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
24 AUGSBURG‘ SEMINARY 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.... Show more24 AUGSBURG‘ SEMINARY 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 between Our Savior and His Church, this communion, 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 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. Show less
Jammy nah Intrastate GEORGE SVERDRUP, M. A., President. Professor of Old Testament Exegesis and Hebrew. REV. JOHN H. BLEGEN, B. A. Professor Emeritus. REV. ELIAS P. HARBO, B. A., Vice-President. Professor of Systematic Theology. REV. ANDREAS HELLAND, M. A. Secretary of the Theological Faculty.... Show moreJammy nah Intrastate GEORGE SVERDRUP, M. A., President. Professor of Old Testament Exegesis and Hebrew. REV. JOHN H. BLEGEN, B. A. Professor Emeritus. REV. ELIAS P. HARBO, B. A., Vice-President. Professor of Systematic Theology. REV. ANDREAS HELLAND, M. A. Secretary of the Theological Faculty. Professor of New Testament Theology. LARS LILLEHEI, M. A. _ _ Professor of Church History. i P. A. SVEEGGEN, M. A. Secretary of the General Faculty. Professor of English. Professor of Norwegian. REV. H. N. HENDRICKSON, B. A. Registrar. Professm- of History. __—.—__—— Professor of Greek and Latin. R. Bow NELL, Sc. B. Professor of Chemistry. E. D. BUSBY, M. A. Professor of Mathematics. Show less
AUGSBURG SEMINARY 11 burg Seminary are naturally preparing themselves for service either in the home Church or in foreign mission ' fields. But many of the students in the Academy and College also have the same calling in view. For this reason many of them are engaged in Church work dur- ing... Show moreAUGSBURG SEMINARY 11 burg Seminary are naturally preparing themselves for service either in the home Church or in foreign mission ' fields. But many of the students in the Academy and College also have the same calling in view. For this reason many of them are engaged in Church work dur- ing their vacations, and, as far as compatible with effi- cient work at school, also during the school year. A number of student organizations have been formed, and several of them have attained a very respect- able age. The Students’ Society and the Boarding Club are among the oldest. Literary, debating, oratorical, and athletic societies, as well as musical organizations, library societies, and other associations, have all had their share in shaping the development of the school, and in increas- ing its usefulness. The Students’ Missionary Society, organized in 1885, deserves special mention, as it has done much to foster the missionary spirit among Nor- wegian Lutherans in America. The Augsburg Alumni Association was organized in 1891. It meets once a year, generally the day after the College Commencement. Its function is mainly of a social character; it endeavors to further good-fellowship among the graduates of the school. It also seeks to create a greater interest in the work and aims of their Alma Mater. In 1870 two young men were graduated from the Theological Seminary. The total number of graduates from this department up to and including 1919 is 427. Almost all of these have become pastors. teachers, or missionaries, and a great majority of them are serving the Church at the present time both at home and in foreign lands. The College curriculum of the school had a steady development during the first years of its existence, class after class being added, until in the year og'1879 five young men were graduated as Baccalaurei Artium. The Show less
40 AUGSBURG SEMINARY Course V. Teachers’ Coume in History. Designed for those who expect to teach history in the public high schools. Some period of history will be studied from the teacher’s point of view. Discussion of the value and content of history and its place in the curriculum of the... Show more40 AUGSBURG SEMINARY Course V. Teachers’ Coume in History. Designed for those who expect to teach history in the public high schools. Some period of history will be studied from the teacher’s point of view. Discussion of the value and content of history and its place in the curriculum of the modem school, and a study of methods in organizing and presenting historical material. Practice teaching will constitute an essential part of the course. Prerequisites: two years of college history, one year of psychology, and one year of education. Three periods a week. Senior I and II quarters. 6 credits. ECONOMICS Economics. A study of the underlying principles of our present industrial order. The first part of the course deals with the theories of Value and Price, and of Pro— duction and Distribution, and the second part with pre- sent day problems, including those of Money and Bank-. ing, the Tariff, the Corporation and Trust, and Labor. Three hours a week. Junior and Senior I. PHILOSOPHY AND PSYCHOLOGY Course I. General Psychology. The study of the nervous system, tracing its growth in complexity with that of mental function; a careful study of the brain; the nature and function of the nerve cell. A classifica- tion and analysis of mental processes. Simple experi- ments illustrating psychological facts and laws. Reports and class discussion. Three hours a week. Junior I, II, and III. BUSBY. Caursc III. 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. Text-books: Weber’s “His- tory of Philosophy”, Hoffding’s “History of Modern Show less
