32 AUGSBURG SEMINARY of fundamental principles, analysis of the various types of literature, the consideration of personality in literary art, and the reading of selections from critics. Four hours a week. Four credits. Sophomore I. Course III. Anglo-Saxon. Anglo-Saxon grammar is studied in... Show more32 AUGSBURG SEMINARY of fundamental principles, analysis of the various types of literature, the consideration of personality in literary art, and the reading of selections from critics. Four hours a week. Four credits. Sophomore I. Course III. 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” or other classics are translated. Four hours a week. Four credits. Sophomore II. C ourse IV. Chaucer and Spenser. I. Chaucer. A study of the author and his age, in- cluding an analysis of his character and of the materials brought together in his works, with special emphasis upon “The Canterbury Tales”. A minute study of a number of the pilgrims with their stories. 2. Spenser. His life, personality, and art. His reaction towards the influences of the Renaissance and the Reformation. Detailed study of selected works. Special consideration of Book I of “The Faerie Queene”. In this course, as also in several of the following, at- tention is given to language changes. Two hours a week. Two credits. Sophomore III. Course V. Public Speaking and Reading. A course in the fundamental principles of oral ex- pression; concerning correct breathing, voice placement, resonance, pronunciation and enunciation, qualities of interpretation, action, qualities of voice, together with practice upon selections and in the delivery of speeches. Two hours a week. Two credits. Sophomore III. Show less
8 AUGSB URG SEMINARY were instruments in God’s hand to carry the school thru innumerable trials and difficulties for over thirty years. During the fifty years of its existence Augsburg Seminary has had a large number of professors and in- structors, many of whom have, however, served for a short... Show more8 AUGSB URG SEMINARY were instruments in God’s hand to carry the school thru innumerable trials and difficulties for over thirty years. During the fifty years of its existence Augsburg Seminary has had a large number of professors and in- structors, many of whom have, however, served for a short time only, or as substitutes during vacancies. The following list contains only the names of those regularly appointed. . In the Theological Department: August Weenaas (1869—76), Sven Oftedal (1873—1904), S. R. Gunner— sen (1874—83), Georg Sverdrup (1874—-—1907), B. B. Gjeldaker (1876—77), M. O. B¢ckman (1890—93), F. A. Schmidt (1890—93), E. G. Lund (1891—93), H. A. Urseth (1899—1909), Andreas Helland (1905—), George Sverdrup (1908—), J. O. Evjen (1909—19), E. P. Harbo (1909—). David Lysnes was appointed pro- fessor in 1890, but died before he could enter upon his- work. In the College and Academic Departments: Caesar Boeck (1869—72?), J¢rgen Jensen (1875—77), J. La— vik (1878-—80), R. T. Newton (1878—82), H. ,U. Sverdrup (1878—79), P. A. Paulson (1880—82), W. W. Wraaman (1882—85), R. Daa (1883—85), J. H. Blegen (1885—1916), J. T. Bugge (1885—91), Theo. S. Reimestad (1885—1900), Wilhelm Pettersen (1886— 1910), A. M. Hove (1887—1901), .J. L. Nydahl (1891 —), H. N. Hendrickson (1900—), S. O. Severson (1904 —l915), Wm. Mills (1907—1919), F. A. Svecggen (1915—), R. B. Nell (1916—). The following have been Presidents of Augsburg Seminary: August Weenaas (1869—76), Georg Sver- (lrup (1876—1907), Sven Oftedal (1907—11), George Sverdrup (1911—). The yearly attendance, all departments included, has varied from 19 (1870—71) to 201 (1899—1900). The average attendance from 1869 to 1875 was 29; from Show less
