20 AUGSBURG SEMINARY tory of the Church after the Reformation. Symbolics and the Symbolical Books of the Norwegian Lutheran Church.—Sverdrup. By the English Professor in Theology (1904—1905). New Testament Introduction.—Westcott’s Introduction to the study of the Gospels. Church Historyz—The Acts... Show more20 AUGSBURG SEMINARY tory of the Church after the Reformation. Symbolics and the Symbolical Books of the Norwegian Lutheran Church.—Sverdrup. By the English Professor in Theology (1904—1905). New Testament Introduction.—Westcott’s Introduction to the study of the Gospels. Church Historyz—The Acts of the Apostles and the history of the ancient church to A. D. 800. Preaching and homiletical exercises for all classes. Synopsis of Courses of Studies. Roman numerals refer to courses; arabic to number of recrtations per week. PREPARATORY DEPARTMENT. First Year. English I, 5 Geography I 4 Norwegian I. 5 Religion I, 3 Mathematics I, 5 Penmanship 2 History I, 4 Music 2 Second Year. English II, 5 Geography II & III, 4 Norwegian II, 5 Religion II, 3 MathematiCs II. 5 Music ’2. History II & III, 4 Penmanship 2 Third Year. English III & IV, 5 Botany 5, second term Mathematics III & IV, 8 thsics 5 Physiology 5, first term Religion III, 3 GREEK DEPARTMENT. Freshman. English V & VI, 5 Mathematics IV, V & VLS Norwegian III, 5 History IV, 5 Greek I, 5 Religion IV, 3 Sophomore. English VII & VIII, 5 Latin I. 5 Norwegian IV, 4 Church History 3 Greek II, 5 Junior. English IX, 4 German I, 3 Norwegian V, 3 History VI, 4 Greek III, 5 Religion (New Test.) 2 Latin II, 5 Senior. English, (Courses X—XV, Latin III, 5 elective) 4 German II, 4 Norwegian VI, 2 History VII, 4 Greek IV, 4 Religion 2 Show less
12 AUGSBURG SEMINARY of the sentence as the unit of expression. Sentence ana— lysts and construction. Drill on the essentials. (Two times a week). Third Preparatory I and II. 2. First Year Rhetoric and Composition. Class study of Merkley’s Modern Rhetoric. Written exercises on work suggested by... Show more12 AUGSBURG SEMINARY of the sentence as the unit of expression. Sentence ana— lysts and construction. Drill on the essentials. (Two times a week). Third Preparatory I and II. 2. First Year Rhetoric and Composition. Class study of Merkley’s Modern Rhetoric. Written exercises on work suggested by text. Weekly themes. (Two times a week). Third Preparatory I and II. Course V. Second Year Rhetoric and Composition; Eng— lish classics; study of one of the following dramas: Mac- beth, Merchant of Venice, Julius Caesar. Two works for general reading. Written work based on reading. (Five times a week). Freshman I. Course VI. Second Year Rhetoric and Composition. The class room work will consist of the study of rhetorical prin- ciples. improqu wriling, and discussions of essays written by members of the Class. One of the warming works are studied: Milton’s helium Poems, Vision nf Sir L‘auufal. Ten- nyson’s The Princess. Two works assigned for general reading. (Five times a week), Freshman II. Course VII. Advanced Rhetoric, description, narration, exposition, argumentation, and pcrsuasinn. In the written work the essays begin with the simpler forms of narration and increase in complexity and difficulty until a formal at— tempt in argument and persuasion is undertaken. W'ith each form of discourse, two or more models are presented for study and comparison. English classics; Macaulay’s Essay on Milton or Bunyan’s Pilgrim’s Progress. Two works for general reading. (Five times a week). Sophomore I. Course VIII. Advanced Rhetoric; a continuation of course VII; English classics; Burke’s Conciliation with America; Shakespeare’s Macbeth, Hamlet, or Lear. Debating and book reviews. (Five times a week). Sophomore II. Course IX. History of English Literature. This course aims at a more systematic study of the subject of English literature in its historical relations and requires for its suc« cessful accomplishment a first-hand acquaintance with the works of representative authors besides the text used. One carefully prepared essay is required each month, based on library work, as well as frequent reports on assigned sub- jects. Text: Moody and Lovett’s History of English Literature. Junior I and II. (Four hours per Week). Course X. A Study of English Fiction. This is a survey of the growth of the story from the earliest times to and including the modern r-ovel. Senior I. (Three hours per week). Course XI. The Poetry of Alfred Tennyson. A study of Tennyson’s art and his relation to modern life. Senior II. (Three hours per week). Course XII. English Prose. A survey of the growth of English prose from the earliest attempts to Macaulay. (Al- ternating with course X). Show less