AUGSBURG SEMINARY 21 DAILY ROUTINE The school year is divided into three quarters. The- first begins the last week in September and continues till Christmas; the second begins about January 2, and closes the last week in March; the third begins about the first of April and closes in the first... Show moreAUGSBURG SEMINARY 21 DAILY ROUTINE The school year is divided into three quarters. The- first begins the last week in September and continues till Christmas; the second begins about January 2, and closes the last week in March; the third begins about the first of April and closes in the first week of June. The school is in session from 7:45 A. M. to 12:15 P. M. during six days of the week. Morning prayers, led by one of the professors, are held in the Seminary chapel at 10:10 to 10:40 A. M. Attendance at chapel is required of all students, and failure to attend at any time must be reported. The students observe study hours from 4:00 P. M. to 10:00 P. M. LOCATION Augsburg Seminary is located in Minneapolis, on 8th St. and let Ave. So. Students who arrive at the Great Northern Station will take any car on Hennepin Ave. and transfer on Washington Ave. to Minnehaha or Washington and Riverside car and take this to let Ave. 80., and then turn to the right and walk south two blocks and a half. This will bring them directly to the Main Building, in which are the offices of the President, Registrar, and Treasurer. Those who arrive at the Mil— \vaukee Station will take the above-mentioned cars going south on \Vashington Ave. and get off as directed above. Show less
AUGSBURG SEMINARY 43 CH EM ISTRY NELL. The courses are designed to give a general training in the science and satisfy the requirements of the colleges of engineering and medicine. The thirty—six quarter credits offered form an adequate basis for graduate work with chemistry. as a major. Those... Show moreAUGSBURG SEMINARY 43 CH EM ISTRY NELL. The courses are designed to give a general training in the science and satisfy the requirements of the colleges of engineering and medicine. The thirty—six quarter credits offered form an adequate basis for graduate work with chemistry. as a major. Those completing the several courses should be well qualified to teach chemis- try in high schools. Emphasis is placed upon laboratory work of which a careful record in note-book is required. Course I. General Chemistry. This course is arranged for those who have had no high school chemistry and consists of illustrated lec- tures, quizzes and laboratory work. Special emphasis is placed upon the periodic arrangement of the elements. It is the purpose to develop the fundamental chemical laws and to show the relation of chemical theory to those laws. Text: McPherson and Henderson, “A Course in General Chemistry”. Six hours a week. Freshman I, II and III. Course II. Inorganic Chemistry. This course is arranged for those who have had one year of high school chemistry. Lectures, readings from approved text—books and laboratory work familiarize the student with chemical laws developed in the light of modern theories. The laboratory work consists of ad- vanced experiments developing the general principles of chemistry. The lectures on history of chemistry are an aid to an intelligent comprehension of the science. Text: Alexander Smith, “General Chemistry for Colleges". Six times a week. Freshman I, II and III. Show less
AUGSBURG SEMINARY 27 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... Show moreAUGSBURG SEMINARY 27 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 reformers as to Church government, especially that of Luther; the modern movement from the State Churches, and the idea of a free Church according to apostolic usages, unique in character and unhampered by worldly and rationalistic methods of organization and govern- ment. 4. Pastoral Theology. This course comprises the study of the foundation of 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 ministerial acts, and finally the minister’s care of souls. This course will be supplemented by lectures of pastors in active service. 5. Paul’s Epistles to the Corinthians. These Epistles are taken up in connection with Church Polity as offering the best documentary source of early Church organization. Theological Propaedeutirs. 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. Show less
