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 They are studied as historical documents 'of the greatest value to those who wish to become acquainted with the Apostolic Age and to judge it rightly, especially in regard to its conception and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 They are studied as historical documents 'of the greatest value to those who wish to become acquainted with the Apostolic Age and to judge it rightly, especially in regard to its conception and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
AUGSBURG SEMINARY 73 Cooper’s “Last of the Mohicans” or Stevenson’s “Treas- ure Island”, either “Christmas Carol”, “Chimes” and “Cricket on the Hearth” by Dickens or Scott’s “Ivan- hoe”; “Man Without a Country”, selections from Lin- coln’s “Addresses and Letters”, either Hawthorne’s “Wonder Book”... Show moreAUGSBURG SEMINARY 73 Cooper’s “Last of the Mohicans” or Stevenson’s “Treas- ure Island”, either “Christmas Carol”, “Chimes” and “Cricket on the Hearth” by Dickens or Scott’s “Ivan- hoe”; “Man Without a Country”, selections from Lin- coln’s “Addresses and Letters”, either Hawthorne’s “Wonder Book” or “Tanglewood Tales”, either Long- fellow's “Hiawatha” and “Evangeline” or Scott’s “Lay of the Last Minstrel” and “Marmion”. These masterpieces, as well as those of the following years, afford the student an opportunity for the enlarge- ment of his vocabulary, the acquaintance with natural English idiom, and the right appreciation of literary ex— cellence, and furnish also the necessary material for the fulfilment of the prevailing college entrance require- ments in English. Five times a week. First Academic I, II, and 111. Course I given in full to students who register for a limited amount of work. First Academic II and III. 15 credits. COURSE II. GRAMMAR, COMPOSITION, CLASSICS Themes once a week. Oral presentation of the theme subjects, careful outlining, and the correction of errors in speech and writing. Continued study of the principles of composition and the qualities of style. Continued at- tention to grammar, including parsing and the study of sentence structure. Study of spelling and punctuation. Class study of the following: Psalms, “Julius Cae- sar”, “A Tale of Two Cities”, “Pilgrim’s Progress”, one or two essays from Emerson, a book of short stories, Long’s “American Poems”. The following are assigned for home reading: Gospel of Mark, “As You Like It”, either “David Copperfield” or “Mill on the Floss”, either Stevenson’s “Kidnapped” Show less
AUGSBURG THEOLOGICAL SEMINARY A dmissz'on All applications for admission to the Theological Divi- sion are made to the Theological Faculty and the Board of Directors. All candidates for admission to this divi- sion must furnish in addition to a record of school train- ing also evidence of moral... Show moreAUGSBURG THEOLOGICAL SEMINARY A dmissz'on All applications for admission to the Theological Divi- sion are made to the Theological Faculty and the Board of Directors. All candidates for admission to this divi- sion must furnish in addition to a record of school train- ing also evidence of moral character and Christian ex— perience. General Statement The Augsburg Theological Seminary ofi'ers a three- year course of study. The aim is to give a thoro knowl- edge of the Bible, the history of the Christian Church, the teachings and principles of the Lutheran Church, and a practical training in dealing with the principal ques- tions that arise in pastoral life and in the pastoral leader- ship of the congregation. As far as possible, the Bible is studied in its original tongues. It is clearly realized, however, that mere knowledge is not a complete equip- ment of a worker in the vineyard of Our Lord. The all— important consideration is to awaken and foster in the student true loyalty to Christ and absolute obedience to the Holy Spirit, for without these qualities no man can become a “good and faithful servant” in the house of God. Courses of Instruction OLD TESTAMENT INTRODUCTION AND EXEGESIS The Old Testament record of God’s dealings with His chosen people, as well as with the nations in general, stands for all time as tho written in stone, showing AM 4‘... mg; Show less
AUGSBURG SEMINARY 71 General Facilities and Activities Students in the Academy have all the privileges of the College equipment, Gymnasium, and Library, and en- joy the advantages which accrue from the presence of older students. They unite each day with the other divi- sions in chapel services,... Show moreAUGSBURG SEMINARY 71 General Facilities and Activities Students in the Academy have all the privileges of the College equipment, Gymnasium, and Library, and en- joy the advantages which accrue from the presence of older students. They unite each day with the other divi- sions in chapel services, and obtain recognition in all the general exercises and organizations of the Seminary. The Lyceum Literary Society has been organized by the students of the Academy and offers opportunity for training in parliamentary usage and in the elements of literary criticism as well as skill in thinking before an audience. CHRISTIANITY