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Augsburg College Catalog, 1920-1921, Page 010
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finarh of alumina REV. K. B. BIRKELAND, Minneapolis, Minn, Pre- sident. Term expires June, 1921. DR. C. M. ROAN, Minneapolis, Minn. Term expires June, 1922. RE\’. E. E. GYNHD. Willmar, Minn. Term expires June, 1923. MR. KNUT FLAA, Abercrombie, N. Dak. Term ex- pires June, 1924. MR. OTTO HANSON,*...
Show morefinarh of alumina REV. K. B. BIRKELAND, Minneapolis, Minn, Pre- sident. Term expires June, 1921. DR. C. M. ROAN, Minneapolis, Minn. Term expires June, 1922. RE\’. E. E. GYNHD. Willmar, Minn. Term expires June, 1923. MR. KNUT FLAA, Abercrombie, N. Dak. Term ex- pires June, 1924. MR. OTTO HANSON,* Minneapolis, Minn. Term ex- pires June. 1925. SECRETARY AND AUDITOR OF THE BOARD MR. FRED PAULSON, Augsburg Seminary, Minne— apolis, Minn. TREASURER MISS RAGNA SVERDRUP, Augsburg Seminary, Minneapolis. Minn. BOARD OF DIRECTORS PROFESSOR GEORGE SVERDRUP, Minneapolis, Minn. REY. PAUL \VINTHER. Minneapolis, Minn. Term expires june. 1921. REY. O. J. FLAGSTAD, Duluth. Minn. Term expires june. 1921. MR. AUG. KLAGSTAD. Minneapolis. Minn. Term expires June, 1922. REV. B. P. FARNESS. Grenville. S. Dak. Term ex- pires June, 1922. * Died April 1, 1921. ’“”"r ““"‘_=
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Augsburg College Catalog, 1920-1921, Page 081
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SYNOPSIS OF COLLEGE COURSES The normal amount of work for a student is seventeen hours a week. The minimum required is fifteen hours. The maximum permitted is nineteen hours a week. No student will be permitted to take more than nineteen hours unless he has attained an average grade of B in his...
Show moreSYNOPSIS OF COLLEGE COURSES The normal amount of work for a student is seventeen hours a week. The minimum required is fifteen hours. The maximum permitted is nineteen hours a week. No student will be permitted to take more than nineteen hours unless he has attained an average grade of B in his work, and then only on recommendation of the Registration Committee. Norse, Greek, and Latin are required of those who plan to study theology. Roman numerals refer to courses in the catalog, Arabic. to the number of recitations a week. FRESHMAN English . . . . . . . . . . . . . . . .. 5 History . . . . . . . . . . . . . . . .. 4 Norse . . . . . . . . . . . . . . . . . .. 3 Chemistry I or II . . . . . . . .. 6 Greek . . . . . . . . . . . . . . . . . .. 5 Mathematics I, II . . . . . .. 5 Christianity 2 SOPHOMORE English . . . . . . . . . . . . . . . .. 4 History . . . . . . . . . . . . . . . .. 4 German I . . . . . . . . . . . . . . .. 4 Psychology 1 . . . . . . . . . . .. 3 Greek . . . . . . . . . . . . . . . . .. 4 Chemistry III and IV..... 6 Christianity . . . . . . .. 2 JUNIOR English . . . . . . . . . . . . . . .. 4 Education I. II, III . . . . .. 3 Norse . . . . . . . . . . . . . . . . . .. 3 Political Science . . . . . . . .. 3 German II . . . . . . . . . . . . . .. 4 Economics . . . . . . . . . . . . .. 3 Greek . . . . . . . . . . . . . . . . . .. 4 Sociology . . . . . . . . . . . . . .. 3 Latin I . . . . . . . . . . . . . . . . .. 5 Christianity . . . . . . .. . 2 SENIOR English . . . . . . . . . . . . . . . .. 4 Hebrew . . . . . . . . . . . . . . . .. 3 Norse . . . . . . . . . . . . . . . . .. 3 Logic and Ethics . . . . . . .. 3 French. . . . . . . . . . . . . . . .. 5 Philosophy . . 3 Latin 11 . . . . . . . . . . . . . . . .. 5 Education . . . . . . . . . . . . . .. 3 Greek . . . . . . . . . . . . . . . . .. 3 Christianity . . . . . . . . . . .. 2
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Augsburg College Catalog, 1920-1921, Page 103
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r SYNOPSIS 0F ACADEMY COURSES Roman numerals refer to courses in the catalog, Arabic, to the number of recitations per week. FIRST YEAR English I . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Algebra I . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 General Science . ....