AUGSBURG SEMINARY 15 Course III.—Cicero: Orations against Catiline, with special study of Roman oratory. Review of grammar. Ben- nett’s Latin Composition completed. Lectures on Roman Literature. 5 times a week—Senior I and II. MATHEMATICS. The course in Mathematics comprises a two year’s study of... Show moreAUGSBURG SEMINARY 15 Course III.—Cicero: Orations against Catiline, with special study of Roman oratory. Review of grammar. Ben- nett’s Latin Composition completed. Lectures on Roman Literature. 5 times a week—Senior I and II. MATHEMATICS. The course in Mathematics comprises a two year’s study of Arithmetic, a two year’s study of Algebra, and a one year’s course in Plane Geometry. Course L—Arithmietic. Brook’s Normal Standard Arith; met. to Ignactica'l Measurements. Special drills are given mt ll! primary lt‘pfl‘fflliflflS and fractions. to insure rapidity and accuracy in the handling ul numbers. Tn develop ana— lytic pnwcr. ijgt‘ul, reaswti-ing, and accurate expression. Students are required. tit give a large number of written EnltI- lion's Drills in mental arithmetic an: t‘dn‘timi‘ctl thtnttgh the hoarse. 5 times a wreck. First Preparatory I and IT. Course II.—Arithmetic completed. Brincsk's .Nnrnial Standard Arithmetic is used as textabuttk. supplemented to; other material, The first six weeks? of the mural: are devoted to a review of fractions. 4 times, a week—Second Prepara= tory I and II. Cam‘s-s 1171.7 Elementary Algebra. The object in View is tr) familiarize the student with abstract numbers and acquaint him With the fttndamantal- laws of simple mathematical oped rations, such as the Cflmm'uta‘tive and distributive lawsi the index law, the law of signs, the law if substitutinn. and 10 give him a thorough, drill in the solution. 01': simple prablums by means inf an equation. 5. times a week.=Sec0nd Prepara- tory I and II. Course IV.:=Tl_tis is a mntimiatinn nf the preceding enurse. All the processes 02' Elementary-Algebra are Studied. includ- ing integral and fra'cLional cqualiflns in one unknriwn. simul— tanenns et'i'tiatinns in two m- inure nnktmwn. invnintion and evolution. than-3; of exponents. radicals. quadrants. ratiti and proportimt. arithmetic and geometrical pi'mgrnssinn. variables and limitsg the himnmial tltenrem. and logarithms. 5 times a ttrcelt.—=Thirrl Preparatory l. and II. .4 Course V; Plane Emmi-Etna The object in V-iEv; is lit] develop: in the student a habit tut emu definition and the ability of logical and continuous argument Ellemnriaing rfif demonstrations is rlisttulrflged, anti at In" ry point the attempt is made to throw the student hack ml 1“ s own resources, thtts developing in him the faculty ml itwcmmn and. discovery. so necessary in nnr mnde_rn life. Prtthlerns are wn'rlced put both synthetically and analytically. Special attentirm given ‘ll'll; LherJr-y ia'f limits. and also proportion with its many beautiful practical applications: 3 times a wattle—Third Prepar‘at'nry and: Freshman I and II. Show less
AUGSBURG SEMINARY 5 able, energetic men. But experience soon made it clear that a theological faculty, however able, was not enough to make the school equal to the demands made upon it. But the lesson had to be learned through years of ex- perience. The change. however, came gradually. The number... Show moreAUGSBURG SEMINARY 5 able, energetic men. But experience soon made it clear that a theological faculty, however able, was not enough to make the school equal to the demands made upon it. But the lesson had to be learned through years of ex- perience. The change. however, came gradually. The number of theological professors was in time reduced from tour in twom and the number of college professors gradually increased. l. H. Bugge was appointed in .1882 to a chair in the college. The. result was satisfactory. in 1885 two more college professors were a-ppoil'ited; namely, ‘l'. H. illegen and Theo. Reiniestad. Then followed the ap- poinhneuts of W. M. Pettersen in 1886. and A. M. Hove in 1887. J. L. Nytlahl succeeded the late I. [-L Bugge in £891, am] H. N. Hendrickson succeeded T. S. Reinlcs stacl in i900. l-“ro'z‘i. A. M. Hove resigned in September. 