AUGSBURG SEMINARIUM 37 Aandahl. E. A. Llllehel, L. 0 Brandlee, C. O. Clauson, B. 0. Erlksen, P. W. Glesfjeld, K. Eidsaa, P. A. Grindland, J. 0. Anderson, L. 0. Chflstlansen, Axel Halvorson, Augustin Hanson, Louis T. Hemmlngson, Hagbart M. Lee, Hans O. Gilseth, Albert Holland, Edmund S. Hovland,... Show moreAUGSBURG SEMINARIUM 37 Aandahl. E. A. Llllehel, L. 0 Brandlee, C. O. Clauson, B. 0. Erlksen, P. W. Glesfjeld, K. Eidsaa, P. A. Grindland, J. 0. Anderson, L. 0. Chflstlansen, Axel Halvorson, Augustin Hanson, Louis T. Hemmlngson, Hagbart M. Lee, Hans O. Gilseth, Albert Holland, Edmund S. Hovland, Ingel Lund, Lars R. Aashelm, Gottred M. Blargan, Ole O. Hofstad, Rasmus H. Lorentzen, Jens B. Neshelm, Alvin Awes, Leif H. Christensen, Conrad Christiansen, Elle! Hjelmeland, John Hompland, Lars Aaker, Vetle Gjelseth, Alfred B. Hanson, Arthur Huglen, R. J. Lien, Arthur 1907. Sageng, Hans Stadem, C. J. 1908. Hansen. K. M. Hanson. R. A. Nordberg. G. S. Roan, T. T. 1909. Huston, Ole Molvlk, O. M. 1910. Nestvold. C. J. Storebo, H. G. Versland, Gabriel A. 1911. Sateren, Lawrence Bayard Thvedt, lngvald M. Tysseland. Lars 1912. Neppelberg, Anders Skaar, E. O. Solhelm, Elllng S. Stowell. Austin L. 1913. Olson, Oscar C. Pederson, John J. Sandanger, Gustav B. Strommen, P. A. 1914. Konsterlle, Peter T. Melby, Sigurd Mlchaelson, J. R. Sand, Edward G. 1915. Olsen, Thorvald Olson, Arthur S. Paulson, Carl R¢dvlk, Johan H. Show less
AUGSBURG SEMINARIUM 35 Arevik, J. O. Bakken, K. E. Berg, H. L. Broen, E. H. Halvorsen, N. Hansen, 0. M. Helland, Andreas Helmets, H. Holm, M. G. Houkom, A. Lotthus, J. A. Berntsen, Edward Eriksen, M. B. Odland, S. E. Blessum, G. Dyrness, J. O. Jensson. Halvor Olson, O. T. Sand, B. A. Amundsen, C.... Show moreAUGSBURG SEMINARIUM 35 Arevik, J. O. Bakken, K. E. Berg, H. L. Broen, E. H. Halvorsen, N. Hansen, 0. M. Helland, Andreas Helmets, H. Holm, M. G. Houkom, A. Lotthus, J. A. Berntsen, Edward Eriksen, M. B. Odland, S. E. Blessum, G. Dyrness, J. O. Jensson. Halvor Olson, O. T. Sand, B. A. Amundsen, C. Bestul, J. L. Possum. J. E. Huge. E. A. Hald, N. P. Halllng, L. M. Bakke, O. M. Borrevtk, B. A. Eliasson, J. A. Gjerde, M. P. Hendrickson, H. N. Ekrem, J. M. Evjen, John 0. Hatlem, N. A. Jerstad, J. B. Lockrem, A. K. Bode, H. E. Casper-sen, H. C. Christenson, O. L. Flagstad, 0. J. Johansen I. A. J¢rgenaen, Chr. G. 1898. Mikaelson, J. M. Quanbeck, H. S. Refsdal, Olav Rislgw, S. Romstad, M. Rovlk, J. H. O. Stavlk, B. A. Strass, 0. C. Stubkjmr, N. A. Thomasberg, N. J. 1894. Schmidt, C. II. Stenberg, J. A. Strand. J. S. 1895. Sundal, B. L. 'I‘ekse, Tobias Tollefson, E. C. Torvik, O. L. Urseth, H. A. 1896. Hansen, E. M. Helseth. H. O. Hglgaard, J. B. Lie, A. G. Pederson, M. A. 1897. Jacobson, J. M. Norum, K. S. Opsata, L. O. Rudie. K. N. Sllseth, M. 1898. Mattson, Johan Swenson, 0. Vartdal, A. J. Wang, 'K. J. 1 899. Mlchaelson, M. B. Mohn, Chr. Pederaen, Ludv. Tollefson, C. M. Vang, C. S. Show less
AUGSBURG SEMINARY 3s outline of present problems. Textbooks: Weber’s His- tory of Philosophy, Hoffding’s History of Modern Philosophy, Kulpe’s Introduction to Philosophy. Three times a week. Junior and Senior, I and II. EVJEN. Course IV. Ethics. This course includes the study of the fundamental... Show moreAUGSBURG SEMINARY 3s outline of present problems. Textbooks: Weber’s His- tory of Philosophy, Hoffding’s History of Modern Philosophy, Kulpe’s Introduction to Philosophy. Three times a week. Junior and Senior, I and II. EVJEN. Course IV. Ethics. This course includes the study of the fundamental principles of human conduct and the determination of the ethical ideal upon the basis of his— torical, philosophical, and sociological material. Special attention is given to the ethical teachings of the Christian religion. Textbook, lectures, essays, and collateral read— ing. Three times a week. Junior and Senior, I and II. EDUCATION. HENDRICKSON. 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. Course II. Philosophy of Education. This is a course in educational theory including the general principles of psychology which can be applied to educational problems. The study of education as a science, the foundation of education, the course of individual development, the course of study, the method of teaching, the organization Show less