66 AUGSBURG SEMINARY Also extensive reading of selected portions of the Old Testament. Two times a week. Third Academic I, II and III. 6 credits. , SVERDRUP. Course IV. C otechetics and Methods of Religious In— struction. As many of the students teach in religious day schools during their summer... Show more66 AUGSBURG SEMINARY Also extensive reading of selected portions of the Old Testament. Two times a week. Third Academic I, II and III. 6 credits. , SVERDRUP. Course IV. C otechetics and Methods of Religious In— struction. As many of the students teach in religious day schools during their summer vacation, it is very important that they should know the rudiments of catechetics. This ‘is no less necessary for those who teach in the Sunday school. The course is offered in order to give the stu- dents some practical aid in the preparation for their work. The administration of religious instruction is also taken up and discussed; Text-books: Tollefsen, . “Om kristendomsundervisningen i barneskolen”, and Sverdrup’s “Forklaring”. Two times a week. Fourth Academic I, II, and III. 6 credits. HELLAND. BOOKKEEPING The object of the 20th Century Bookkeeping is to teach the student the fundamental principles of book- keeping and accounting. To suit the conditions that exist in the different - schoolrooms and to permit the teacher to make his course short or long as desired, the work is divided into four sets, each of which is separate and distinct. While it is necessary to complete the four sets in order that the student may have a thoro knowledge of the subject, yet he may discontinue at the end of any one set with his klowledge being complete as far as he has advanced. The first set teaches the student the fundamental principles of bookkeeping and accounting. The second set teaches the student the principles of partnership bookkeeping, the advantages of special rul- ing in the cash book, the carbon copy sales book, etc. The third set teaches the principles of corporation Show less
AUGSBURG SEMINARY 13 Seminary are made to the Theological Faculty and the Board of Directors. All candidates for admission to this department must furnish evidence of moral charac- ter and Christian experience. II. Registration and Class Work. 1. Every student is required to register for a def-... Show moreAUGSBURG SEMINARY 13 Seminary are made to the Theological Faculty and the Board of Directors. All candidates for admission to this department must furnish evidence of moral charac- ter and Christian experience. II. Registration and Class Work. 1. Every student is required to register for a def- inite amount of work. In case a student wishes to dis- continue a subject for which he has been properly reg- istered, whether for the purpose of carrying less work or in order to subsitute another subject, he must first have the permission of the Registrar and consult the in- structor in charge of the work in question. Neglect in doing this will result in a record of failure in any course dropped. 2. Whenever in the opinion of the teacher it is ad- visable to have a student assigned to another grade of Work, the teacher shall send him to the Registrar with a request for the proper change. 3. Class work lost on account of late registration or because of necessary absence must be made up. The work in each subject shall be assigned by the teacher of the subject, and no credit shall be given until such work has been done. Tardiness and absence from class with- out sufficient cause cannot be made up. 4. If a student desires extra work, he shall notify the instructor in the subject which he wishes to pursue. such work may be granted by the Registration Com- mittee on recommendation of the instructor only when the applicant has a record of good scholarship in all lines of his work. III. Examinations and Promotions. 1. Regular written examinations are held at the close of each quarter in all classes of the Academy and College. Show less
AUGSBURG SEMINARY 29 Three Year Course. FIRST YEAR (1919—1920) Old Testament. Old Testament Introduction; I SVERDRUP. New Testament. The Gospel of Matthew; The Epistles of John, and The Apocalypse. HELLAND. The Acts of the Apostles. LILLEHEI. Church History. History of the Ancient Church.... Show moreAUGSBURG SEMINARY 29 Three Year Course. FIRST YEAR (1919—1920) Old Testament. Old Testament Introduction; I SVERDRUP. New Testament. The Gospel of Matthew; The Epistles of John, and The Apocalypse. HELLAND. The Acts of the Apostles. LILLEHEI. Church History. History of the Ancient Church. LILLEHEI. Systematic Theology. Dogmatics: Theology and An- thropology. HARBO. Church Polity. HELLAND. Catechetics. HELLAND. SECOND YEAR (1920—1921) Old Testament. Historical Books: Isaiah, Jeremiah, or Ezekiel, alternately. New Testament. The Gospel of Luke; Romans and Galatians, or Ephesians and Colossians, alternately. Church History. History of the Church during the Middle Ages. History of Dogma. Systematic Theology. Dogmatics: Soteriology. Liturgics. History of Preaching, and Homiletics. THIRD YEAR (1921—1922) Old Testament. The Psalms; Connection between the Old and the New Testament. New Testament. The Gospel of John; Hebrews and James. New Testament Introduction. First and Second Corinthians. History of Preaching, and H omiletics. First and Second Timothy, and Titus. Show less
AUGSBURG SEMINARY 31 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 31 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. I. 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 correction of errors. Oral presentation of the theme subjects and careful outlining required. Some of the theme subjects 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: poetry and drama. Third Quarter: the novel and short story. Literary appreciation and an understanding of the per— sonalities who produced the great masterpieces are fundamental aims in the course. Five hours a week. Fifteen credits. Freshman I, II, and III. 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 literary criticism. The latter includes a study Show less
AUGSBURG SEMINARY 7 later on developed and enlarged into complete Academic and College Departments. The beginning was quite insignificant; the congrega— tions supporting the school were neither large nor num- erous. Dissensions which arose in connection with the organization of the Norwegian... Show moreAUGSBURG SEMINARY 7 later on developed and enlarged into complete Academic and College Departments. The beginning was quite insignificant; the congrega— tions supporting the school were neither large nor num- erous. Dissensions which arose in connection with the organization of the Norwegian Danish Conference in 1870 made the existence of the new school very pre- carious and its work difficult. Hence it was no wonder, that “when Professor \Neenaas, who was then President, could, in 1872, move his school of nineteen students into a new and commodious building in Minneapolis, the re— joicing was general.” The removal to Minneapolis marks a turning-point in the history of Augsburg Seminary. It was thru the efforts of Rev. Ole Paulson, at that time pastor of Trinity congregation in Minneapolis, that the Seminary secured its new home, and he is therefore rightly re- garded as one of the greatest benefactors of the school. The subsequent years have been full of struggles, but also full of blessings. Often attacked by enemies, and not always as unitedly and strongly supported by its friends as might have been desired, the school has not always had a calm course. Nevertheless it has tried to serve the Kingdom of God and to fulfil the mission of its calling. Professor August Weenaas, the founder and the ,first President of Augsburg Seminary, will always de- serve to be remembered as a man who faithfully and with great courage laid the foundation of the oldest divinity school among Norwegian immigrants in Amer- ica and carried the school thru the difficulties of the early years of its existence. But the men who were the greatest factors in the development of Augsburg Sem- inary, and to whom the school owes the most, are the late Professors Georg Sverdrup and Sven Oftedal. They Show less
28 Al’HSBURG SEMINARY .\~ the hest Stilll‘t‘t‘ for this part of the study of the New 'l‘e~tanient we eomider the (iospel according to lohu. (/llll't'll Ilixlnry. The t'ir~t course eon>i>ts of the study of the Aposto- lic _\_eve and the History of the liarly Church to the Middle Age» In the xt't... Show more28 Al’HSBURG SEMINARY .\~ the hest Stilll‘t‘t‘ for this part of the study of the New 'l‘e~tanient we eomider the (iospel according to lohu. (/llll't'll Ilixlnry. The t'ir~t course eon>i>ts of the study of the Aposto- lic _\_eve and the History of the liarly Church to the Middle Age» In the xt't‘nnll courxc the History of the Church dur- ing the Middle Age» ix >tudied. The third cour~e offch the study of the History of the Church after the lx'eforluation. Nix/nee of [he .i'ulerimn C/Im'.'ll. The course gives attention to the characteristic growth of the Church on A\Inerieau mil. particularl} the Lutheran branch. Nix/ore of ling/um. This course traces the develop- ment of 'l‘heologieal doctrine from the heginnin},r of the \ccnlld century to aliout 17le .