34 AUGSBURG SEMINARY. PHILOSOPHY. PROFESSORS EVJEN and SEVERSON. Course I. General Psychology. The object of this course is to acquaint the student with the general char— acteristics and laws of mental life. Special emphasis will be laid upon the aims and methods of modern psy— chology. Three... Show more34 AUGSBURG SEMINARY. PHILOSOPHY. PROFESSORS EVJEN and SEVERSON. Course I. General Psychology. The object of this course is to acquaint the student with the general char— acteristics and laws of mental life. Special emphasis will be laid upon the aims and methods of modern psy— chology. Three times a week. Junior I. SEVERSON. Course II. A rapid survey of the History of Philos- ophy with a view to showing the development of the various schools and their distinguishing principles, and a course in Introduction to philosophy, presenting an outline of present problems. Textbooks: Weber’s His— tory of Philosophy, Kulpe’s Introduction to Philosophy.» Three times a week. Junior and Senior, I and II. EVJEN. EDUCATION. PROFESSORS HENDRICKSON and SEVERSON. Course I. History of Education. The aim of this course is to introduce the student to the great educational movements of the past, and to point out the ideals that dominated them and the results they produced. A rapid survey will be made of Oriental, Greek, Roman, Early Christian, and Mediaeval schools. More time will be de- voted to the educational movements inaugurated by the Renaissance, the Reformation, and those other influences that have helped to shape modern systems of education. Textbooks: Monroe’s History of Education, Brief Course; Quick’s Educational Reformers. Three times a week. Junior II. HENDRICKSON. Show less
AUGSBURG—SENHNARY. 33 BOTANY. MR. C. F. FAUNCE. A general survey of the plants in nature; their struc- ture; relation of parts to growth and reproduction; pollination and fertilization; seeds and their distribution; grouping of plants and detailed Study of following group: Bacteria, ... Show moreAUGSBURG—SENHNARY. 33 BOTANY. MR. C. F. FAUNCE. A general survey of the plants in nature; their struc- ture; relation of parts to growth and reproduction; pollination and fertilization; seeds and their distribution; grouping of plants and detailed Study of following group: Bacteria, (schizomycetes) ; Blue green algae, (Cyanophy— ceae); Green algae, (Chlorophyceae); Algae fungi or Phycomycetes; Sac fungi or Ascomycetes ; Lichens; Basedium fungi or Basidiomycetes: Mosses and Liver- worts, or Bryophytes; Pteridophytes; Gymnosperms Angiosperms; leading families of flowering plants and their uses. Timber forestry: plant breeding. Discussion of plant industries; Ecological grouping. Special atten- tion paid to field work and an herbarium 0f 50 specimens required of each student. Text, Bergen and Caldwell’s Practical Botany. Three hours a week. Freshman I and II. CHEMISTRY. MR. C. F. FAUNCE. The aim of the course is to give the student a know- ledge of the common elements, their physical and chemi- cal properties, and their uses; the nature of their various compounds and laws governing chemical combinations. The grouping of the elements into acid forming and base- forming families; with reasons for so grouping them, characteristics of the groups, and of the individuals of the groups. Experiments given as an aid in helping to fix the properties of the elements and to show reactions which take place. Text, Remsen’s Elements of Chemistry. Four times a week with four hours laboratory work a week. Freshman I and II. Show less
32 AUGSBURG SEMINARY. of the earth are grouped into natural provinces and studied in detail with reference to their products and trade relations. Statistical tables and charts are given for each country to show its principal industries, exports and imports, and comparative trade with other... Show more32 AUGSBURG SEMINARY. of the earth are grouped into natural provinces and studied in detail with reference to their products and trade relations. Statistical tables and charts are given for each country to show its principal industries, exports and imports, and comparative trade with other countries. Text-Book: Dryer’s High School Geography. First Preparatory II. Five times a week. P H YS | CS. PROFESSOR NYDAHL. Elementary Physics, including recitations, solution of problems, and practical demonstrations of the fundamen- tal laws of nature. Carhart and Chutes’ High School Physics is used as textbook, supplemented by other works on the subject. The elementary principles of