AUGSBURG SEMINARY 17 side but who take their meals in the Boarding Club may also be admitted as members. The fee is decided upon from year to year; it is usually $1.50 a year. The mem- bers are entitled to free medical attendance, but no stu- dent may receive aid exceeding $15 in any one school... Show moreAUGSBURG SEMINARY 17 side but who take their meals in the Boarding Club may also be admitted as members. The fee is decided upon from year to year; it is usually $1.50 a year. The mem- bers are entitled to free medical attendance, but no stu- dent may receive aid exceeding $15 in any one school year. The Students“ Missionary Society was organized 1885. It has awakened among the students a remarkable interest both in Home and Foreign Missions. The first mis- sionary sent to heathen lands by Norwegian Lutherans in America was a charter member of this society. The programs, which are given once a month, consist of re- ports by students and lectures by prominent missionaries, pastors and other mission workers. The past year the society has carried on a gospel mission on High Street in Minneapolis. The members also do much active work in assisting pastors and Sunday schools. The Prohibition Lcaguc. This society seeks by lec— tures and discussions to educate students in practical temperance work. It has been very successful in its ef— forts to enlist students in the movement for temperance reform, and several of its members have rendered good service in this cause through the Northwest. ALUMNI ASSOCIATION. The Augsburg Seminary Alumni Association held its first meeing in May, 1891. Its annual meeting is held the day following commencement. The Association aims to unite graduates and keep up their interest in their Alma Mater. AUGSBURG ECHO. is published monthly by the students and is edited by a Show less
AUGSBURG SEMINARY 9 its institutions. It is necessary always to retain the Christian conception of greatness, “Whosoever would become great among you, shall be your servant,” lest higher education become a means of introducing castes among the people and especially of causing any estrange- ment... Show moreAUGSBURG SEMINARY 9 its institutions. It is necessary always to retain the Christian conception of greatness, “Whosoever would become great among you, shall be your servant,” lest higher education become a means of introducing castes among the people and especially of causing any estrange- ment between minister and people in the church. Augsburg Seminary subordinates all its work, its curriculum, its management and discipline to those principles. STUDENT REGULATIONS. I. Terms of Admission. 1. All applications for admission to the college or academy courses are made to the President. 2. Students who have completed the common subjects ordinarily taught in graded schools, or their equivalents, may be admitted to the first class in the Academy. Those who are deficient in English will be required to take such extra work in that subject as may be needed to bring them up to the required standard. 3. Advanced standing in any subject will be granted to students who present satisfactory credentials from state boards or from other schools showing that they have pursued the subject to the same extent that is done in this institution. All reasonable efforts will be made to place students in classes where they will find work suited to their state of advancement. 4. Students who have obtained fifteen (15) year credits in the Augsburg Academy, and those who present equivalent credits from other schools may be admitted to Show less