\. l). .\‘\'I.m'n:lir.\'. 'l'he t‘t'eeds are genetically treated and elueidated. ,\'\'.vtel'mtie 'l‘lu‘olog/y. S) ~teinalic 'l heoloey i.~ the systematic exposition of the teaching of the Ilihle concerning (iod and man and their relation to each other. It naturally divides itself into three main ln‘anches: namely. 'l‘heology, or the t‘hri~liau doctrine concernng tiod, .*\nthropolog.\'. 01‘ the t'hri~tian doctrine concerning man. and Soteriology, or the Christian doctrine concernng the restoration and maintenance of the true eonnunniou between God and man. To this part of a 'l‘heological Course also belongs the ~tudy of lilhicx‘. Show less
2-1 AUGSBURG SEMINARY fir/tensor. The expenses for one year are about as follows: Tui- tion. SlS per semester. including room rent . . . . ..$§50.00 .\'o duluction is made to students rooming outside. liaeh student should take alongr From home a pillow, two pillo\\'—slips, two sheets. a quilt,... Show more2-1 AUGSBURG SEMINARY fir/tensor. The expenses for one year are about as follows: Tui- tion. SlS per semester. including room rent . . . . ..$§50.00 .\'o duluction is made to students rooming outside. liaeh student should take alongr From home a pillow, two pillo\\'—slips, two sheets. a quilt, and towels. lloard for 35 weeks . . . . . . . . . . . . . . . . . . . . . . . . .120.00 linnks. clt‘. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 25.00 lfleetrie light and steam-heat . . . . . . . . . . . . . . . . .. 2000 Furniture rent,. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10.00 Library fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1.00 Iiymnasium fee . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2.00 $208.00 DAILY ROUTINE. The school year is divided into two semesters. The first liegins the last week in September and continues till the last week in January; the second begins about I’ehruary l. and closes the last week in May. The school is in session from 7:45 A. .\l. to 12:15 l'. .\l. duringr six days of the week. Morning prayers, led by one of the professors. are held in the Seminary t‘llilIK'i at 10:10 to 10:40 ;\. .\l. _\ttendanee at chapel is required of all students, and failure to attend at any time must be reported. The students observe study hours from 4:00 1‘. .\l. to 10:00 l'. .\l. LOCATION. .\ttgshtlrg Seminary is loeated.in Minneapolis. on Sth St. and 31st Ave. So. Students who arrive at the lit‘ettt Northern Station will take any car on Hermepin t\\'e. and transfer on \Vashington Ave. to R'Iinnehaha or \\‘:tshington and Riverside ear and take this to 21stAve Show less
5th AllUSl-IURG SEMINARY ('ucsur. Review of (i‘ammar. composition, sight-read— ing. Five times a week. Fourth Academic I and [1. HISTORY. Ihzxnmcksox and Nvownr. ('muxrc l. .lm‘irul History. Ahont four weeks are spent in a rapid survey of the elements of oriental civili- zation and their... Show more5th AllUSl-IURG SEMINARY ('ucsur. Review of (i‘ammar. composition, sight-read— ing. Five times a week. Fourth Academic I and [1. HISTORY. Ihzxnmcksox and Nvownr. ('muxrc l. .lm‘irul History. Ahont four weeks are spent in a rapid survey of the elements of oriental civili- zation and their transmission to Europe. The remainder of the semester is devoted to the History of Greece. The ft >llowil1g topics receive special emphasis: Greek Coloni- zation: the t‘ity State; Development of Democracy in \thens: the l’ersian \\'ars; the Age of Pericles; The Hellenistic .\gt'. l‘ht stcond semester is devoted to Roman History. Special attention is given to the Equalization of the ( )l'tlt'l'\_ ( )rganiration of Roman Rule in ltalv. Expansion of the Roman l‘ower. l‘lutocracy, Military Rule, The l'rincipatc. The Monarchy. Causes of the Decline. Rome and the (iermans to 800 A. I). Text-book: \\'ester— mann. "The Story of the Ancient Nations". Four times a week. First .