1901. lo i898 Rev. H. A. Lil-Seth was appointed to teach theologyr instead of Prof. S. Oftedal, who then had a year's vacation. And in. 15.899 the growing demand for an Eng~ lish professor in theology led to the appointment of Prof. li'rseth in that capacity. In r890 Augsburg Seminar): became the theological school of the United Norwegian Lutheran Church of .Fltmeric'a, formed by the union of the Conference. the A‘nti-Nlissouriau Btotherhood. and the Auguatana Synod. The United Church, however, withdrew its support in 1893, and established a new school. This led to a legal controversy with the United Church. which was finally settled in August, 1898, Augsburg Semi-nary relinquishing its Endowment Fund on condition that no further claim should be made by the United Church against Augsburg Seminary. This leaves the school practically in the same condition in which it was twenty—five years ago, as far as financial support is concerned; it is entirely dependent on its friends. . In 1899 the foundation was laid to a new, modern building for ofi‘ices and class rooms. This building was finished in the fall of. tool and dedicated Jan I, 1902. Since the founding of the school thirty—four years ago. 158 have graduated fronrthe college department, and 3,04 from the theological department. Nearly all the graduates are el'igaged in religious work in the Luth- eran Churches in America or in Foreign mission fields. Show less
8 AUGSBURG SEMINARY and Norway. But the resourceful mind of Prof. Oftedal seemed to rejoice in the double task of baffling enemies and at the same time building up the institution. Time and again destruction seemed unavoidable, but every time the institution was saved by the unflinching faith and... Show more8 AUGSBURG SEMINARY and Norway. But the resourceful mind of Prof. Oftedal seemed to rejoice in the double task of baffling enemies and at the same time building up the institution. Time and again destruction seemed unavoidable, but every time the institution was saved by the unflinching faith and energetic work of the devoted band of friends of Augs- burg under the leadership of Prof. Oftedal. Prof. Oftedal is now sixty years of age, but he seems yet young and strong; God grant, he may still live long and do much for Augsburg Seminary and its interests. G. 5'. GENERAL INFORMATION. COURSES OF STUDY. Augsburg Seminary now has three departments: a preparatory of three years, in which the common practical branches are taught; a classical of four years leading to the degree of B. A.; and a theological of three years. DISCIPLINE. The discipline is exercised in a Christian spirit. The spiritual welfare of the students is considered of the highest importance. Religious services are held every morning in the Seminary Chapel. Prayer meetings are held every Saturday evening and Sunday morning. TERMS OF ADMISSION. Students are admitted to the Preparatory Department without examination. Those desiring to enter the Greek department or classical course must pass a satisfactory examination or have certificates issued by recognized schools. Candidates for admission to the Theological Department must furnish evidence of -moral character and Christian experience. All applications for admission to the preparatory or classical courses are made to the Pres- ident, for the Theological department to the Board of Directors and the Theological Faculty. Show less
AUGSBURG SEMINARY 19 Second Year. h English 5 United States History 4 Norwegian 5 I term. Arithmetic 4 Geography 4, Iterm. Algebra 5 Civics 4, II term. Religion 3 Physical Geography 4-, _ Penmanship 2 ' II term, Music 2 Third Year. English 5 Physics 5 Algebra 5 Geometry 3 Physiology 5 Religion 3... Show moreAUGSBURG SEMINARY 19 Second Year. h English 5 United States History 4 Norwegian 5 I term. Arithmetic 4 Geography 4, Iterm. Algebra 5 Civics 4, II term. Religion 3 Physical Geography 4-, _ Penmanship 2 ' II term, Music 2 Third Year. English 5 Physics 5 Algebra 5 Geometry 3 Physiology 5 Religion 3 GREEK DEPARTMENT. Freshman. English 5 ‘Physics 5 Norwegian 5 *History 5 Greek 5 Religion 3 Geometry 3 Sophomore. English 5 Latin 5 Norwegian 4 History 4 Greek 5 Church History 3 Junior. English 4 German 3 Norwegian 4 History 4 Greek 5 Religion 2 Latin 5 Senior. English 4 German 4 fl Norwegian 2 History 4 ‘” Greek 4 Religion 2 Latin 5 Show less