AUGSBURG SEMINARIUM 33 1881. Christiansen, G. B. Nilsen, Peter Helerman. N. N. Petersen, Adolph Helm. H. C. S¢rensen, S. E. Mime. J. 10 (Men, 0. P. 1882. Anderson, R. Olson, N. B. Bugge, J. T. Rasmussen, A. Gulbrandsen, 0. Risvold, 0. Hill, L. E. Solenslen. T. K. 1883. Blegen, J. H. Reimestad, T.... Show moreAUGSBURG SEMINARIUM 33 1881. Christiansen, G. B. Nilsen, Peter Helerman. N. N. Petersen, Adolph Helm. H. C. S¢rensen, S. E. Mime. J. 10 (Men, 0. P. 1882. Anderson, R. Olson, N. B. Bugge, J. T. Rasmussen, A. Gulbrandsen, 0. Risvold, 0. Hill, L. E. Solenslen. T. K. 1883. Blegen, J. H. Reimestad, T. S. Jensen, F. E. Romsdahl. S. Nilsen. N. G. Stenvlk, C. L. 1884. Brgng. J. H. Wold, A. Houkom, 0. 8. (Ostergaard, P. J. Stenson, 0. H. 9' 1885. Kielaas, L. E. Turunen. H. Smterue, M. 1886. A33, Elias Hegge, M. H. Arntzen, A M. Kvnmme, O. K. Blrkeland. K. B. Meland, A. 0. Brynjulfsen, J. Petersen, P. 'I‘. Dnhle, O. Rosing, C. O. Fossum, T. 0. ngde, G. A. 1887. Anderson, 0. K. Slettednl, E. B. Hogstad, J. P. Thoreseu, L. Klrkbak, 0. H. Tolletson, B. Langeland, H. 'l‘olletson I. Pedersen, J. U. Wigdahl, L. O. 1888. Brunsvold, A. A. Sveen. M. B. Dahm, A. J. Voldal. Henrik Gaustad, T. K. Yderstad, H. '1‘. L¢geland, A. Ytrehus, Chr. K. Rue, H. E. Show less
AUGSBURG SEMINARY lb at actual cost. As the club is able to obtain supplies at wholesale prices, it can furnish board at lower rates than can be done by restaurants or private boarding-houses. LITERARY SOCIETIES. The Students’ Union is an organization of the whole student body. The Union meets... Show moreAUGSBURG SEMINARY lb at actual cost. As the club is able to obtain supplies at wholesale prices, it can furnish board at lower rates than can be done by restaurants or private boarding-houses. LITERARY SOCIETIES. The Students’ Union is an organization of the whole student body. The Union meets twice a month, once to transact business, and once for parliamentary practice. The second meeting of the month usually consists of a literary and musical program, a lecture or a public debate. The Alpha Sigma consists of Freshmen, Sophomores, Juniors, and Seniors. During the last year this society has offered very interesting programs and has manifested great zeal in its work. The society meets twice a month. The Lyceum draws its membership from the Third and Fourth classes in the Academy and is a very active society. It meets twice a month. The Forward is the literary society of the first and second classes in the Academy. Meetings are held twice a month. The Concordia is the one society of the Theological department. This society usually discusses subjects of practical interest to theologians and ministers. The meet- ings are very interesting and helpful. The Oratorical Association. A growing interest in public speaking and debating has developed among the students of late years, due in large measure to the stimulus given by the prizes offered by the Free Church Book Concern and the annual con- tests held by the Prohibition League. To unify and promote the work in public speaking, the Augsburg Oratorical Association was organized in 1908. Under Show less
AUGSBURG SEMINARY 35 Course XII. Nineteenth Century Poetry. Study of Romanticism, with special attention to Wordsworth, Coleridge, Shelley, Keats, and Byron. ‘ Analysis of the intellectual and spiritual struggles of the century, with special emphasis upon Tennyson and Browning. Analysis of the... Show moreAUGSBURG SEMINARY 35 Course XII. Nineteenth Century Poetry. Study of Romanticism, with special attention to Wordsworth, Coleridge, Shelley, Keats, and Byron. ‘ Analysis of the intellectual and spiritual struggles of the century, with special emphasis upon Tennyson and Browning. Analysis of the personalities of the authors, and study of literary values. Two hours a week. Two credits. Alternates with Course IX. Offered in 1921—1922. Junior and Senior III. Course