Show morer SYNOPSIS 0F ACADEMY COURSES Roman numerals refer to courses in the catalog, Arabic, to the number of recitations per week. FIRST YEAR English I . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Algebra I . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 General Science . . . . . . . . . . . . . . . . . . . . . . .. 3 Norse I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Ancient History . . . . . . . . . . . . . . . . . . . . . . .. 4 New Testament History . . . . . . . . . . . . . . .. 2 SECOND YEAR English II . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Norse II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Geometry . . . . . . . . . . . . . . . . . . . . . ..5 Medieval and Modern History . . . . . . . . . .. 4 Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3 Elements of Christian Doctrine . . . . . . . . .. 2 THIRD YEAR English 111 . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 Norse III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4 Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4 Algebra II . . . . , . . . . . . . . . . . . . . . . . . . . . . . .. 3 Old Testament History . . . . . . . . . . . . . . . . .. 2 FOURTH YEAR English IV and V . . . . . . . . . . . . . . . . . . . . .. 5 Norse IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4 Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5 American History and Civics . . . . . . . . . . .. 4 Church History or Catechetics . . . . . . . . .. 2 GENERAL COURSES Bookkeeping Glee Club Commercial Law Chorus Commercial Arithmetic, Band Penmanship Gymnasium
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Augsburg College Catalog, 1920-1921, Page 020
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12 AUGSBURG SEMINARY 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 ...
Show more12 AUGSBURG SEMINARY 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 Weenaas, 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 tuming—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 not only been full of struggles, but have also been full of blessings. Often at- tacked 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 deserve to be remembered as a man who faithfully and with great courage laid the foundation of the oldest divinity school among Norwegian immigrants in America 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 Seminary, and to whom the school owes the most, are the late Profes- sors Georg Sverdrup and Sven Oftedal. They were instruments in the hand of God to carry the school thru innumerable trials and difficulties for over thirty years. During the fifty-two years of its existence Augsburg Seminary has had a large number of professors and in-
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Augsburg College Catalog, 1920-1921, Page 062
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46 AUGSBURG SEMINARY Admission to this course subject to the approval of the I Departments of English and Education. Study of the - problems and methods of teaching English in secondary schools: the relation of secondary English to that of the v‘ ’ grades and to Freshman English, the relation...
Show more46 AUGSBURG SEMINARY Admission to this course subject to the approval of the I Departments of English and Education. Study of the - problems and methods of teaching English in secondary schools: the relation of secondary English to that of the v‘ ’ grades and to Freshman English, the relation between - composition and literature, the relation between English: and other subjects in the curriculum, the relation be-I tween English and practical life, the grading of the four- ‘ year course, physical defects in oral work, other oral v ‘ problems, theme reading and grading, text-books, the' ‘ teacher’s personality and equipment, library facilities. Three hours a week. Alternates with Course XIII. Offered in 1922—1923. Junior and Senior II and III. ; ' 6 credits. COURSE XV. ENGLISH FOR THEOLOGIANS v A course in reading and speaking. Correctness and . l . effectiveness sought. Drill by means of selections in order to establish accuracy and naturalness of expres- sion. 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. NOTE Courses I—XIV furnish a sufficient number of , credits and include the special courses required for a - . major in graduate work in English. They also afford a major in English toward the Teacher’s Certificate as well as for the B. A. degree.
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Augsburg College Catalog, 1920-1921, Page 012
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_8 AUGSBURG SEMINARY ELIAS P. HARBO, Rev. Professor of Systematic Theology. A. B. Augsburg College 1886; C. T. Augsburg Sem- inary 1889; Pastor, La Crosse, Wis, 1889—1893; Duluth, Minn., 1893—1902; Minneapolis, Minn., 1902—1909. Professor, Augsburg Seminary 1909 to date. President of the Lutheran...