\cademic l and H. l”[l£.\‘l)th‘let)X. (‘nurm‘ ll. :llcdic-z'ul and Modern History. Care- t'nl review of L‘harlemagne's work as a basis. Special attention will he given to the following topics: Institu- tional t’hristianity: Free Cities; Crusades: Fetidalistn. Scholasticism: the Revival of Learning: the Great Dis— coveries and Inventions: the Reformation: the Catholic Reaction; the Thirty Years' \\'ar; the French Revolu- titm; t‘olonial lixpansion. Development of Industry. ('onnnerce. and the Arts, and the Resulting Social and Political changes. .~\ limited amount of collateral read- ing, definitely assigned and carefully controlled. Four times a week. Second Academic I and Il. HENDRICKSON. (nurse l\'. Senior .~lmericau History, :\ general course in the social and political history of the United Show less
AUGSBURG SEMINARY 31 5. I’aul'x lipixflcs In the (’uriullliunx. These lipistles are taken up in connection with Church l’olity as offering the best documentary source of early Church organization. ‘Iiillt‘UIL'f/lit‘tll I’I'U/nrt‘ll't‘l.‘fit‘x. This course aims to show the purpose, structure, and... Show moreAUGSBURG SEMINARY 31 5. I’aul'x lipixflcs In the (’uriullliunx. These lipistles are taken up in connection with Church l’olity as offering the best documentary source of early Church organization. ‘Iiillt‘UIL'f/lit‘tll I’I'U/nrt‘ll't‘l.‘fit‘x. This course aims to show the purpose, structure, and growth of the various branches of 'l‘heoltmy, and to fur~ nish the student with a working bibliography including the most recent 'l‘heological publications in Scandinavia. (iermany‘ England. and :\merica. lli‘l’l‘t'ft'. An accurate knowledge of the elements of Hebrew is essential to the study of the Old Testament. The aim of the courses offered is to familiarize the student with the etymology and syntax of the liebrew 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. .\'«'-:t' Tutu/Hen: ([rcck. The (ireek of the New 'l‘estament is studied on the basis of the classical Greek. The purpose is to show that it differs from the classical and that it is the lan- guage as it was spoken by the people of l’alestine in the time of Christ. No student of the New 'l‘estament ought to rest satisfied until he can read his 'l‘estament in the language in which it was written; History of Hit” .\'c:u 'l't'xlmm‘ut .l/uuusrri/‘tx. The aim of this course is to familiarize the student with the history of the printed (ireelt text since 1514; to impart to him information about the leading New Tes— tament manuscripts: and to discuss the historical method employed in textual inquiry. Show less
AUGSBURG SEMINARY 47 Course II. (Irmlunar. Composition, ('lussirx. 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... Show moreAUGSBURG SEMINARY 47 Course II. (Irmlunar. Composition, ('lussirx. 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: l’sahns, "Julius Cae— sar". “A Tale of Two Cities". “Pilgrim's l’rogress”, one 01' two essays from limerson. a book of short stories. Long's "American Poems". The following are assigned for home reading: (iospel of Mark, “As You Like It". either “David Copperfield" 0r “Mill on the Floss". either Stevenson‘s “Kidnapped” or Hawthorne's “Twice Told Tales". Franklin‘s ”_\nto— biography". two essays from each of the following—- Bacon. Lowell. Thoreau. 'lnrronghs. l’oe; either Scott's “Lady of the Lake" or Macaulay's “Lays of Ancient Rome"; Tennyson‘s "DO‘a", “Enoch .\rden", and "The Gardener's Daughter". Five times a week. Second Academic I and H. T'llil,l.\.\'l). ("nurse lIl. lt‘lu’torir. Composition. (ii/assirx. Themes required once a week. Oral presentation of the theme subjects. careful outliniiw. and the correction of errors in speech and writing. Drill in oral expression. Closer attention to the fundamental principles of compo- sition, the qualities of style, the enrichment of the stu— dent’s vocabulary, and the knowledge and use of idioma— tic English. Class study of the following: lsaiah, “Macbeth”, “Gulliver’s Travels". “De Coverley Papers", “Silas Mar— ner”, Sherman's “.—\ Book of Short Stories", and Bald— win and Paul’s “English Poems”. Show less
