Augnhurg whenlngtral firminarg The Augsburg Theological Seminary offers a three- year course of study. The aim is to give a thoro knowledge 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 prin-... Show moreAugnhurg whenlngtral firminarg The Augsburg Theological Seminary offers a three- year course of study. The aim is to give a thoro knowledge 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 prin- cipal questions that arise in pastoral life and in the pastoral leadership of ‘the congregation. As far as pos- sible, the Bible is studied in its original tongues. It is clearly realized, however, that mere knowledge is not a complete equipment 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. (flnuraza nf Jnatmrtinn 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 clearly God’s infinite love and man’s perverted ways on account of sin. Thru all the centuries we see His never ceasing compassion. and in all His dealings we behold the great aim, the salvation of mankind. The Bible, with its Old and New Testaments, is not merely a book consisting of “two volumes bound in one.” There is a great truth contained in the old saying that “the New Testament lies hidden in the Old and the Old Show less
AUGSBURG SEMINARY 31 is revealed in the New.” In order to give the student a clear understanding of the Bible as a whole, it is con- sidered of the greatest importance to point out this inti- mate relation and its bearing on the two covenants. NE\V TESTAMENT INTRODUCTION AND EXEGESIS In this part... Show moreAUGSBURG SEMINARY 31 is revealed in the New.” In order to give the student a clear understanding of the Bible as a whole, it is con- sidered of the greatest importance to point out this inti- mate relation and its bearing on the two covenants. NE\V TESTAMENT INTRODUCTION AND EXEGESIS In this part of Bible study the first aim is to give the ' student a clear and concise view of the life of Our Lord Jesus Christ. This must necessarily form the foundation of ’the whole study of Christianity and the Christian Church. The study of the Master’s life is therefore of the greatest importance, since it is the full revelation of God’s grace, so often pointed to by the prophets of the Old Testament. In the Gospel record He reveals Him- self as “the prophet mighty in word and deed before God and all the people.” But He also reveals Himself as the Son of God and the Savior of mankind, and only when thus viewing the Master are we enabled to under- stand both His words and His deeds. As the best means of studying the life of Our Lord, and especially His training of true workers for the King- dom, we regard the Gospel according to Mark. It is studied synoptically; i. e.. the history recorded by the three ‘other Evangelists is constantly referred to and taken into consideration. In connection with the history of Christ‘s life on earth the Epistles of Paul are studied historically. This means neither mere exegesis nor mere introduction. They are studied as historical documents of the greatest value to those who wish to become acquainted with the Apostolic Age and to judge it rightly, especially in 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 be studied as such. Show less
32 AUGSBURG SEMINARY 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... Show more32 AUGSBURG SEMINARY 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 Savior Himself as like unto that of the good shep- herd and his flock and of the true vine and its branches. Christ has not only done certain things for us; He has, so to speak, opened His own heart to us, so that we may get a glimpse of the depth of His love. And in so doing He has revealed the Father also. It is of the greatest importance to realize this living connection, 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 New Testament we consider the Gospel according to Iohn. CHURCH HISTORY The first course consists of the study of the Aposto- lic Age and the History of the Early Church to the Middle Ages. ' Show less
aw .‘w' s :r. A ;v .’. AUGSBURG SEMINARY 33 In the second course the History of the Church dur- ing the Middle Ages is studied. The third course offers the study of the History of the Church after the Reformation. History of the American Church. The course gives attention to the characteristic... Show moreaw .‘w' s :r. A ;v .’. AUGSBURG SEMINARY 33 In the second course the History of the Church dur- ing the Middle Ages is studied. The third course offers the study of the History of the Church after the Reformation. History of the American Church. The course gives attention to the characteristic growth of the Church on American soil, particularly the Lutheran branch. History of Dogma. This course traces the develop- ment of Theological doctrine from the beginning of the second century to about 1700 A. D. Symbolics. elucidated. The creeds are genetically treated and SYSTEMATIC THEOLOGY Systematic Theology is the systematic exposition of the teaching of the Bible concerning God and man and their relation to each other. It naturally divides itself into three main branches; namely, Theology. or the Christian doctrine concerning God. Anthropology. or the Christian doctrine concerning man, and Soteriology. or the Christian doctrine concerning the restoration and maintenance of the true communion between God and man. To this part of a Theological Course also belongs the study of Ethics. PRACTICAL THEOLOGY‘“ I. Homiletirs This course includes first a survey of the History of Preaching, showing the character of the first Christian witness-bearing and the development of the characteris- tic principles of this preaching as an art; its alliance with pagan rhetoric and oratory; the consequences of this alli- ’ The work in this branch has been divided among the I members of the Theological Faculty. Show less