12 AUGSBURG SEMINARY Course X. Special Work in English and English Liter— ature; as, The History of the English Language; The Puritan Element in English Literature; The Essay; American Poetry; etc.—Senior I and II. Course XI. Literary Criticism. One hour a week—Junior and Senior I and II.... Show more12 AUGSBURG SEMINARY Course X. Special Work in English and English Liter— ature; as, The History of the English Language; The Puritan Element in English Literature; The Essay; American Poetry; etc.—Senior I and II. Course XI. Literary Criticism. One hour a week—Junior and Senior I and II. GEOGRAPHY. Course I. Mathematical, and political geography of the American continent, with special reference to the United States. Considerable emphasis is laid on the study of physi— cal conditions and natural resources, pointing out how they determine the distribution of inhabitants, growth of indus— tries, and the peculiar character of social institutions. Tarr and McMurry’s Complete Geography is used as text—book, supplemented by lectures, collateral reading, re- ports, and map-drawing. 4 times a week. First Preparatory I and II. Course II, Descriptive. political and commercial geo— graphy of the Old World. The Scandinavian countries, espe- cially Norway, are studied more in detail. The course in— cludes a final review of the industrial activity of the leading countries, and a statistical survey of the area, population, and principal products of foreign countries as compared with the United States. Text—book, Tarr and McMurry’s Complete Geography, supplemented by geographical readers, reports and lectures. Considerable attention is given to map—drawing. 4 times a week. Second Preparatory I. Course III. Physical Geography, rmnurising a study of the earth as a globe, the atmosphere. the ocean, the lands, plains and plateaus, mountains. volcanoa; rivers, lakes and valleys; deserts and glaciers. shorelines. the distribution of organic forms, and the influence of geographic surroundings on human life and character. Davis’ Elementary Physical Geography is used as text— book, supplemented by references to the U. 5. Geological Survey, the Geological Survey of Minnesota, and other standard works, A collection of rocks and minerals, fossils, etc., are always at hand for illustration. 4 times a week. Second Preparatory II. GERMAN. The aim of the two year’s course in German is to enable the student to read fluently and translate readily common German. and get a general knowledge of German literature and German authors. Course I. Elementary. 3 times a week—Junior I and II. Course II, Keller’s Bilder aus der Deutschen Literatur. and Storm’s Immensee read and translated. Review of Grammar. 4 times a week. Senior I and II. ___am|. H4- Show less
16 AUGSBURG SEMINARY MUSIC. Elements of musical notation, sigh! reading, vocalization. and chorus drills. To give students an opportunity 50: more extended practice in chorus work, a student’s chorus. and a glee club are drilled by the instructor of music. The course- extends over two years. 2... Show more16 AUGSBURG SEMINARY MUSIC. Elements of musical notation, sigh! reading, vocalization. and chorus drills. To give students an opportunity 50: more extended practice in chorus work, a student’s chorus. and a glee club are drilled by the instructor of music. The course- extends over two years. 2 times a week—First and Second Preparatory. PENMANSHIP. Instnictiou in penmanshiu is giyen in the two first pres parator}r classes. The aim is to enable the student to acquire. a rapid and legible lmsiuess hand. To this end proper posi- tion and INCITEHIENI; are. taught. 2 times a wank—First and Second Preparatory. NORWEGIAN LANGUAGE AND LITERATURE. The aim of the six years course in Norwegian is to teach students to read. write and speak the. language correctly and fluently and get a general and thorough know- ledge of the history of Danish and Norwegian literature. Course I. Study of the sentence and the parts of speech, dictation, reading. 