4S AUGSBURG SEMINARY The following are assigned for home reading: Gospel of Luke. “Romeo and Juliet", either “The Scarlet Letter" or "The House of Seven Gables", either “Adam Bede” or "The \'icar of \\"akefiel(_l", ten ballads from English literature in (‘hambers's “Cyclopaedia of English Liter-... Show more4S AUGSBURG SEMINARY The following are assigned for home reading: Gospel of Luke. “Romeo and Juliet", either “The Scarlet Letter" or "The House of Seven Gables", either “Adam Bede” or "The \'icar of \\"akefiel(_l", ten ballads from English literature in (‘hambers's “Cyclopaedia of English Liter- ature". two essays from each of the following,—Lamb, Macaulay. Irving. Ruskin, Carlyle; two speeches from each of the following—Burke. \\'ebster, Lincoln; a brief History of English and American Literature; Tenny- son's "ldylls of the King". hive times a week. Third Academic I and II. SVEEGGEN. (nurse I\'. English Lilcrature. Hntline of l-‘nglish 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 "lleowulf" t0 Tennyson. Special study of "l lamlet" and the "Book of job". Considerable read— ing of illustrative selections from the various periods. 'I‘Iiemes on subjects studied. once a week. Drill in ex- [tl't'~~inll. Five times a week. Fourth Academic I. SVEEGGEN. (‘uursv \'. American Literature. t )ntline of .\merican Literature. An accurate knowl- edge of the main facts and movements required. Careful study of selected masterpieces. Rapid reading of repre- sentative works from the various periods. Study of the short story. Drill in oral expression. \Veekly themes required. l’our times a week. Fourth Academic II. SVEEGGEN. NORWEGIAN LANGUAGE AND LITERATURE. NYIMIIL and I'I.\Rno. The aim of the courses in Norwegian is to teach students to read. write, and speak the language correctly Show less
2t; AUGSBURG SEMINARY stands for all time as tho written in stone, showing clearly (iod’s infinite love and man's perverted ways on account of sin. 'l'ln'n all the centuries we see “is never (‘L‘ilslltg compassion, and in all llis dealings we be- liold the great aim. the salvation of mankind. ‘l... Show more2t; AUGSBURG SEMINARY stands for all time as tho written in stone, showing clearly (iod’s infinite love and man's perverted ways on account of sin. 'l'ln'n all the centuries we see “is never (‘L‘ilslltg compassion, and in all llis dealings we be- liold the great aim. the salvation of mankind. ‘l‘he llihle. with its Old and New Testaments. is not merely a hook consisting of "two volumes hound in one." 'I‘here is a great truth contained in the old saying that "the New 'l‘estament lies hidden in the Old and the Old is revealed in the New." In order to give the students a clear understanding of the llil)l- as a whole. it is con— sidered of the greatest importance to point out this inti— mate relation and its hearing on the two covenants. 4\'i':e :"es'tulm'ul Illh‘m/m‘hml and lireglt’sia‘. In this part of lill)lC study the first aim is to give the students a clear and concise view of the life of Our Lord _lesus t‘hrist. This must necessarily form the foundation of the whole study of L‘ln‘istianity and the Christian (lunch. The study of the Master's life is therefore of the greatest imlmrtance, since it is the full revelation of liod's grace, so often pointed to by the prophets of the HM 'l‘estament. In the (iospel record lle reveals lliin- sell as "the prophet mighty in word and deed before (iod and all the people". lint He also reveals Himself as the Son of tiod and the Savior of mankind. and only when tlms viewing the Master are \\ e enabled to understand lmtlt His words and His rleeds. t\s the liest means of studyingr the life. of Our Lord. and especially llis trainingr of true workers for the King- dom. we regard the (iospel according to Mark. lt is studied synopttcally: i. e.. the history as recorded by the three other livangelifls is constantly referred to and taken into consideration. In connection with the history of Christ's life on earth the l'illisllt's ol' l‘aul are studied historically: Show less
