have good ear and some knowledge of musical‘ notation may become members. THE BAND was organized in 1904. Boys who play band instruments, brass or reed, and who come to Augs- burg may become members. General Societies THE STUDEN'rs’ MISSION SOCIETY was organized in 1885. It has awakened among the students a remarkable interest both in Home and Foreign Missions. The first missionary sent to heathen lands by Norwegian Luth- erans in America was a charter member of this society. The programs, which are given once a month, consist Of 'reports by students and lectures by missionaries, pastors, and other mission workers. The Society arranges each year for a three days Mission Conference. THE MEDICAL AID SOCIETY, founded in 1879, is an organization for the mutual aid of members in case of sickness. All students who room at the Seminary are members of the society. Students rooming outside but who take their meals in the Boarding Club may also be admitted as members. The fee is $3.00 a year. This fee is collected by the Treasurer Of the school at the be- ginning Of each year. The members are entitled to free medical attendance, but no member may receive aid ex- ceeding $15 in any one school year. Alumni Association The Alumni Association is composed Of all graduates of the College and Theological Divisions. It holds an an- nual business meeting during Commencement week. The annual alumni banquet occurs on the evening of the day following Commencement Day. Show less
40 AUGSBURG SEMINARY College students who show habitual deficiency ‘in Eng- lish in their work outside of the English courses will be reported to the English Department for special attention and drill in order to help them maintain the proper standard. Senior College Requirements When a student... Show more40 AUGSBURG SEMINARY College students who show habitual deficiency ‘in Eng- lish in their work outside of the English courses will be reported to the English Department for special attention and drill in order to help them maintain the proper standard. Senior College Requirements When a student enters the Junior year he shall have determined in what line of study he will s‘pecialize. For the purpose of specialization majors and minors are offered. The line of study in which a student will particularly specialize constitutes his major. One or two lines of study closely correlated with the major must be pursued as supporting subjects. See programs of correlation of subjects with majors, pages 42 and 43. The major subject, since it means specialization, is determined by the student’s special aptitudes as shown in the quality of work he has done in the Junior College, where basic courses prerequisite to the major line of study are ofiered in logical and natural sequences which lay the foundation for the major work. See Departmental Statements. It is well for the student to know in his Freshman' year what major line of study he will pursue. Students who are still undecided as to their major choice when they appear for registration in the Junior year, must before they register, consult the Matriculation Committee and the heads of departments concerned, in order to determine their line of major work. Junior College students are required in planning their special line of major study as well as in planning the Show less
GROUP Ill :aration for the study of Medicine or Engineering Ihman hemistry nglish [story hristianity homo re iathematics hemistry tench or German hristianity lor ‘riology 'hysics ’sychology lhristianity IiOI‘ .at’in ‘rench or German English Economics and Sociology thristianity 6 5 4 2 17 5 6 4 2... Show moreGROUP Ill :aration for the study of Medicine or Engineering Ihman hemistry nglish [story hristianity homo re iathematics hemistry tench or German hristianity lor ‘riology 'hysics ’sychology lhristianity IiOI‘ .at’in ‘rench or German English Economics and Sociology thristianity 6 5 4 2 17 5 6 4 2 17 6 6 3 2 17 4 3 or 4 4 3 2 16 or 17 GROUP IV Preparation for the study of Law or Business Freshman History English Mathematics Christianity SOphomore English Norse or other For. Lang. Natural Science Christianity Junior Economics and Sociology History English Psychology Christianity Senior Latin Norse or other For. Lang. Education Pol. Science and Ethics Christianity N01va 16 Nah-Ch 16 moaneuxw 16 or4 (9037503?- 16 or 17 Show less
AUGSBURG SEMINARY 75 COURSE IV. ENGLISH LITERATURE Outline of English Literature. Emphasis is laid on the acquirement of an accurate knowledge of the main facts of the subject. A careful study is made of selected masterpieces from “Beowulf” to Tennyson. Special study of “Hamlet” and the “Book of... Show moreAUGSBURG SEMINARY 75 COURSE IV. ENGLISH LITERATURE Outline of English Literature. Emphasis is laid on the acquirement of an accurate knowledge of the main facts of the subject. A careful study is made of selected masterpieces from “Beowulf” to Tennyson. Special study of “Hamlet” and the “Book of Job”. Consider- able reading of illustrative selections from the various periods. Themes on subjects studied, once a week. Drill in expression. Five times a week. Fourth Academic I and II. 10 Credits. COURSE V. AMERICAN LITERATURE Outline of American Literature. An accurate knowl- edge of the main facts and movements required. Care— ful study of selected masterpieces. Rapid reading of re- presentative works from the various periods. Study of the short story. Drill in oral expression. \Veekly themes required. Five times a week. Fourth Academic III. 5 credits. SPECIAL COURSE NASH, JOHANSON Designed for foreign born and other students who need special instruction in spelling, grammar, and pro— nunciation. Written drill in spelling and grammar. Prac- tice in reading of appropriate selections. Two times a week. Two sections. NORSE NORDBERG, HARBo, HALVORSON The aim of the courses in Norse is to teach students to read, write, and speak the language correctly and fluently and to afford a general and thoro knowledge of the history of Danish and Norse literature. Show less