mechanics, sound, light, heat, magnetism and electricity, are verified by simple experiments in the laboratory. Five times a week. Fourth Preparatory I and II. PHYS | 0 LOGY. PROFESSOR NYDAHL. A general course in anatomy, physiology, and hygiene, including an elementary study of cells and tissues. The digestive, circulatory, respiratory and nervous systems are carefully studied. The laws of health are discussed, the aim being to point out constantly the every—day ap— plication of the principles of physiology. Eddy’s Physi— ology and Anatomy is used as textbook, supplemented by manikin, charts, sketches and natural specimens used for illustration; collateral reading and lectures. Five times a week. Fourth Preparatory I. Show less
AUGSBURG SEMINARY. 31 similar polygons, and area of polygons. Text: Hart and Feldman, Plane Geometry. Five times a week. Third Preparatory I and II. MILLS. Course IV. Higher Algebra. Five times a week. Fourth Preparatory II. SVERDRUP. GEOGRAPHY. PROFESSOR NYDAHL. High School Geography. An... Show moreAUGSBURG SEMINARY. 31 similar polygons, and area of polygons. Text: Hart and Feldman, Plane Geometry. Five times a week. Third Preparatory I and II. MILLS. Course IV. Higher Algebra. Five times a week. Fourth Preparatory II. SVERDRUP. GEOGRAPHY. PROFESSOR NYDAHL. High School Geography. An advanced course in physical, economical, and regional geography. Course I. Physiography. This is a study of the physical conditions and natural development of the earth, a description of the earth as a globe, its relief features, plains, plateaus, mountains, valleys, etc.; the work of the atmosphere, ground water, of running water and of glaciers; lakes and shores, vulcanism, crustal movements, terrestial magnetism; temperature, moisture and general circulation of the atmosphere, weather maps; the ocean; the distribution of plants and animals, and the influence of geographical surroundings on human life and char- acter. Five times a week. First Preparatory I. Course II. Economic and Regional Geography. This may be defined as a description of the earth from a com- mercial point of view— a. study of the localization of industries or the geographic division of labor. This includes a general survey of the world, pointing out how commerce depends on physical conditions and natural resources, how it is influenced by climate and topo- graphy, by social and financial conditions, by transpor- tation and manufacturing facilities, etc. The commercial products are described, their source pointed out, and their manufacture explained. Finally the different parts Show less
30 AUGSBURG SEMINARY. thorship, classification of sources, interpretative criti- cism, grouping of facts, constructive reasoning, exposi— tion. Textbook: Langlois & Seignobos’ “Introduction to the Study of History,” and Bernheim, “Einleitung in die Geschichtwissenschaft.” Junior Class, 1 and II.... Show more30 AUGSBURG SEMINARY. thorship, classification of sources, interpretative criti- cism, grouping of facts, constructive reasoning, exposi— tion. Textbook: Langlois & Seignobos’ “Introduction to the Study of History,” and Bernheim, “Einleitung in die Geschichtwissenschaft.” Junior Class, 1 and II. MATH EMATIcs. PROFESSOR MILLS. Course I. Arithmetic. Brooks’ Normal Standard Arithmetic. This will be a thorough review of the whole subject. Special attention will be given to fractions, per— centage, involution, and evolution. Five times a week. First Preparatory I and II. LOBECK. Course II. Elementary Algebra. The fundamental rules, factoring, divisors, multiples, simple and simulta- neous equations, fractions, theory of exponents, involu- tion, evolution, radical expressions, surds, imaginaries, quadratic equations, ratio, proportion, and progression. Text: Hawkes, Touton and Luby, First Course in Alge- bra. Five times a week. Second Preparatory I and II. MILLS. Course III. Plane Geometry. The object in View is to develop in the student a habit of exact definition and the ability of logical and continuous argument. Memor- izing of demonstrations is discouraged, and at every point the attempt is made to throw the student back on his own resources, thus developing in him the faculty of invention and discovery, so necessary in our modern life. Problems are worked both synthetically and analytically. The course includes lines, rectangular figures, circles, loci, ratio, proportion, limits, problems in construction, Show less