XIII. Public Speaking and Reading. Review of fundamentals previously studied, and con- tinued practice in oral expression by means of memorized masterpieces and original speeches. Special attention to the development of natural and forceful utterance, thru stimulating the student to utilize effectively and harmon- iously his individual powers of thought, imagination, and feeling. Perfection of formal correctness is also sought. Two hours a week. Four credits. Alternates with Course XIV. Offered in 1821—1922. Junior and Senior II and III. Course XIV. Tcarhers’ Course. A course primarily for students who plan to enter the teaching profession. Study of the problems and methods of teaching English in secondary schools: the relation of secondary English to that of the grades and to Freshman English, the relation between composition and literature, the relation between English and other subjects in the curriculum, the relation between English and practical life, the grading of the four—year course, physical defects in oral work, other oral problems, theme reading and grading, text-books, the teacher’s person- ality and equipment, library facilities. Two hours a week. Four credits. Alternates with Show less
AUGSBURG SEMINARY 51 “Boken om Norge” III and IV. Second Academic I, II, and III. Four times a week. 12 credits. LILLEHEI. Course III. Advanced Study of Norwegian Gram. mar. Reading, compositions and other written exercises Broch and Seip, “Laesebok i morsmaalet”, Eikeland’s “Norsk grammatik".... Show moreAUGSBURG SEMINARY 51 “Boken om Norge” III and IV. Second Academic I, II, and III. Four times a week. 12 credits. LILLEHEI. Course III. Advanced Study of Norwegian Gram. mar. Reading, compositions and other written exercises Broch and Seip, “Laesebok i morsmaalet”, Eikeland’s “Norsk grammatik". Four times a week. Third Acade— mic I and II. 12 credits. HELLAND. HISTORY HENDRICKSON Course I. Ancient Civilization. I. Oriental History. A brief presentation of the earliest traces of civilization revealed by recent archeolo— gical investigation, a fuller treatment of the Nile valley, the Euphrates valley, Syria, Asia Minor, and Crete, showing how these early societies form the basis of later European civilization and culture. As text-book will be used Breastead’s Ancient Times. Exercises in historical geography and outlining. Collateral reading. Four pe— riods a week. I Academic, I quarter. 4 credits. 2. Greek History to the death of Alexander the Great. Special attention will be given to Greek settle— ment and colonization, the city state. religious ideas and institutions, development of democracy in Athens. the Athenian League and the Age of Pericles, decay of the Greek city states, the rise of Macedonia, unification and expansion under Alexander the Great. Four periods a week. I Academic, II quarter. 4 credits. 3. The Hellenistic Age and Rome. Beginning with the spread of Greek culture and its modification under oriental influence in the Hellenistic Age, this course will deal chiefly with the Roman people: the Republic, unifi- cation and expansion, political revolution, the Empire, Show less
62 AUGSBURG SEMINARY military rule, the monarchy, decline and disintegration. I Academic, III quarter. 4 credits. Course II. European History. I. Medieval History from the disintegration of the Roman Empire to 1500. This course will endeavor to trace the vital connection between ancient and... Show more62 AUGSBURG SEMINARY military rule, the monarchy, decline and disintegration. I Academic, III quarter. 4 credits. Course II. European History. I. Medieval History from the disintegration of the Roman Empire to 1500. This course will endeavor to trace the vital connection between ancient and medieval civilization and to point out those elements that com- bined to give medieval culture its peculiar character. The leading topics will be Rome and the Germans, Charle- magne, the Papacy, the Holy Roman Empire, Feudalism, the Crusades, the growth of cities and commerce, Scholasticism, the Revival of Learning, and the new geographical discoveries. Text-book, historical geogra- phy, note-book, quizzes, reports, collateral reading. Four periods a week. II Academic, I quarter. 