5 times a week—First Preparatory I and II. Course II. Syntax, dictation, reading. 5 times a week. —Second Preparatory I and II. Course III. Review of Grammar, orthography, dictation, composition work (Itranslation, paraphrasing, etc.), analysis. 5 times a week—Freshman I and II. Course IV. Rhetoric, compositions—Tonnesen’s Larebog i iTOrsk Stil, Part II, used as text—book. Critical reading of standard authors. 4 times a week—Sophomore I and II. Course V. Compositions, critical reading of standard authors of Danish and Norwegian Literature. 3 times a week. Junior I and II. Course VI. History of Danish and Norwegian Literature. Reading of Authors. 2 times a week—Senior I and II. PHYSICS. Elementary physics, including recitations, solution of problems, and practical demonstrations of the fundamental laws of nature. ' Carlzart and Cliuté's High S‘Clliflfll Physics is used. as text— linm'uk, supplemented by other works. rm the SJijBCT. The elementary principles Hf mechanics. sound. light, heat, mag— netism and electririty. "verified by simple captirimeuts the laboratory. 3 times a Week—Third Preparatory and Freshman I and II. Show less
AUGSBURG SEMINARY 13 GREEK. At Augsburg Seminary, Greek is considered the most important of all languages commonly studied in higher in— stitutions of learning, and also the language best adapted to educational use on account of its grammatical structure. No literature can compare with the Greek,... Show moreAUGSBURG SEMINARY 13 GREEK. At Augsburg Seminary, Greek is considered the most important of all languages commonly studied in higher in— stitutions of learning, and also the language best adapted to educational use on account of its grammatical structure. No literature can compare with the Greek, as far as ideas are concerned, and never perhaps were human and divine ideas clothed in nobler form, One of the departments of the in— stitution is called the Greek department, because Greek is considered the leading linguistic study in it. There are given 5 lessons a week in Greek during 3 scholastic years and 4 lessons a week during the last school year in this department. Course I. Elementary. Boise and Pattengill’s First Les— sons, and Hadley and Allen’s Greek Grammar. 5 times a week. Freshman I and II. Course II. Xenophon’s Anabasis, books I and II, and Hadley and Allen’s Grammar are carefully studied. 5 times a week. Sophomore I and II. Course III. Xenophon’s Anabasis, book II, Plato’s Apology and Crito are read, and Greek syntax is studied. 5 times a week—Junior I and II. Course IV.—Review of Anabasis and Plato, as well as Grammar. 4 times a week—Senior I and II. HISTORY. This most important study is followed through the whole preparatory and college curriculum, and at every point special attention in given both to the so—called “facts” of history, and to their historical significance. Course I.—History of the United States. The aim is to familiarize the student with historical matter viewed in chronological order and to arouse in him a proper interest in his country’s welfare. Text-book, assignment of topis, lec- tures, and collateral reading, especially memoirs and bio- graphies of prominent men. 4 times a week—First Pre— paratory I and II. Course II.—History of the United States continued. In this course more advanced work is attempted, special atten- tion being given to topical study and more independent read- ing that may lead the student to investigate and judge intel— ligently for himself. 4 times a week—Second Preparatory I. Course III.—Civics. A study of municipal, state and na— tional government. The U. S. constitution is analyzed, and the practical workings of the legislative, executive, and judi- cial branches of our government fully demonstrated. The course includes a study of commercial law. Instruction is carried on by means of text—book, assignment of topics, in— formal discussions, and reading of Woodrow Wilson’s The State, and other works pertaining to the subject. 4 times a week—Second Preparatory II, Show less