36 AUGSBURG SEMINARY First and Second Corinthians. History of Preaching, and Homiletics. First and Second Timothy, and Titus. Church History. History of the Church after the Re- formation. Systematic Theology, Ethics. Pastoral Theology. Symbolics. Lectures given both in the Norse and in the... Show more36 AUGSBURG SEMINARY First and Second Corinthians. History of Preaching, and Homiletics. First and Second Timothy, and Titus. Church History. History of the Church after the Re- formation. Systematic Theology, Ethics. Pastoral Theology. Symbolics. Lectures given both in the Norse and in the English languages. Show less
24 AUGSBURG SEMINARY Local associations of the alumni are being organized to include in their membership all graduates of the College and Theological Divisions. The object of these associa- tions is to keep strong and vital the ties which bind the sons of Augsburg to their alma mater, and to... Show more24 AUGSBURG SEMINARY Local associations of the alumni are being organized to include in their membership all graduates of the College and Theological Divisions. The object of these associa- tions is to keep strong and vital the ties which bind the sons of Augsburg to their alma mater, and to'promote the interests of Augsburg as an educational and spiritual center. One of the achievements of the association has been to erect a monument over the graves of the founders of Augsburg Seminary, the late professors Sverdrup and Oftedal. The ofiicers of the Alumni Association are as follows: President . . S. MELBY (’11) Vice-president REV. M. OLSON (’15) Secretary . . REV. J. HOUKOM (’14) Treasurer . . REV. E. BERNTSEN (’91) STUDENT PUBLICATIONS Augsburg Echo is published monthly by the students and is edited by a board elected by them. The subscription price is one dollar a year, in advance. The Augsburgian is a pictorial and literary publication issued biennially by the students. Show less
46 AUGSBURG SEMINARY 2. For the Teacher’s Certificate: 3. Major, Courses I—XIV. b. Minor, Courses I—V, X, XIV, and either VI—IX or XI—XIII. 3. For men who plan to enter the ministry. The major and minor requirements are the same as those for the B. A. degree. Special attention is given these... Show more46 AUGSBURG SEMINARY 2. For the Teacher’s Certificate: 3. Major, Courses I—XIV. b. Minor, Courses I—V, X, XIV, and either VI—IX or XI—XIII. 3. For men who plan to enter the ministry. The major and minor requirements are the same as those for the B. A. degree. Special attention is given these students in connection with the work in public speaking. As to the method of choosing majors and minors see statement under Senior College Requirements. A major in English can be arranged from either Group I or II of Programs of Study in Correlated Groups. Courses II—\' may in special cases be pursued in con- nection with the Junior—Senior Courses. Normally the sequences outlined below are followed. Courses Credits Prerequisites I. Rhetoric and Litera- None ture . . . . . . . . . . . . . . ..15 II. American Literature and Literary Criticism 4 I III. Anglo—Saxon . . . . . . .. 4 I I IV. Chaucer and Spenser 2 , II. and III V. Public Speaking and Reading . . . . . . . . . . .. 2 I VI. Elizabethan Drama and Milton . . . . . . . . .. 2 I, II, In, and 1V VII. Argumentation and Debate . . . . . . . . . . . . .. 2 I and v VIII. Dryden and Eight eenth Century Prose 2 IX. Dryden and Eight- I—1 , II. III, IV, and VI eenth Century Poetry 2 I. II, III, IV, VI, and VIII X. Shakespeare . , . . . . .. 4 I, II, III, and IV XI. Nineteenth Century Prose . . . . . . . . . . . . . .. 2 I. II. III, IV, and X XII. Nineteenth Century Poetry . . . . . . . . . . . . . . 2 I, II, III, IV, X, and XI XIII. Public Speaking and Reading . . . . . . . . . . .. 4 I, II, V. and X XIV. Teachers’ Course 2. 4. or . . . . . . . . . . . . . . . . .. 6 I—VII XV. English for Theo- A reading and speaking logians . . . . . . . . . . . .. 9 knowledge of English. - e rm; Show less
30 AUGSBURG SEMINARY 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 regard to its conception and teaching of the Gospel of Christ.... Show more30 AUGSBURG SEMINARY 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 regard to its conception and teaching of the Gospel of Christ. Both the Gospels and the Epistles are preeminently historical, and not dogmatic documents, and should‘bc 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 view-point is given special attention in the study of the Gospel accord-' ing to Luke, which forms the most important part of the Second Course of New Testament Theology. From'the same view-point some of the Epistles of 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 Testament writing. It is the intimate connection be- tween Christ and His Church, a connection spoken of by Our Saviour 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, which makes the Church the body of Christ, a holy temple built of living stones, Himself being the chief corner-stone. It is the realization of this connection which forms the neces- sary 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 source for this part of the study of the Show less