Show more_8 AUGSBURG SEMINARY ELIAS P. HARBO, Rev. Professor of Systematic Theology. A. B. Augsburg College 1886; C. T. Augsburg Sem- inary 1889; Pastor, La Crosse, Wis, 1889—1893; Duluth, Minn., 1893—1902; Minneapolis, Minn., 1902—1909. Professor, Augsburg Seminary 1909 to date. President of the Lutheran Free Church 1897—99; 1901—03; 1907 —09. r LARS LILLEHEI, Professor of Church History. A. B. Augsburg College 1901; University of Minne- sota 1902—1904, A. M. 1904; C. T. Augsburg Seminary 1907. Professor of New Testament and Church His- tory at Wahpeton Lutheran Bible School, Wahpeton, N. Dak. (later at Grand Forks, N. Dak.) 1908—1919; President of Wahpeton Lutheran Bible School 1911— 1914. Professor of Church History, Augsburg Sem- inary 1919 to date. ‘ P. A. SVEEGGEN, Professor of English. Secretary' of the General Faculty. Red Wing Academy 1905; University of Minnesota 1905—1912, A. B. 1908, M. A. 1909; further graduate study for the Ph. D. 1909—1912; Assistant in Rhetoric, University of Minnesota 1908—1910; Assistant to Li- brarian, University of Minnesota. 1911—1912; Teacher of English and Norse, Decorah, Iowa, High School 1912 —1913; Head of English Department, Ellsworth College. Iowa Falls, Iowa, 1913—1915; Head of Department of English, Augsburg College 1915 to date. JOHANNES L. NYDAHL, College Librarian.‘ A. B. Augsburg College 1888; C. T. Augsburg Sem- inary 1891; Professor of Norse, Augsburg College 1891—1919; Curator of Museum; Librarian 1919 to date.
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Augsburg College Catalog, 1920-1921, Page 100
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76 AUGSBURG SEMINARY membership will be increased as competent players are available. ‘ ‘ Credit is given to members of the Chorus, the Glee Club. and the Band, who are regular in attendance and who are recommended for credit by the instructor. .- For each quarter’s work, one credit is recorded....
Show more76 AUGSBURG SEMINARY membership will be increased as competent players are available. ‘ ‘ Credit is given to members of the Chorus, the Glee Club. and the Band, who are regular in attendance and who are recommended for credit by the instructor. .- For each quarter’s work, one credit is recorded. Six "4 quarter credit are necessary before they will count to- 1 wards the Certificate of graduation from the Academy. Twelve quarter credits are necessary towards the B. A. degree. I. ’ PHYSICAL INSTRUCTION HALVORSON The school recognizes the fact that the physical wel- { fare of the students must be given attention, and in view' of this a large gymnasium has been provided. Besides}: the regular instruction, which is given six hours a week, some time is devoted to gymnastic games, such as basket- ball, handball, and the like. At least two hours of 're- w: [ gular gymnasium work is required of all students taking L: work in the Academy and in the first year of the College. The gymnasium is also open to all students in the upper classes who desire exercise in order to build up their ; general health.
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Augsburg College Catalog, 1920-1921, Page 072
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54 AUGSB URG SEMINARY sent problems. Texts: Weber “History of Philosophy”, " Hof’fding “History of Modern Philosophy”, Kiilpe' . “Introduction to Philosophy”. Three hours 'a week. Senior First half of II and III. 4% credits. . EDUCATION N ELL Prequisite: two years of college work including nine...