4 credits. 2. Modern History from 1500 to 1815. The Refor— mation, the Catholic Reaction, the wars of religion, ab- solutism and the rise of national states, commercial ri- valry, modern science and spirit of reform, the French Revolution, Napoleon. Method of work as above. Four periods a week. II Academic, II quarter. 4 credits. 3. Europe after. the Congress of Vienna. The po- litical reconstruction, the Industrial Revolution, political revolution, unification of Italy and Germany, modern democratic reform, international rivalry, Imperialism, the War of 1914. Four periods a week. 11 Academic, III quarter. 4 credits. Course III. Senior American History. A general course in the social and political history of the United States, including a study of the colonial period, the growth of political institutions, the' Revolutionary period and subsequent development, slavery, the Civil War, reconstruction, industrial and economic growth, and the new problems resulting from this and the more recent expansion. Text-books, collateral reading, re- Show less
AUGSBURG SEMINARY 49 Closer attention to the fundamental principles of compo- sition, the qualities of style, the development of the stu— dent’s vocabulary, and the knowledge and use of idioma- tic English. Class study of the following: Isaiah, “Macbeth”, “Gulliver’s Travels”, “De Coverley Papers... Show moreAUGSBURG SEMINARY 49 Closer attention to the fundamental principles of compo- sition, the qualities of style, the development of the stu— dent’s vocabulary, and the knowledge and use of idioma- tic English. Class study of the following: Isaiah, “Macbeth”, “Gulliver’s Travels”, “De Coverley Papers”, “Silas Mar- ner”, Sherman’s “A Book of Short Stories”, and Bald- win and Paul’s “English Poems”. 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 Vicar of Wakefield”, ten ballads from English literature in Chambers’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, Webster, Lincoln; a brief History of English and American Literature, Tenny- son’s “Idylls of the King”. Five times a week. Fifteen credits. Third Academic I, II, and III. B. HELLAND. Course IV. English Literature. Outline of English 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 “Beowulf” to Tennyson. Special study of “Hamlet” and the “Book of Job”. Considerable read— ing of illustrative selections from the various periods. Themes on subjects studied, once a week. Drill in ex- pression. Fourth Academic B. HELLAND. Five times a week. Ten credits. I and II. Course V. American Literature. Outline of American Literature. An accurate knowl- edge of the main facts and movements required. Careful Show less
30 AUGSBURG SEMINARY Church History. History of the Church after the Re- formation. Systematic Theology, Ethics. Pastoral Theology. Symbolies. Lectures given both in the Norse and in the English language. Augahurg 011111292 DEPARTMENTAL STATEMENTS ENGLISH LANGUAGE AND LITERATURE SVEEGGEN SYNOPSIS... Show more30 AUGSBURG SEMINARY Church History. History of the Church after the Re- formation. Systematic Theology, Ethics. Pastoral Theology. Symbolies. Lectures given both in the Norse and in the English language. Augahurg 011111292 DEPARTMENTAL STATEMENTS ENGLISH LANGUAGE AND LITERATURE SVEEGGEN SYNOPSIS 0F COURSES Courses Credlta Prerequisite Courses 1. Rhetoric and Litera- 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- eign language or two units each of two foreign lan- ‘ guages. II. American Literature and Literary Criticism 4 I ill. Anglo-Saxon . . . . . . .. 4 I lV. Chaucer and Spenser 2 I. II, and 111 V. Public Speaking and Reading . . . . . . . . . . . . 