HARBO, NORDBERG, HELLAND COURSE I. The study of religion begins with a review of Vogt “Bibelhistorie”. The instruction is given in Norse. Two times a week. First Academic I, II, and III. 6 credits. COURSE II. In this course the religious instruction is in English. The text used is “Explanation of Luther’s Catechism”, the idea being to review this simple and yet profound presentation of the way of salvation and at the same time familiarize the student with the religious terms in the English language. Two times a week. Second Academic I, II, and III. 6 credits. COURSE III. Study of the Old Testament History, in English. Text: Blaikie “Manual of Bible History”. Also extensive reading of selected portions of the Old Testa- ment. Two times a week. Third Academic I, II, and III. 6 credits. Show less
AUGSBURG SEMINARY 59 . measures. The work is carried on by class experiments and exercises, lectures and recitations- Text: Thorndike .“Educational Psychology”. Four hours a week. Junior II. 4 credits. COURSE III. EDUCATIONAL SOCIOLOGY A study of the phenomena of group influence and the present... Show moreAUGSBURG SEMINARY 59 . measures. The work is carried on by class experiments and exercises, lectures and recitations- Text: Thorndike .“Educational Psychology”. Four hours a week. Junior II. 4 credits. COURSE III. EDUCATIONAL SOCIOLOGY A study of the phenomena of group influence and the present relation of the school to social problems. The educational value of the home, the play group, the c0m~ munity group, labor and farm organizations. social and cultural clubs, the church and state are studied in their relation to the school. Reference reading and topical assignments supplement the text. Text: Smith “An In- troduction to Educational Sociology". Students are ad- vised to take Sociology Course II. Four hours a week. Junior III. 4 credits. COURSE IV. THEORY AND TECHNIQUE OF TEACHING A study of the different types of classroom exercises and of efficiency in the management of classes. Special at- tention is given to the hygiene of instruction. Required of all who expect to teach in high scohols. Texts: Colvin “Introduction to High School Teaching”, Sears “Class- room Organization and Control”. Four hours a week. Senior I. 4 credits. COURSE V. TEACHERS' COURSES The Teachers’ Courses in special methods are given in the different departments concerned, where such courses are offered. Students should ascertain what courses are required in the fields of their major and minor work before they outline their course. A total of six credits in Special Method is required of all candidates for the state certificate. Observation work in the Minne- apolis High Schools. Senior II and III. 2, 4, or 6 credits. Show less
I t illt'i‘ 54 AUGSBURG SEMINARY ing Norse. How to create interest in Scandinavian cul- ture and language in secondary schools of to—day. Orga- nization of classes. Theme reading and grading. Three hours a week. Senior II and III. 2, 4, or 6 credits. GERMAN DOWNS COURSE I Elements of... Show moreI t illt'i‘ 54 AUGSBURG SEMINARY ing Norse. How to create interest in Scandinavian cul- ture and language in secondary schools of to—day. Orga- nization of classes. Theme reading and grading. Three hours a week. Senior II and III. 2, 4, or 6 credits. GERMAN DOWNS COURSE I Elements of pronunciation. Elements of grammar taught inductively. Emphasis upon the spoken ward. Oral and written reproduction of the reading material. Zinnecker “Deutsch fur Anfanger,” Guerber “Marchen und Erz'ahlungen”. Sophomore I and II. Topical review of the elements of grammar. Special attention to the acquisition of vocabulary by means of word building. study of synonyms and cognates. Con- tinued oral and written reproduction of reading material. Gerstacker “Germelshausen”. Storm “Immensee”. So- phomore III. 15 credits. COURSE n Continuation of grammatical drill and oral and writ- ten reproduction based on selected reading in German prose and verse. Baumbach “Der Schwiegersohn”, Su- dermaun “Der Katzensteg”, Raabe “Die schwarze Ga- leere”, Burkhard “German Poems for Memorizing.” junior I, II, and III. 12 credits. COURSE III Reading of German novels and dramas as an intro- duction to the study of literature. One hour a week thruout the year will be devoted to composition. Frey— tag “801] und Haben”, Meyer “Jiirg Jenatsch”. Schiller “Wilhelm Tell”, Freytag “Die Journalisten”. Boezinger Show less