Show more54 AUGSB URG SEMINARY sent problems. Texts: Weber “History of Philosophy”, " Hof’fding “History of Modern Philosophy”, Kiilpe' . “Introduction to Philosophy”. Three hours 'a week. Senior First half of II and III. 4% credits. . EDUCATION N ELL Prequisite: two years of college work including nine credits of psycholo . , Before registering for teacher’s courses or for prac- ' tice teaching in any subject, consult the teacher of educa- .- tion and secure permission from the head of the depart- ment in such subject. Minnesota state law requires twenty- half quarter credits in education in order high schools of the state. The r states vary from twelve to thirty. Training required to be eligible for a state certificate: ‘ a. The Bachelor’s degree from a college accredited by the Commissioner of Education. b. Special study from the high school teacher’s view- point, in one or more subjects. three and one i to teach in the equirements in other > c. Observation and practice teaching in the subject or subjects chosen amounting to thirty—six periods. d. Recommendation of the candidate based in part ' upon twenty-three and one half quarter credits in profes- sional subjects. COURSE I. HISTORY OF EDUCATION A survey of the educational theories and systems from the time of the Greeks to the present time. A care- ful study is made of the educational movements inaugu- rated by the Renaissance and the Reformation. Empha- sis is placed on the rise and development of American education. Text: Cubberley, “The History of Educa-
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Augsburg College Catalog, 1920-1921, Page 086
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alumna nf Juatrurttun ENGLISH LANGUAGE AND LITERATURE B. HELLAND, S. MELBY, L. HARBO COURSE I. GRAMMAR, COMPOSITIO , CLASSICS Themes once a week. Oral presentation of the theme subjects, careful outlining, and the correction of errors in speech and writing. Study begun on the principles of...
Show morealumna nf Juatrurttun ENGLISH LANGUAGE AND LITERATURE B. HELLAND, S. MELBY, L. HARBO COURSE I. GRAMMAR, COMPOSITIO , CLASSICS Themes once a week. Oral presentation of the theme subjects, careful outlining, and the correction of errors in speech and writing. Study begun on the principles of composition and the qualities of style. Emphasis on grammar, including parsing and the study of sentence structure. Practice in expression, with a view to correct pronunciation and clear enunciation. Study of spelling and punctuation. Class study of the following: “Selections from the Old Testament”, “Merchant of Venice”, “Robinson Crusoe”, Irving’s “Sketch Book”, Curry’s “Literary Readings". The following are assigned for home reading: Gospel of Matthew, “Midsummer Night’s Dream”, either 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
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Augsburg College Catalog, 1920-1921, Page 098
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74 AUGSB URG SEMINARY BOOKKEEPING FRED TRI The object of the 20th Century Bookkeeping is to teach the student the fundamental principles of book- keeping and accounting. To suit the condition that exist in the schoolroom and to permit flexibility, the work is divided into four sets, each of which...
Show more74 AUGSB URG SEMINARY BOOKKEEPING FRED TRI The object of the 20th Century Bookkeeping is to teach the student the fundamental principles of book- keeping and accounting. To suit the condition that exist in the schoolroom and to permit flexibility, 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 knowledge 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 bookkeeping and the special accounts required in a cor- poration set of books. The fourth set teaches the principles of cost account- ing. as practically applied in modern business, a subject that has never before been presented to the student of bookkeeping and accounting. The transactions are so arranged that the student de- votes practically all his time to the cost feature, which enables him to obtain a thoro understanding of the prin- ciples in a reasonably short time. The student who has worked out these sets need not hesitate to accept a posi- tion in any office. COM M ERCIAL LAW A study of negotiable instruments and business law is taken tip in conjunction with the course in bookkeep- ing.
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Augsburg College Catalog, 1920-1921, Page 044
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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. '
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Augsburg College Catalog, 1920-1921, Page 047
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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.
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Augsburg College Catalog, 1920-1921, Page 079
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AUGSBURG SEMINARY 59 MATHEMATICS BUSBY 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 combina- tions, variables...
Show moreAUGSBURG SEMINARY 59 MATHEMATICS BUSBY 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 combina- tions, variables and limits, and the binomial theorem. Five times a week. Freshman I and first—half of II. 7%. credits. COURSE II. SOLID GEOMETRY This course provides sufficient training for those who wish to teach in high school or to specialize in mathema- tics. 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. 73/; credits. CHRISTIANITY THE THEOLOGICAL PROFESSORS COURSE I. CHURCH HISTORY Text: L¢vgren, “Church History". Instruction in English. Two hours a week. Freshman I. II, and III. 6 credits. COURSE II. HISTORY OF MISSIONS Text: H. Smith. “Gaa ud i al verden”. Supplemen- tary reading. Two hours a week. Sophomore I, II, and III. 6 credits. COURSE III. LIFE OF CHRIST Text: Sanday, “Life of Christ”. One hour a week. Junior I, II, and III. 3 credits.
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Augsburg College Catalog, 1920-1921, Page 050
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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.
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