IQ AUGSBURG SEMINARY SYNOPSIS OF THEOLOGICAL COURSES. livery l'mr. I/vhrt‘n'. junior Class; 'v\". H. Green's “Elementary llchrew Grammar." .lilrunrcd Ilrln'vtt'. Middle Class. SVERI)RL‘1’. I'm-aching in the thrxx'egian language. Middle Class. HARBO. I'm-.It-Iu'ug/ in the linglish Language. Senior... Show moreIQ AUGSBURG SEMINARY SYNOPSIS OF THEOLOGICAL COURSES. livery l'mr. I/vhrt‘n'. junior Class; 'v\". H. Green's “Elementary llchrew Grammar." .lilrunrcd Ilrln'vtt'. Middle Class. SVERI)RL‘1’. I'm-aching in the thrxx'egian language. Middle Class. HARBO. I'm-.It-Iu'ug/ in the linglish Language. Senior Class. EVJEN. .\'.-:.' thlmnvnf Urn/1‘. .\ll Chases. Ill/HT? Yt‘dl' ((HH'M‘. FIRST YEAR (1919—1920). U/d ‘lm‘lmnvur. ‘lhl 'l'cstament lntroductirm. SVERDRIJP. \ pr.- '/‘.-.vmuu'ul. The tinspel of Matthew; The Epistles Hi John, and The :\pncal.\'1).~c. I‘ll-ZLLAND. 'I'hc .\cb m' the .\pnstles. li\'_||~:x. ('hurrh I/ixIUry. History of the .\ncicnt Church. l‘ZVJEN. Null/nun} 'Ihculngu'. hugmatio: Theology and An— llll‘II|)ang_\'. HARBO. ( /IHI‘l‘/I l’nlily. EVJEN. /‘ru/mt'dmtt'rx. EV] EN. ( (I’l't'lll‘fit'J'. HELL-\ND. SECOND YEAR (1920—1921). UM 'l'mumvnl. Historical Hunks: Isaiah. jeremiah 0r lizekicl. alternately. SVERDRl'l‘. .\.-:u 'I'rxlmuvur. The Gospel nf Luke; Romans and Halatiam, m‘ Ephesians aml Colossians. alternately. HELLAND. Show less
54 AUGSBURG SEMINARY ln' manikin. charts. sketches, and natural specimens used for illustration; collateral reading and lectures. Three times a week. Fourth Academic I and II. RELIGION. \ nurse I. The study of religion begins with a review of \ogt's "llihelhistorie". The instruction is given in... Show more54 AUGSBURG SEMINARY ln' manikin. charts. sketches, and natural specimens used for illustration; collateral reading and lectures. Three times a week. Fourth Academic I and II. RELIGION. \ nurse I. The study of religion begins with a review of \ogt's "llihelhistorie". The instruction is given in Norwegian. Two times a week. liirst Academic I and II. HARRO. (Durst ll. ln this course the religious instruction is in linglish. The text-hook used is "Explanation of Luther's t ateehism". the idea heng 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 l and ll. E\'ji-:.\’. ( nurse lll. Study of the Old 'I‘cxtumcn! Hixtory. in linelish. 'l’ext-hook: lllaikie, "Manual of llible History". .\l~o extensive readingr of selected portions of the Old ’l‘estament. Two times a week. Third Academic I and | l, Svr-tknRt'i'. (nurse I\'. ('utce/n‘tiex and .llummemcnt of Paro- r/Iiu/ Selim/r. \s many of the students teach parochial school during their summer vacation. it is very important that they should know the rudiments of catechetiCs. This is no less necessary for those who teach in the Sunday school. The course is offered in order to give the stu- dents some practical aid in the preparation for their \\()l'l\'. The organization and management of the par— oehial school is also taken up and discussed. Text-books: 'l‘olleisen. “()m kristemlomsundervisningen i barnesko— len". and Sycrdrup's "Forklaring". Two times a week. Fourth .\eadeniie I and H. Hmmxn. Show less
18 AUGSBURG SEMINARY final standing; each letter constitutes a grade and has the following significance: .\ . Excellent. ,~\—~ l "' c l :_ ‘ 10(N . (i . . (i- \- lan. l) liarer passable. l". L’onditioned. 1“ Failure. 3. .\ll conditions received in class, as well as en- trance conditions, must he... Show more18 AUGSBURG SEMINARY final standing; each letter constitutes a grade and has the following significance: .\ . Excellent. ,~\—~ l "' c l :_ ‘ 10(N . (i . . (i- \- lan. l) liarer passable. l". L’onditioned. 1“ Failure. 3. .\ll conditions received in class, as well as en- trance conditions, must he removed within the next semester. 4. .\'o student shall he allowed to continue his work as a regular student if he is conditioned in more than two-fifths of his work. 5. .\'o student shall he allowed to enter the Senior ('lass with conditions. \'. Hip/omits and Degrees. l .\uy student of good moral character who has ohtained sixteen (lot year credits in the Academy will he given a certificate of graduation. 2. The degree of Bachelor of . 1m will he conferred upon any student of good moral character who has com— pleted the College (nurse. 3. The degree of ('undidalus I‘lu'ologiu‘ will be con- ferred upon graduates of the 'l‘heological Department. Show less