52 AUGSBURG SEMINARY composition and literature, the relation between English and other subjects in the curriculum, the relation between English and practical life, the grading of the four-year course, physical defects in oral work, other oral problems, theme reading and grading, text-books, the... Show more52 AUGSBURG SEMINARY composition and literature, the relation between English and other subjects in the curriculum, the relation between English and practical life, the grading of the four-year course, physical defects in oral work, other oral problems, theme reading and grading, text-books, the teacher’s per- sonality and equipment, library facilities. Three hours a week. Alternates with Course XIII. Offered in 1922-23. Senior II and III. 2, 4, or 6 credits. COURSE XV. ENGLISH FOR THEOLOGIANS A course in reading and speaking. Correctness and effectiveness sought. Drill by means of selections in order to establish accuracy and naturalness of expression. Interpretative Bible reading. Delivery of speeches. Designed for students who need special training in order to meet the demands for English in the congrega- tions. Three hours a week thruout the year. NORSE ' NORDBERG COURSE I. BEGINNERS’ COURSE Reading, translation, spelling, written exercises. Spe- cial emphasis is laid on getting the exact meaning and correct pronunciation of words. Drill in oral expres- sion, naturalness in speaking and writing Norse. Text: Michelet’s “First Year in Norse", Flom’s edition of Bjornson’s ‘Synnyive Solbakken”, and Vowles’ edition of Bjdrnson’s “En glad Gut”. Dorran’s edition of “Lie’s Stories and Poems”. Freshman I, II, and III.‘ Three hours a week. 9 credits. COURSE II. RHETORIC AND LITERATURE Rhetoric, composition, translations, and reading of standard authors. Text: T¢nnesen “Larebok i norsk Show less
AUGSBURG SEMINARY 33 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;... Show moreAUGSBURG SEMINARY 33 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, organi- zation, and government of the congregation in apostolic times; the growth of the idea of the Church as a legal organization ending in Catholicism; the idea of the re- formers 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 worldly and rationalistic methods of organization and govern- ment. 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 ministerial 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 OF 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 Show less
AUGSBURG SEMINARY 49 COURSE VI. ELIZABETHAN DRAMA AND MILTON l. ELIZABETHAN DRAMA—Outline of the develop— ment of the English drama up to Shakespeare, showing the elements that contributed to its complexity and great~ ness. Special study of the most important predecessors, contemporaries, and... Show moreAUGSBURG SEMINARY 49 COURSE VI. ELIZABETHAN DRAMA AND MILTON l. ELIZABETHAN DRAMA—Outline of the develop— ment of the English drama up to Shakespeare, showing the elements that contributed to its complexity and great~ ness. Special study of the most important predecessors, contemporaries, and followers of Shakespeare, with an- alysis of representative plays. The relation of these to Shakespeare is especially noted. 2. MILTON—His life and works as a whole, the quali- ties of his culture and Puritanism, his relation to his age, and analysis of his peculiar genius. Special emphasis upon “Paradise Lost” and “Samson Agonistes." Two hours a week. Alternates with Course X. Of- fered in 1922-23. Junior and Senior I. 2 credits. COURSE VII. ARGUMENTATION AND DEBATE Training in logical analysis of questions and in the construction of briefs, together with the development of keen perception in discovering vital issues as well as of the ability to find and use the most valid and convincing proof. Also includes drill in forceful and persuasive presentation of arguments in public. Two hours a week. Alternates with Course X. Of- fered in 1922-23. Junior and Senior I. 2 credits. COURSE VIII. RESTORATION AND EIGHT- EEN'I‘H CENTURY PROSE Study of the rise and early growth of modern English prose, with reference especially to literary criticism, the essay, and the modern novel. Emphasis upon Dryden, Defoe, Addison, Steele, Swift, Johnson, Goldsmith, Richardson, Fielding, Burke, and Boswell. Analysis of the age, of character, and literary values. Two hours a week. Alternates with Course XI. Offered in 1922-23. Junior and Senior II. 2 credits. Show less