AUGSBURG SEMINARY. 29 Course ,VI. Europe in the Middle Ages. Rapid reView of the most important events in Roman history, leading up to 476 A. D., and the History of the Middle Ages. Special attention is given to such topics as the Elements of European Civilization ; the imperial and the... Show moreAUGSBURG SEMINARY. 29 Course ,VI. Europe in the Middle Ages. Rapid reView of the most important events in Roman history, leading up to 476 A. D., and the History of the Middle Ages. Special attention is given to such topics as the Elements of European Civilization ; the imperial and the ecclessiastical ideas, and the relation between church and state; the development of national feeling, social condi- tions, and the forces active in creating the Renaissance. Textbooks: Emerton, Introduction to the Study of the Middle Ages; Mediaeval Europe, by the same‘author. Ogg, Source Book of Mediaeval History. Supplemen- tary reading. Four times a week. Freshman class, I and II: Not given 1913-14. Course VII. European History from about 1300 A. D. A rapid survey made of the most important events in European history during modern timess. Special atten- tion given to the following subjects: The development of the English Constitution; Renaissance and Reformation; conditions in Europe; the French Reformation; the nineteenth Century. Textbooks and lectures; Source; books and Collateral reading. Four times a week. Sophomore, I and II. HOSHOUR. Course VIII. Modem European History. During the first semester three hours a week are given to the Period of the Reformation, 1517-1648. Textbook and lectures. During the second semester, three hours a week, the history of the nineteenth century is studied. Textbook: Seignobos’ “Political History of Europe.” Throughout the year, one hour a week is given to the study of historical method and philosophy of history. This course embraces search for documents, “auxiliary sciences,” textual criticism, critical investigation of au- Show less
28 AUGSBURG SEMINARY. Course IV. Ancient History. About four weeks are spent in a rapid survey of the elements of oriental civili- zation and their transmission to Europe. The remainder, of the course is devoted to the History of Greece. The following topics receive special emphasis: The Greek... Show more28 AUGSBURG SEMINARY. Course IV. Ancient History. About four weeks are spent in a rapid survey of the elements of oriental civili- zation and their transmission to Europe. The remainder, of the course is devoted to the History of Greece. The following topics receive special emphasis: The Greek Colonization; the City State; Development of Democracy in Athens; the Persian Wars; the Age of Pericles; The Hellenistic Age. The second semester is devoted to Roman History. Special attention is given to The Equalization of the Orders, Organization of Roman Rule in Italy, Expansion of the Roman Power, Plutocracy, Military Rule, The Principate, The Monarchy, Causes of the Decline, Rome and the Germans to 800 A. D.. Textbooks: Botsford, A History of the Ancient world and Botsford’s Source Book of Ancient History. Four times a week. Second Preparatory I and II. HENDRICKSON. Course V. Mediaeval and Modem History. Care— ful review of Charlemagne’s work as a basis. Special attention will be given to the following topics: Institu— tional Christianity; Free Cities; Crusades; Feudalism; Scholasticism; the Revival of Learning; the Great Dis- coveries and Inventions; the Reformation; the Catholic Reaction; the Thirty Year’s War; the French Revolu— tion; colonial expansion, development of industry, com- _ merce, and the arts, and the resulting social and political changes. A limited amount of collateral reading, de— finitely assigned and carefully controlled. Textbook: Meyers’ Mediaeval and Modern History. Four times a week. Third Preparatory I and II. DULEBOHN. Show less
AUGSBURG SEMINARY. 27 C onrse II. Caesar, books I-IV. Bennett’s Gram- mar. Bennett’s Latin Composition. Sight reading. Four times a week. Third Preparatory I and II. Conrse III. Cicero. Six orations. Bennett’s Latin Composition. Review of Grammar. Sight reading. Four times a week. Fourth... Show moreAUGSBURG SEMINARY. 27 C onrse II. Caesar, books I-IV. Bennett’s Gram- mar. Bennett’s Latin Composition. Sight reading. Four times a week. Third Preparatory I and II. Conrse III. Cicero. Six orations. Bennett’s Latin Composition. Review of Grammar. Sight reading. Four times a week. Fourth Preparatory I and II. Course IV. C onfessio Angnstana. See course IX under Religion. HISTORY. PROFESSORS HELLAND, HENDRICKSON, NYDAHL. 