AUGSBURG SEMINARY lo GREEK DEPARTMENT. FIRST GREEK. (Freshman.) English2—Elementary Rhetoric and Composition (Scott and Denney’s Composition—Rhetoric). Study of Bunyan’s Pilgrim’s Progress, Part 1., and Shakespeare’s Macbeth; Shakespeare’s Julius Caesar read and analyzed in outline; four times a... Show moreAUGSBURG SEMINARY lo GREEK DEPARTMENT. FIRST GREEK. (Freshman.) English2—Elementary Rhetoric and Composition (Scott and Denney’s Composition—Rhetoric). Study of Bunyan’s Pilgrim’s Progress, Part 1., and Shakespeare’s Macbeth; Shakespeare’s Julius Caesar read and analyzed in outline; four times a week.——Urseth. Greekz—Boise and Pattengill’s First Lessons, and Hadley and Allen’s Greek Grammar; five times a week—Nydahl. NorwegianZ—Hofgaard‘s Grammar and Rolfsen’s Reader, Part III.; Aars’ Retskrivningsregler: compositions and trans- lations; five times a week—Blegen. Geometryz—Wentworth’s Plane, completed; three times a week.—Pettersen. History:—Myer’s Ancient History, Eastern Nations and Greece studied and reviewed: Roman History to B. C. 133; five times a week.——Pettersen. Physics:—Carhart and Chute’s High School Physics com- pleted and accompanied by experimental work in the lab- oratory; five times a week.—Nydahl. Bible History:—Smith’s Smaller Scripture History; three times a week—A. Oftedal. SECOND GREEK. (Sophomore.) Engiish:—Rhetoric and Composition. (Genung’s Outlines of Rhetoric, supplemented with new material, especially in Processes of Composition.) Study of Milton’s minor poems and Burke’s Speech of Conciliation. Scott’s “Ivanhoe” read and discussed; also selections from Addison’s “Sir Roger de Coverly Papers”; five times a week.—Urseth. Greek:—Hadley and Allen’s Grammar, Xenophon’s Anabasis, Books I and 11; five time-s a week.—Blegen. Latinz—Bennett’s Latin Lessons and Bennett’s Latin Gram- mar; five times a week.—Laurhammer. Norwegianz—Tonnesen’s Laerebog i norsk stil. Part II; Rolf- sen’s Reader, Part IV: compositions and essays; studies in Norwegian literature; five times a week.—-Nydahl. Historyz—Myer’s Ancient History; Eastern Nations and Greece reviewed; Roman history studied and reviewed; Mediaeval history; first seven chapters; four times a week.——Petterson. Church History:——Bang’s Kirkehistcrie for Folkeskolen; three hours a week.—Laurhammer. THIRD GREEK. (Junior.) 'English1—Rhetoric and Composition with same textbook and work as Second Greek. Besides, as special reading, Cole ridge’s Ancient Mariner with special attention to b‘allad metre and style; four times a week.—Urseth. (The du- plication of work in these two classes results from the organzation of a third preparatory class three years ago.) French:—Dufour’s French Grammar, Etymology and Manual of Pronunciation. Dufour’s French Reader; three times a week.——Sverdrup. Show less
AUGSBURG SEMINARY 3 v INTRODUCTORY. The aim of Augsburg Seminary is the education of ministers, qualified for work in a free Lutheran Church. As soon as a young man enters Augsburg Seminary, he at once finds himself surrounded by religious in- fluences, tending to lead him and guide him in his in-... Show moreAUGSBURG SEMINARY 3 v INTRODUCTORY. The aim of Augsburg Seminary is the education of ministers, qualified for work in a free Lutheran Church. As soon as a young man enters Augsburg Seminary, he at once finds himself surrounded by religious in- fluences, tending to lead him and guide him in his in- tellectual development and his spiritual growth, so that during those precious years of youthful enthusiasm he may by earnest study and religious consecration be- come fitted and strengthened for the hard work and self-sacrificing life of a Christian minister. The ex— ample of the Master himself and his first devoted fol- , lowers is daily set before the students in order that they may become imbued with the Truth and its sav- ing power, and be filled with the desire to declare it before all men in order to satisfy the greatest wants of the human soul. Spiritual life and Christian character are consid— ered of infinitely higher importance than mere knowl— edge. No amount of reading, no memorizing of facts, no mental or intellectual ability are of any real value to the Christian minister without personal experience of saving grace and firm and manly conviction of the truth as it is in Jesus. 'At the same time there is needed the most thorough study of the Word of God, and no branch of human knowledge, which may pre— pare the student for his special work, or be helpful to him in it, can be considered indifferent. It is also an essential principle of Augsburg Sem— inary, that no so—called higher education, which tends to develop aristocratical or hierarchical tendencies among the students, is Christian in character or in ac— cordance with the highest interests of a free people and its institutions. It is necessary always to retain the Christian conception of true greatness: “Whosoever will be chief among you, let him be your servant,” and not use higher education as a means of introducing any caste-division among the people and especially of caus- ing any estrangement between ministers and the be— lievers in the Church. Show less