6 AUGSBURG SEMINARY PROF. SVEN OFTEDAL. Prof. Oftedal was born at Stavanger, Norway, March 22, 1844. His parents were serious Christians, who con— scientiously followed the apostolic exhortation : bring your children up in the nurture and admonition of the Lord. They also were anxious, that their... Show more6 AUGSBURG SEMINARY PROF. SVEN OFTEDAL. Prof. Oftedal was born at Stavanger, Norway, March 22, 1844. His parents were serious Christians, who con— scientiously followed the apostolic exhortation : bring your children up in the nurture and admonition of the Lord. They also were anxious, that their boys should get the best education that the schools of the country could give. Sven, therefore, attended college at Stavanger, where he took the regular classical course, and became a student at the University of Norway in Christiania in 1862. After a course in philosophy, he took, what is known as “examen philosophicum” in 1863. After that time, partly at home, partly abroad, he studied ancient and modern languages during seven years. Suddenly and unexpectedly he com— menced studying theology and took his theological ex— amination in 1871. He felt a strong aversion against entering the estab— lished church of Norway as a regular clergyman. The life of a parson in the established church with its regular and tiresome round of duties did not seem satisfactory either to his manly spirit or to his religious fervor for the salvation of souls; nor was he in sympathy with the aristocratic system of the established church itself. His whole soul longed for independent religious work, where a free and living church might develop itself by the Spirit of God through the gospel, unhampered by human traditions and erroneous conceptions and ideas. In this state of mind an invitation to come to Amer— ica and help build up Augsburg Seminary was welcome to him. He came to Minneapolis in 1873 and com-menced work at once, and has continued ever since as theological professor at this institution. He also very soon became president of the Board of Trustees of the school, and in both capacities he has been the leading spirit in the or— ganization and upbuilding of the seminary. During 31 years he has worked almost incessantly for the welfare of Augsburg Seminary. Innumerable were the difficulties to be overcome, incredible was the bitter- ness of the opposition against Augsburg Seminary from the side of aristocratic ministers and vulgar minded poli— ticians, many were the schemes to destroy it in order to annihilate its influence among the Norwegians in America Show less
4' AUGSBURG SEMINARY Augsburg Seminary subordinates all its work, its whole curriculum, its management and its discipline, to these principles. They are underlying and determining every detail of the work of the school. No branch of study is taken up, and no arrangement of time or work is made... Show more4' AUGSBURG SEMINARY Augsburg Seminary subordinates all its work, its whole curriculum, its management and its discipline, to these principles. They are underlying and determining every detail of the work of the school. No branch of study is taken up, and no arrangement of time or work is made without this purpose. Thus it is attempted to educate ministers, who combine thorough knowledge of the divine word with Christian character, and who know how to work in the spirit of brotherly love and sympathy with the people in the churches. HISTORICAL. Augsburg Seminary was founded in 1869 at Mar— shall, Wis. Prof. A. Wenaas was placed in charge. The aim was to educate ministers for free Lutheran Churches. The idea was new to the Norwegians, and the school could not be modeled after the institutions of the estab- lished church of Norway. The school has, therefore, had more difficulties to contend with than the Seminaries established later. The supporters of Augsburg Seminary were at first connected with the Swedish Augustana Synod. When in 1870, they parted from the Swedes and organized the Conference, the school was left without buildings, and for about two years was conducted in a rented hall by Prof. Wenaas. But the energetic and practical Rev. 0. Paulson, at that time in charge of a church in Minneapolis, took up the work of securing suitable quarters. He obtained grounds in Minneapolis, raised about $4,000 in cash, and in 1872 had a three—story brick veneered building ready to receive the school. This gave courage to the supporters of the Seminary, and the following year at the annual meeting of the Con— ference a second chair in theology was created, to which Prof. Sven Oftedal accepted a call and began work the same year. , In 1874 two more theological professors were ap—' pointed: namely, G. Sverdrup and S. R. Gunnerson. The school now had a theological faculty, composed of four Show less