62 AUGSBURG SEMINARY COURSE V. AMERICAN HISTORY The political history of the United States; the origin and development' of American institutions; the political, economic and social forces in each epoch; the colonial forms of government; development under the Constitu- tion; slavery; expansion of... Show more62 AUGSBURG SEMINARY COURSE V. AMERICAN HISTORY The political history of the United States; the origin and development' of American institutions; the political, economic and social forces in each epoch; the colonial forms of government; development under the Constitu- tion; slavery; expansion of the West; the Civil War and reconstruction; industrial growth and economic read- justment; immigration and resulting social problems; the World War and its efiects on domestic and foreign rela- tions. Lectures, weekly reports, study of important docu- ments and sources. Four hours a week. Junior I, II, and III. 12 credits. COURSE VI. TEACHERS' COURSE IN HISTORY Designed for those who expect to teach history in the public high schools. Discussion of the value and content of history and its place in the curriculum of the modern school, and a study of methods in organizing and pre- senting historical material. Practice teaching can be done in connection with this course. Prerequisites: thirty-six credits in college history, one year of psychology, and sixteen credits in education. Three hours a week. Senior I and II. 2, 4, or 6 credits ECONOMICS AND SOCIOLOGY BUSBY COURSE I. 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 Production and Distribution, and the second part with present day prob- lems, including those of Money and Banking, the Tarifl‘, the Corporation and Trust, and Labor. Three hours ‘a week. Junior I and first half of II. 4y. credits. Show less
50 AUGSBURG SEMINARY COURSE IX. RESTORATION AND EIGHT~ EENTH CENTURY POETRY A study of the ideas of Classicism as shown in the poetry of the period. The changes of the century; such as, “the return to nature,” the development of individual- ism, and the beginnings of the Romantic Revival. Em-... Show more50 AUGSBURG SEMINARY COURSE IX. RESTORATION AND EIGHT~ EENTH CENTURY POETRY A study of the ideas of Classicism as shown in the poetry of the period. The changes of the century; such as, “the return to nature,” the development of individual- ism, and the beginnings of the Romantic Revival. Em- phasis upon Dryden, Pope, Thomson, Gray, Goldsmith. Cowper, and Burns. Analysis of the age, of character, and of literary values. Two hours a week. Alternates with Course XII. Offered in 1922-23. Junior and Senior III. 2 credits. COURSE X. SHAKESPEARE Brief review of the growth of the English drama, showing the elements uniting to form it; analysis of the character of the age, with special reference to the Re- naissance and the Reformation. Study of the develop— ment of Shakespeare as a dramatist, with detailed analy- sis of eight or ten plays illustrative of the periods of de- velopment. Brief critical analysis of the other plays as to background, plot, style, characters, and philosophy of life. Also examination of Shakespeare’s methods of ob- taining material for his plays and of his motives in their production. A somewhat thoro acquaintance with his genius and personality sought. Four hours a week. Alternates with Courses VI and VII. Offered in 1923—24. Junior and Senior I. 4 credits. COURSE XI. NINETEENTH CENTURY PROSE Study of the nineteenth century essay and- of the de- velopment of the novel. Emphasis upon the principal novelists: Scott, Dickens, Thackeray, Eliot, Meredith, Hardy. Special study of the most important essayists: Coleridge, Lamb, Hazlitt, De Quincey, Macaulay, Car- Show less
AUGSBURG SEMINARY 47 COURSE I. RHETORIC AND LITERATURE A course combining Freshman Rhetoric and English Literature. Includes a study of the principles of rhetoric, theme writing, drill in oral expression, and a survey of English Literature preparatory for the more intensive courses of the... Show moreAUGSBURG SEMINARY 47 COURSE I. RHETORIC AND LITERATURE A course combining Freshman Rhetoric and English Literature. Includes a study of the principles of rhetoric, theme writing, drill in oral expression, and a survey of English Literature preparatory for the more intensive courses of the following years. 1. RHETORIc—First Quarter: review of the elements and principles of composition and of the qualities of style. Second Quarter: exposition and argumentation. Third Quarter: description and narration. Correctness and effectiveness in reading, writing, and speaking are emphasized, with special stress upon natural and idioma- tic English. Attention to practical values. Weekly themes are required and careful attention is given to the correc— tion of errors. Oral presentation of the theme subjects and careful outlining required. Some of the theme sub- jects may be chosen from the literature. 2. LITERATURE—A study of the backgrounds of Eng- lish Literature, and an analysis of the most prominent authors and important classics. First Quarter: essayists and miscellaneous classics. Second Quarter: drama. Third Quarter: poetry. During this quarter fiction is studied in connection with narration in Rhetoric. Liter- ary appreciation and an understanding of the personali- ties who produced the great masterpieces are funda- mental aims in the course. Five hours a week. Freshman I, II, and III. 15 credits. COURSE II. AMERICAN LITERATURE AND LITERARY CRITICISM A study of the principal writers of American prose and poetry with a view to an intimate acquaintance With their characters and with the qualities of their best works. This part of the course forms a basis for the work in Show less