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 in— terest in his county’s welfare. Textbook, collateral reading, reports of assigned topics. Five times a week. First Preparatory I. L¢BECK. C onrse II. Civics. A study of municipal, state and national government. The constitution of the United States is analyzed, and the practical workings of the legislative, executive, and judicial branches of our gov- ernment are fully demonstrated. Instruction is carried on by means of textbooks, assignment of topics, infor— mal discussion, and reading of Woodrow Wilson’s The State, and other works pertaining to the subject. Five times a week. First Preparatory II. L¢BECK. Coarse III. History of the Scandinavian countries, that of Norway being given particular attention. Four times a week. (See Course II under Norwegian). Third Preparatory I and II. NYDAHL. Show less
26 AUGSBU'RG SEMINARY. GREEK. PROFESSORS BLEGEN, NYDAHL, MILLS, and EVJEN. Course I. Elementary. White’s First .Greek Book and Hadley and Allen’s Greek Grammar. Five times a week. Freshman I and II. BLEGEN. Course II. Xenophon’s Anabasis, Books I and II, and Hadley and Allen’s Grammar are... Show more26 AUGSBU'RG SEMINARY. GREEK. PROFESSORS BLEGEN, NYDAHL, MILLS, and EVJEN. Course I. Elementary. White’s First .Greek Book and Hadley and Allen’s Greek Grammar. Five times a week. Freshman I and II. BLEGEN. Course II. Xenophon’s Anabasis, Books I and II, and Hadley and Allen’s Grammar are carfully studied. Four times a week. Sophomore I and II. MILLS. Course III. Xenophon’s Anabasis, book III, and Plato’s Apology are read, and Greek syntax is studied. Bevier’s Greek syntax. Greek Prose Composition. Four times a week. Junior I and II. MILLS. Course IV. Greek New Testament, Gospel of Mat- thew. T wo times a week. Junior I and II. EVJEN. Course V. Plato. Crito and selected portions of Phaedo. Four times a week. Senior I. MILLS. Course VI. Homer. Odyssey, Books, I, IX, and X, or Iliad Book I and selections. Homeric form and versi- fication. Four times a ~week. Senior II. MILLS. C om’se VII. Lysias. Four orations. Assigned read- ing in large histories of Greece. Class reports. Four times a week. Senior II. MILLS. LATIN. PROFESSOR HENDRICKSON. Course I. D’Ooges Latin for Beginners. Thorough drill on forms. Five times a week. Second Preparatory I and II. Show less
1 | I I AUGSBURG SEMINARY. 25 Haegstad 0g Skar: Af literaturen f¢r 1814, supplemented by other works dealing with the history and literature of Norway and Denmark. Three times a week. Junior I and II. NYDAHL. C onrse VII. History of Norwegian Literature in the Nineteenth century. Special... Show more1 | I I AUGSBURG SEMINARY. 25 Haegstad 0g Skar: Af literaturen f¢r 1814, supplemented by other works dealing with the history and literature of Norway and Denmark. Three times a week. Junior I and II. NYDAHL. C onrse VII. History of Norwegian Literature in the Nineteenth century. Special attention is given to the five great authors, Wergeland, Welhaven, ngzirnson, Ibsen, and Jonas Lie, with critical reading of their best works. Compositions. Textbooks: Block 0g Seip: Literaturhi- storie for gymnasiet; Haegstad 0g Skar: Norsk digtning efter 1814. Three times a week. Senior I and II. NYDAHL. GERMAN. PROFFESSOR BLEGEN and EVJEN. Course I. Elementary. Textbooks: Bacon’s Ger- man Grammar. Im Vaterland. Four times a week. Sophomore I and II. BLEGEN. C onrse II. Keller’s Bilder aus der Deutschen Liter- atur, and H¢her als die Kirche read. Bacon’s German Grammar. Four times a week. Junior I and II. BLEGEN. - Course III. Reading of classical authors. Composi- tion. Four times a week. Senior I and II. BLEGEN. Coarse IV. Conversational German. Once a week, both semesters. Open only to Seniors. EVJEN. Show less
24 AUGSBURG SEMINARY. Jens Haereid’s Norges Historie, Rolfsen’s Laesebog, Part II, and Aars 0g Hofgaard’s “Norske Retskrivningsreg— ler.” Four times a week in Third Preparatory, I and II. NYDAHL. Course III. Advanced study of Norwegian gram- mar. Reading, recitations, translations, compositions,... Show more24 AUGSBURG SEMINARY. Jens Haereid’s Norges Historie, Rolfsen’s Laesebog, Part II, and Aars 0g Hofgaard’s “Norske Retskrivningsreg— ler.” Four times a week in Third Preparatory, I and II. NYDAHL. Course III. Advanced study of Norwegian gram- mar. Reading, recitations, translations, compositions, and other written exercises. Rolfsen’s Laesebog, Part III, Hofgaard’s Norsk Grammatik, and .Tuell-Tonnesen’s Laerebok i Norsk Stil, Part