36 AUGSBURG SE-MINARY HEBREW An accurate knowledge of the elements of Hebrew is essential to the study of the Old Testament. The aim of the course offered is to familiarize the student with the etymology and syntax of the Hebrew language in order that he may intelligently follow the critical... Show more36 AUGSBURG SE-MINARY HEBREW An accurate knowledge of the elements of Hebrew is essential to the study of the Old Testament. The aim of the course offered is to familiarize the student with the etymology and syntax of the Hebrew language in order that he may intelligently follow the critical exegesis of the commentators. Two courses are offered, an el- ementary course for the Juniors and an advanced course for the Middlers. NEW TESTAMENT GREEK The Greek of the New Testament 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 language as it was spoken by the people of Palestine in the time of Christ. No student of the New Testament ought to rest satisfied until he can read his Testament in the lan- guage in which it was written. HISTORY OF THE NEW TESTAMENT MANUSCRIPTS The aim of this course is to familiarize the student with the history of the printed Greek text since 1514; to impart to him information about the leading New Testament manuscripts; and to discuss the historical method employed in textual inquiry. SYNOPSIS OF THEOLOGICAL COURSES EVERY YEAR Hebrew. Junior Class; W. H. Green’s “Elementary Hebrew Grammar.” Advanced Hebrew. Middle Class. . Preaching in the Norwegian Language. Middle Class. Preaching in the English Language. Senior Class. Show less
AUGSBURG SEMINARY 37 New Testament Greek. All Classes. English. See course XV under College English. THREE YEAR COURSE FIRST YEAR (1919—1920) Old Testament. Old Testament Introduction. New Testament. The Gospel of Matthew; The Epistles of John, and The Apocalypse. The Acts of the Apostles. Church... Show moreAUGSBURG SEMINARY 37 New Testament Greek. All Classes. English. See course XV under College English. THREE YEAR COURSE FIRST YEAR (1919—1920) Old Testament. Old Testament Introduction. New Testament. The Gospel of Matthew; The Epistles of John, and The Apocalypse. The Acts of the Apostles. Church History. History of the Ancient Church. Systematic Theology. Dogmatics: Theology and An- thropology. Church Polity. C atechetics. 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 Homiletirs. Show less
38 AUGSBURG SEMINARY THIRD YEAR (1921—1922) Old Testament. The Psalms; Connection between the Old and the New Testament. N ew Testament. The Gospel of John; Hebrews and James. New Testament Introduction. First and Second Corinthians. ' History of Preaching, and Homiletics. First and Second... Show more38 AUGSBURG SEMINARY THIRD YEAR (1921—1922) Old Testament. The Psalms; Connection between the Old and the New Testament. N ew Testament. The Gospel of John; Hebrews and James. New Testament Introduction. 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. Syn: bolics. ‘ Lectures given both in the Norse and in the English languages. Show less
Evparimmtal Biatrmmta ENGLISH LANGUAGE AND LITERATURE SVEEGGEN SYNOPSIS OF COURSES Courses Credits Prerequisite Courses 1. Rhetoric and Liters— Four units of English, includ- ture . . . . . . . . . . . . . ..15 ing Outlines of English and American Literature; or three units of English and either... Show moreEvparimmtal Biatrmmta ENGLISH LANGUAGE AND LITERATURE SVEEGGEN SYNOPSIS OF COURSES Courses Credits Prerequisite Courses 1. Rhetoric and Liters— Four units of English, includ- ture . . . . . . . . . . . . . ..15 ing Outlines of English and American Literature; or three units of English and either four units of one for- sign language or two units I each of two foreign lan- , guages. II. American Literature and Literary Criticism 4 I III. Anglo-Saxon . .. . . .. 4 I IV. Chaucer and Spenser 2 I, II, and III V. Public Speaking and Reading . . . . . . . . . . .. 2 1 VI. Elizabethan Drama and Milton . . . . . . . .. 2 I, II, III. and 1V VII Argumentation and Debate . . . . . . . . . . . .. 2 I and V VIII. Dryden and Eight- eenth Century Prose 2 I, II. III, IV, and VI IX. Dryden and Eight- 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 4 l—VII XV. English for Theo- A reading and speaking logians . . . . . . . . . . . .. 9 knowledge of English. Show less
AUGSBURG SEMINARY 41 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 41 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. \Veekly 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. 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 literary criticism. The latter includes a study Show less
42 AUGSB URG 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. Sophomore I. 4 credits. COURSE III. ANGLO-SAXON Anglo-Saxon grammar is studied in... Show more42 AUGSB URG 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. Sophomore I. 4 credits. 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. Sophomore II. 4 credits. COURSE 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. Sophomore III. 2 credits. 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. Sophomore III. 2 credits. .~ - ' ” ' r“ ‘ :— r_..‘* ‘JMLTL—zat; :2“ ‘l m .‘u LI . ‘\ Show less
AUGSBURG SEMINARY 43 COURSE VI. ELIZABETHAN DRAMA AND MILTON I. Elizabethan Drama. Outline of the development 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 43 COURSE VI. ELIZABETHAN DRAMA AND MILTON I. Elizabethan Drama. Outline of the development 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 analysis 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 empha- sis upon “Paradise Lost” and “Samson Agonistes”. Two hours a week. Alternates with Course X. Offered in 1922—1923. Junior and Senior 1. 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. Offered in 1922—1923. Junior and Senior 1. 2 credits. COURSE VIII. RESTORATION AND EIGHT— \ EENTH CENTURY PROSE Study of the rise and early growth of modern Eng— lish 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 of literary values. Show less
44 AUGSBURG SEMINARY Two hours a week. Alternates with Course XI. , Offered in 1922—1923. Junior and Senior II. 2 credits. 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... Show more44 AUGSBURG SEMINARY Two hours a week. Alternates with Course XI. , Offered in 1922—1923. Junior and Senior II. 2 credits. 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- i . 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. I Offered in 1922—1923. 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 development. Brief critical analysis of the other plays : as to background, plot, style, characters, and philosophy of life. Also examination of Shakespeare’s methods of obtaining 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 _ I and VII. Offered in 1921—1922. Junior and Senior I. : ‘ 4 credits. COURSE XI. NINETEENTH CENTURY PROSF. ‘ V Study of the nineteenth century essay and of the j l development of the novel. Emphasis upon the principal ‘ Show less