2 I Vl. Elizabethan Drama and Milton . . . . . . . . . . . .. 2 I, II. III, and IV V“. Argumentation and Debate . . . . . . . . . . . .. 2 I and V Vlll. Dryden and Eight- ' eenth Century Prose. 2 I, II, III, IV, and VI 1X. Dryden and Eight- eenth Century Poetry 2 I, II, III. IV. VI, and VIII X. Shakespeare . . . . . . .. 4 I, II, III. and IV x1. Nineteenth Century Poetry . . . . . . . . . . . . . 2 I. II, III. N, X. and XI Xlll. Public Speaking and Reading . . . . . . . . . . .. 4 I. II, V, and x XIV. Teachers' Course . .. 4 i—Vll XV. English for Theo- logians . . . . . . . . . . . . 9 A reading and speaking knowledge of English. .. ..._. mam-m “é:- fi—m 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
AUGSBURG SEMINARY n.) (fivmral Olnurara ENGLISH LANGUAGE AND LITERATURE. Course 1. S/H’t‘iuL Designed for foreign born and other students who need special instruction in spellincr, grammar. and pro- nunciation. \\'ritten drill in spelling and grammar. Practice in reading of appropriate selections.... Show moreAUGSBURG SEMINARY n.) (fivmral Olnurara ENGLISH LANGUAGE AND LITERATURE. Course 1. S/H’t‘iuL Designed for foreign born and other students who need special instruction in spellincr, grammar. and pro- nunciation. \\'ritten drill in spelling and grammar. Practice in reading of appropriate selections. Two times a week. Two sections. .\l1-‘I.\'IN J. ()l.so.\'. ()l’.\_\'l'-l~1t‘l(. BOOKKEEPING. The object of the 20th Century llookkeeping 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. \\'hile 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 ])1‘ll]t‘l])l(‘.\ of partnership bookkeeping, the advantages of special rul- ing in the cash book, the carbon copy sales hook, etc. The third set teaches the principles of corporation Show less
AUGSBURG SEMINARY 11 \‘ik (1878—80). R. ’1'. Newton (1878—82), 11. 1'. Fverdrup (1878—70), 1’. :\. l’aulson (1880—82). \\'. \\'. \\Vraaman (1882—85). R. Daa (1883—85). .|. H. l’lleg‘en (1885—1016), _1. '1‘. lltigge (1885—411). Theo. S. Reimestad (1885—1000). \\'ilhelm l’ettersen (1880—— 1010). .'... Show moreAUGSBURG SEMINARY 11 \‘ik (1878—80). R. ’1'. Newton (1878—82), 11. 1'. Fverdrup (1878—70), 1’. :\. l’aulson (1880—82). \\'. \\'. \\Vraaman (1882—85). R. Daa (1883—85). .|. H. l’lleg‘en (1885—1016), _1. '1‘. lltigge (1885—411). Theo. S. Reimestad (1885—1000). \\'ilhelm l’ettersen (1880—— 1010). .'\. .\l. Hove (1887—1001). _I. L. Nydahl (1801 —), 11. N. llendrickson (1000—). S. 0. Severson ( 100—1 —1015). \\'m. Mills (1007—). 1‘. .\. Sveeggen (1'115 ~). R. 1’). Nell (1016—). The following have been l'residents of Augsburgr Seminary: August \Vcenaas (1860—71)), (ieorg Sver— drup (1876—4007). Sven ()ftedal (1007——11 ), (ieol'gc Sverdrup ( 1011—). The yearly attendance. all departments included, has varied from 1‘) (1870—71) to 301 (1800—1000). The average attendance from 186‘) to 1875 was 2‘): from 1875 to 1800. 115: from 1800 to 1803, 174; from 1803 to 1010. 153. The average yearly attendance from 1860 to 1010 has been 128. The aim of the founders of Augsburg Seminary was to meet the demands of our Lutheran immigrants for earnest. consecrated ministers of the gospel. But if this aim was to be attained the very foundations of the school would have to be a true and living Christianity, Lutheran profession, and a close alliance with the congregations. Such a school could not find a model in the institutions of the Established Church of Norway. as these were de— signed to educate ministers who were the servants of the government. It was necessary to reach the desired end thru personal experience. and the history of Augsburg Seminary is, therefore, the story of the trials and strug- gles and the final success of its founders in their efforts to establish a school that should meet the urgent need of faithful and earnest pastors in a free Lutheran Church. \‘1'hile the curriculum of the school has been broadened Show less