I. Five times a week in Fourth Preparatory, I and II. I HELLAND. Course V. Norwegian grammar reviewed. Rhe- toric, compositions, and reading of standard authors. Textbooks: Rlolfsen’s Laesebog, Part III, Aars 0g Hof- gaard’s “Norske Retskrivningsregler,” T¢nnesen’s Laere— bog i Norsk Stil, Bj¢rnson’s “En glad Gut,” “Synngztve Solbakken” and “Arne.” Four times a week in Fresh- man, I and II. NYDAHL. Course V. Rhetoric" Compositions, translations, and reading of standard authors. A special study of Bj¢rnson’s “Sigurd Slembe” and “En Fallit,” and of Ibsen’s “Kongsemnerne” and “Brand.” Textbooks: Juell- T¢nnesen’s Laerebok i Norsk Stil, Part II, and Rolfsen’s Lzesebok, Part V. Three times a week in Sophomore, I and II. BLEGEN. Course VI. History of Norse and N orwegiari-Dan- ish Literature to 1800. Special attention is given to the Eddas, the Sagas, and Mediaeval folk lore. A criti- cal study of leading authors, with selected reading from their work. Writing of essays on literary subjects, Text- book: Block 0g Seip: Literaturhistorie for gymnasiet. Show less
AUGSBURG SEMINARY. 23 Course XIII. Shakespeare. Advanced course. Senior II, three hours per week, alternating with course IX. SEVERSON. Course XIV. Extempore speaking, argumentation. and vocal inter- pretation of literature. The aim of this course is to train the students to thorough self-control... Show moreAUGSBURG SEMINARY. 23 Course XIII. Shakespeare. Advanced course. Senior II, three hours per week, alternating with course IX. SEVERSON. Course XIV. Extempore speaking, argumentation. and vocal inter- pretation of literature. The aim of this course is to train the students to thorough self-control and natural, effec- tive enunciation when facing an audience. It aims also to strengthen the student’s ability to analyze mixed prob- lems and to organize matter in support of fundamental propositions. One hour a week. Open to Juniors and Seniors. This course alternates with course X. SEVERSON. NORWEGIAN LANGUAGE AND LITERATURE. PROFESSORS BLEGEN, NYDAHL, HARBO, and HELLAND. The aim of the seven years’ course in Norwegian is to teach students to read, write and speak the language“ correctly and fluently and get a general and thorough knowledge of the history of Danish and Norwegian literature. Course I. An elementary study of Norwegian gram- mar with analysis and parsing. Reading, dictation and other practical exercises. Textbooks: Nordahl Rolfsen’s Laesebog for Folkeskolen, Part I. Hofgaard’s Norsk Grammatik. Five times a week in Second Preparatory, I and II. HARBO. Course II. History of the Scandinavian countries, that of Norway being given particular attention. Compo- sitions and reports on topics from Scandinavian history. Special exercises in reading and orthography. Textbook: Show less
22 AUGSBURG SEMINARY. Course VIII. Nineteenth Century Poetry. A study of English poetry from Wordsworth to Swinburne. The course of reading is based upon Bron- son’s “Nineteenth Century Poets” and will require an equivalent of what is contained in this book. Lectures and critical summaries.... Show more22 AUGSBURG SEMINARY. Course VIII. Nineteenth Century Poetry. A study of English poetry from Wordsworth to Swinburne. The course of reading is based upon Bron- son’s “Nineteenth Century Poets” and will require an equivalent of what is contained in this book. Lectures and critical summaries. Junior II, three times a week. SEVERSON. Course IX. Short Story. A study of the rise, the nature, and the structure of the short story. Text used: Esenwein. Lectures. Read- ing and criticising of masterpieces. Students will be required to write several original stories. Senior II, three times per week. Alternating with Course XlII. C ourse ; Literary Criticism. A study of the form, content, and spirit of literature. Junior and Senior I, one hour per week. This course alternates with Course XIV. SEVERSON. Course XI. History of the English Language. Senior elective, three hours per week. SEVERSON. Course XII. Drama. A study of the origin and growth of the English drama. To illustrate the various periods of the history of the drama, students are required to read a large num- ber of plays, beginning with the oldest specimens of the Pre-Shakespearean drama, Senior I, three times a week. SEVERSON. Show less