14 AUGSBURG SEMINARY signed to educate ministers who were the servants of the government. It was necessary to reach the desired end thru personal experience, and the history of Augs- burg Seminary is, therefore, the story of the trials and struggles and the final success of its founders in their... Show more14 AUGSBURG SEMINARY signed to educate ministers who were the servants of the government. It was necessary to reach the desired end thru personal experience, and the history of Augs- burg Seminary is, therefore, the story of the trials and struggles and the final success of its founders in their efiorts to establish a school that should meet the urgent need of faithful and earnest pastors in a free Lutheran Church. While the curriculum of the school has been broadened and perfected in the course of time, still there has been no disposition to deviate from its original pur- pose. Altho Augsburg Seminary is primarily a divinity school, established and maintained for the education of Christian ministers, teachers, and missionaries, its leaders have not been unaware of the circumstance that not all the students in the institution intend to become such. For this reason the courses in the College and Academy Divi- sions have been arranged so as to meet the needs also of those young men who seek a thoro education preparatory to other lines of professional work. Augsburg Seminary endeavors to awaken and nourish the spiritual life in all its students. For this reason it not only makes attendance in classes of religious instruc- tion obligatory, but it also seeks to surround the young people entrusted to its care with a truly Christian atmos- phere. Each class in the College and in the Academy is given religious instruction two hours a week, and besides this a voluntary class for the study of missions has been maintained for several years, led by one of the Faculty members. Every morning, except Sunday, all students are required to attend chapel exercises, which are led by one of the professors. Frequently visiting pastors and others are invited to speak to the students in chapel. Prayer-meetings are held several evenings a week, either by the student body or by smaller groups of students. No Sunday services are held at the Seminary. The Show less
AUGSBURG SEMINARY 45 ENGLISH LANGUAGE AND LITERATURE SVEEGGEN The primary aim of the English Department is to train the student in the use of idiomatic English hand in hand with the development of literary appreciation. The great masterpieces of literature are studied with the purpose of... Show moreAUGSBURG SEMINARY 45 ENGLISH LANGUAGE AND LITERATURE SVEEGGEN The primary aim of the English Department is to train the student in the use of idiomatic English hand in hand with the development of literary appreciation. The great masterpieces of literature are studied with the purpose of familiarizing him with normal English idiom in the expression of noble and inspiring thought. Con- tinual attention is paid to the particular needs of each student in the speaking and writing of good English. The courses are also organized so as to furnish suffi- cient and appropriate study for those who are qualified to specialize in English along major or minor lines in preparation for graduate work with English as major or minor. The foreign language requirements in this connection must be fulfilled. The major and minor requirements, including the prerequisite courses, preparatory for graduate study are as follows: 1. Preparation for graduate study for the M. A. degree: a. English, Courses I—XIII. b. A reading knowledge of one, preferably two, for- eign languages, depending on graduate school chosen. 2. Preparation for graduate study for the Ph.D. degree. a. English, Courses I—XIII. b. A reading knowledge of two foreign languages. choice depending on graduate school intended. The minor for graduate work includes: Courses I—V, X, and either VI—IX or XI—XIII. Major and minor sequences are arranged for other lines of study as follows: 1. For the B. A. degree. Requirements the same as in preparing for graduate study. Show less
AUGSBURG SEMINARY 67 COLLEGE PHYSICS COURSE I. GENERAL PHYSICS This course is intended for students who wish to make a somewhat detailed study of the various parts of Physics. The course forms the groundwork for further study in Engineering, Medicine, or the teaching of natural science as a... Show moreAUGSBURG SEMINARY 67 COLLEGE PHYSICS COURSE I. GENERAL PHYSICS This course is intended for students who wish to make a somewhat detailed study of the various parts of Physics. The course forms the groundwork for further study in Engineering, Medicine, or the teaching of natural science as a profession, and is the natural starting point for those wishing to do further work in Physics. The work covers mechanics and heat, electricity and magnetism, wave mo- tion, sound, and light. Text: Kimball’s “College Physics”. Six hours a week. I, II, and III. 18 credits. MATHEMATICS BUSBY, GJESDAHL COURSE I. COLLEGE ALGEBRA This course is offered to students who have had one year of Elementary algebra. It includes the study of quadratic equations, surds, imaginary quantities, ratio, proportion, progressions, permutations and combinations, variables and limits, and the binomial theorem. Five times a week. Freshman I and first half of II. 7 V2 credits. COURSE II. SOLID GEOMETRY This course provides sufficient training for those who wish to teach in high school or to specialize in mathema~ ties. It includes a study of the various geometric solids ———polyhedrons, cylinders, cones, and the sphere—together with original constructions, demonstrations, and practi~ cal exercises. Five hours a week. Freshman, second half of II and III. 7% credits. COURSE III. PLANE TRIGONOMETRY This course is intended to give the fundamentals of trigonometry as a preparation for college physics. The Show less