BOARD OF TRUSTEES. SVEN HESKIN, Portland, N. D., . . . . . . . . . . ..June 1904 OTTO HANSEN, Waseca, Minn, . . . . . . . . . . ..]une 1905 PROF. SVEN OFTEDAL, Minneapolis, Minn.,...June 1906 SEVER LARSON, Madelia, Minn, . . . . . . . . . ..June 1907 REV. O. PAULSON, Blanchardville, Wis.,. . . . ... Show moreBOARD OF TRUSTEES. SVEN HESKIN, Portland, N. D., . . . . . . . . . . ..June 1904 OTTO HANSEN, Waseca, Minn, . . . . . . . . . . ..]une 1905 PROF. SVEN OFTEDAL, Minneapolis, Minn.,...June 1906 SEVER LARSON, Madelia, Minn, . . . . . . . . . ..June 1907 REV. O. PAULSON, Blanchardville, Wis.,. . . . .Jiine 1908 FACULTY. GEORG SVERD‘RUP, President, Professor of Old Testament Theology, Dogmatics, and Hebrew. SVEN OFTEDAL, President Board of Trustees, Professor of New Testament Exegesis, C hnrch History, and Greek. HANS A. URSETH, Professor of English Theology, and English Literature. JOHN H. BLEGEN, Professor of Greek, German, and Norwegian. H. NORMAN HENDRICKSON, Professor of Latin, English, and Music. JOHANNES L. NYDAHL, Professor of Greek, and Natnral Science. WILHELM PETTERSEN, Professor of History, and Mathematics. INSTRUCTOR. S. O. SEVERSON, English, United States History, and Arithmetic. AUGSBURG COLLEGE ARCHIVES Show less
AUGSBURG SEMINARY 11 COURSES 0F INSTRUCTION. ENGLISH LANGUAGE AND LITERATURE. The Seminary is fully aware of the importance of a thore v-ugh and efficient training in the English language. Not only should those who yet hold Norwegian as their muLher tongue have full command of English. but also... Show moreAUGSBURG SEMINARY 11 COURSES 0F INSTRUCTION. ENGLISH LANGUAGE AND LITERATURE. The Seminary is fully aware of the importance of a thore v-ugh and efficient training in the English language. Not only should those who yet hold Norwegian as their muLher tongue have full command of English. but also should lliat growing class of boys whose mother tongue is English be given full opportunity to [rain themselves in its effective use. The problem- ol’ teaching Norwegian-horn boys English idiom and expression is being solved by those. methods which the. long e'xpefleuce of the Seminary has found most helpful. and the larger demands of the American'almru ele; ment are taken care of by the enlargement of cugiurses from time to time, Cdurse I. Grammar: Elements of the Sentence. Read- ing and spelling drills. Orthoepy.—First Preparatory I and II.—Daily recitations. Course II. Grammar: The Parts of Speech. Reading and spelling drills, Language work—Second Preparatory I and II.—Daily recitations. Course III. Elocution and Reading: Third Preparatory 1_ Daily recitations. Course IV. Grammar: Review, Letter-writing and Business Forms. Daily recitations.—Third Preparatory II. Buehler’s Modern English Grammar used in all classes of the Preparatory Department. Course V. First Year Rhetoric and Composition. Eng— lish classicsstudy of one of the following dramas: Mac— beth. Merchant of Venice, Julius Caesar. Two works for general reading. Weekly composition and other written work: based on reading. Daily recitations.—Freshman I. Course VI. First Year Rhetoric and Composition. Eng— lish classics; study of one of the following: Milton’s Minor Poems, Vision of Sir Launfal, Tennyson’s The Princess. Written work. Daily recitations.—Freshman II. Merkley’s Modern Rhetoric used. Course VII. Second Year Rhetoric; description, narra- liou. exposition, argumetation, and persuasion. English classics: Macaulay’s Essay on Milton, or Bunyan’s Pilgrim’s Progress. “Fritten work based on reading. Two works for general reading. Daily recitations.—Sophomore I. Course VIII. Second Year Rhetoric; same as course VII. English classics; Burke’s Conciliation with America. Debat— ing. Daily recitations.—Sophomore II. Course IX. History of English Literature. A first—hand acquaintance with representative works of the great authors is sought besides a knowledge of the text used. Essays. Four hours a week—Junior I and II. Text: Moody and Lovett’s History of English Literature. Show less