AUGSBURG SEMINARY. 21 the students may become acquainted with the character- istic works of representative authors. Essays and re- ports on assigned subjects will be required. Five times a week. Fourth Preparatory I and II. SEVERSON. Course V. Rhetoric and Composition. Study of Exposition,... Show moreAUGSBURG SEMINARY. 21 the students may become acquainted with the character- istic works of representative authors. Essays and re- ports on assigned subjects will be required. Five times a week. Fourth Preparatory I and II. SEVERSON. Course V. Rhetoric and Composition. Study of Exposition, Argumentation, Narration, and Description. Debate. Weekly essays. Text: Genung’s Working Principles of Rhetoric. Literature: Careful study of Othello, Hamlet, Burke’s Concilation with the Colonies, and one of Bacon’s Essays; four or five books for collateral reading. Five times a week. Freshman I and II. SEVERSON. C onrse VI. American Literature. A survey of the colonial and revolutionary literature, followed by a more detailed study of the historians, novelists, poets, essayists, and humorists of the nine- teenth century. This course demands a great deal of reading from representative authors- A Manual of American Literature by Theodore Stanton will be used as text, supplemented by lectures. Three times per week. Sophomore I and II. SEVERSON. Conrse VII. The Development of English Fiction. This is a survey of the growth of the English story from the earliest times to and including the modern novel. The study is based upon the critical reading of representative writers of fictiou. Text used, Cross’ “The Development of the English Novei.” Lectures. Essays and reports on assigned topics. junior 1, three hours per week. Swanson. Show less
20 AUGSBURG SEMINARY. authors. Compositions which are based upon selections read are designed to cultivate a simple and forcible style of narration and description. The following clas- sics will be studied in class: Ancient Mariner, Visionof Sir Launfal, VVebster’s First Bunker Hill Oration, and... Show more20 AUGSBURG SEMINARY. authors. Compositions which are based upon selections read are designed to cultivate a simple and forcible style of narration and description. The following clas- sics will be studied in class: Ancient Mariner, Visionof Sir Launfal, VVebster’s First Bunker Hill Oration, and Christmas Carol. Three or four books for collateral reading. Four times a week. Second Preparatory I and II. . . DULEBOI—IN. b) Interpretative Reading. The aim of this course is to acquaint the student with the principles of good reading, to train him in correct breathing and tone production, to help him form the habit of distinct articulation and correct enunciation, and to develop in him the power of natural vocal expression. Once a week. Second Preparatory I and II. DULEBOHN. Course III. Rhetoric, Composition, Classics. Class study of Herrick and Damon’s Rhetoric; writ— ten exercises. Literature: Study of Macbeth, Julius Caesar, and Milton’s Minor Poems; four. or five books for reading and practice. Weekly themes. Five times a week. Third Preparatory I and II. DULEBOI—IN. Conrse IV. History of English Literature. The work will consist in the study of the develop— ment of English literature. Special attention will be given to the historical movements bearing on the devel- opment of literature. Besides the aid of an ordinary text-book, a good anthology of representative works of both poetry and prose will be used in this course, so that Show less
AUGSBURG SEMINARY. 19 is does differ 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... Show moreAUGSBURG SEMINARY. 19 is does differ 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. ' 011111292 anh fireparatnrg Evpartmentz. ENGLISH LANGUAGE AND LITERATURE. PROFESSOR SEVERSON and MR. DULEBOHN. Course I. Grammar and Composition. A thorough drill in the essentials of English Gram- mar, regular drills in reading and orthoepy. Composition work based on reading. The following classics will be read in class: Rip Van \Vinkle, Legend of Sleepy Hol- low, Great Stone Face, Courtship of Miles Standish, Enoch Arden. Three or four books for collateral read- ing. Text used: High School English by Brubacher and Snyder. Five times a week. First Preparatory I and II. SEVERSON. Course II. a) Grammar and Composition. This course is to be a thorough and painstaking re- view of technical grammar. Considerable time will be de- voted to the analysis of difficult passages from standard Show less
18 AUGSBURG SEMINARY. 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... Show more18 AUGSBURG SEMINARY. 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 min- isteral acts, and finally the minister’s care of souls. This course will be supplemented by lectures of pastors in active service. 5. Paul’s Epistle: to 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 the most recent theological publications in Scandinavia, Germany, England, and America. 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 or— der 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. NEW TESTAMENT GREEK. The Greek of the New Testament is studied on the basis of the classical Greek. The purpose is to show that Show less
AUGSBURG SEMINARY. 17_ 2. Catechetics. Catechetics as a branch of Practical Theology at- tempts to teach the proper methods of instructing the young in the church, especially in the Christian religion. It looks upon the educational work entrusted to every congregation as fundamentally necessary... Show moreAUGSBURG SEMINARY. 17_ 2. Catechetics. Catechetics as a branch of Practical Theology at- tempts to teach the proper methods of instructing the young in the church, especially in the Christian religion. It looks upon the educational work entrusted to every congregation as fundamentally necessary and requiring careful training of teachers and patient and systematic execution. A good pastor should not only himself be able “to feed the lambs” but should also kn0w how to teach others the same art. The course involves, first a survey of the history of Christian education; secondly, a description of the theories and methods of such educa- tion as they prevail in the church today; thirdly, the practical application of principles and methods to our educational need, so that the material of instruction may be suited as much as possible to the growing heart and 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, or- ganization, and government of the congregation in apos- tolic 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 Lu- ther ; the modern movement from the state churches, and the idea of a free church according to apostolic usages, unique in character and unhampered by wordly and ra- tionalistic methods of organization and government. 4. Pastoral Theology. This course comprises the study of the foundation of Show less
16 AU'GSBURG SEMINARY. 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... Show more16 AU'GSBURG SEMINARY. 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 TH EOLOGY.* I. Homiletics. 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 characteristic principles of this preaching as an art: its alliance with pagan rhetoric and oratory; the consequences of this alli- ance upon the form and material of preaching, and the efforts made to find a form of its own in more complete harmony with the Word of God. Secondly the course involves a systematic study of the essentials of preaching as testifying of Christ, properly designated as Homiletics. It is constantly borne in mind that the power of preach- ing does not lie in human art but in divine authority of the Word and the Spirit of God. Hence, while there must be‘intense study of the text and much practice in the art of presenting truth, the essential homiletic pre— paration consists in ridding minds of worldly notions as to preaching and self—confidence in order that Word and Spirit may have full sway. Further the course consists in the study of the pericopes; analytical reading of representative sermons; written outlines of sermons and religious addresses, and weekly sermons in class. * The work in this branch has been divided among the members of the Theological Faculty. Show less
AUGSBURG SEMINARY. 15 greatest importance to realize this living connection be- tween Our Savior and his Church, this communion which makes the Church the body of Christ, a holy tem- ple built of living stones, himself being the chief corner- stone. It is the realization of this connection which... Show moreAUGSBURG SEMINARY. 15 greatest importance to realize this living connection be- tween Our Savior and his Church, this communion which makes the Church the body of Christ, a holy tem- ple built of living stones, himself being the chief corner- stone. It is the realization of this connection which forms the necessary 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 material for this part of the study of the New Testament we consider the Gospel according to St. John. 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. 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. The creeds are genetically treated and elucidated. 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 Show less