AUGSB URG SEMINARY 39 Roman Empire to the end ofi the thirteenth century. Special emphasis will be placed on those historical fac— tors which form the basis of modern civilization. The work will be carried on by means of text-book, source book, reference readings, studies in historical geography,... Show moreAUGSB URG SEMINARY 39 Roman Empire to the end ofi the thirteenth century. Special emphasis will be placed on those historical fac— tors which form the basis of modern civilization. The work will be carried on by means of text-book, source book, reference readings, studies in historical geography, lectures, quizzes, and assignment of topics for special investigation. Prerequisites, two years of academic history or equivalents. Those who have had less than two years of high school history will be required to take supple— mentary work in history to meet the requirements. Four periods a week. Freshman, I and II quarter. 8 credits. Course II. Renaissance and Reformation. A study of the intellectual, economic, and religious movements that culminated in the revival of learning and the intel- lectual revolution, the new geographical discoveries and . the commercial revolution, the national awakening, the 'Reformation and the Catholic Reaction. ‘The course will cover the period from about 1300 to 1648. Four periods a week. Freshman, III quarter. 4 credits. Course III. Modern European History from 1648 to 1815. The leading topics will be the growth of abso- lutism and the rise of the bourgeoisie, dynastic and col- onial ravalry, the French Revolution and the Era of Napoleon. Four periods a week. Sophomore, I quarter. Open to those who have completed courses I and II. 4 credits. Course IV. Europe since’the Congress of Vienna. ' This will be a study of the latest phases in the develop— ment and spread of European civilization up to the pre- sent time. The following topics will be dealt with some-_ what at length: The Industrial Revolution, Democratic Reform, Growth of Nationalism, Socialism, National Imperialism, the World War. Four periods a week. Sophomore, II and III quarters. 8 credits. Show less
AUGSBURG SEMINARY 23 a clear understanding of the Bible as a whole, it is con- - sidered of the greatest importance to point out this inti- mate relation and its bearing on the two covenants. New Testament Introduction and Exegesis. In this part of Bible study the first aim is to give the... Show moreAUGSBURG SEMINARY 23 a clear understanding of the Bible as a whole, it is con- - sidered of the greatest importance to point out this inti- mate relation and its bearing on the two covenants. New Testament Introduction and Exegesis. In this part of Bible study the first aim is to give the students a clear and concise view of the life of Our Lord Jesus Christ. This must necessarily form the foundation of the whole study of Christianity and the Christian Church. The study of the Master’s life is therefore of the greatest importance, since it is the full revelation of God’s grace, so often pointed to by the prophets of the Old Testament. In the Gospel record He reveals Him- self as “the prophet mighty in word and deed before God and all the people.” But He also reveals Himself as the Son of God and the Savior of mankind, and only when thus viewing the Master are we enabled to understand both His words and His deeds. As the best means of studying the life of Our Lord, and especially His training of true workers for the King— dom, we regard the Gospel according to Mark. It is studied synoptically; i. e., the history as recorded by the three other Evangelists is constantly referred to and taken into consideration. In connection with the history of Christ’s life on earth the Epistles of Paul are studied historically. This means neither mere exegesis nor mere introduction. They are studied as historical documents of the greatest value to those who wish to become acquainted with the Apostolic Age and to judge it rightly, especially in re- gard to its conception and teaching of the Gospel of Christ. Both the Gospels and the Epistles are preemin- ently historical, and not dogmatic documents, and should be studied as such. ‘ But the Gospel record relates not only to Our Lord; as “good tidings” it stands in a most intimate relation to Show less
AUGSBURG SEMINARY 17 Chemistry—The lecture room is equipped with a desk suitable for demonstration purposes, supplied with city water, gas and electric current. The laboratory is equipped for work in general, analytical, and organic chemistry. Individual" apparatus and lockers are pro- vided. A... Show moreAUGSBURG SEMINARY 17 Chemistry—The lecture room is equipped with a desk suitable for demonstration purposes, supplied with city water, gas and electric current. The laboratory is equipped for work in general, analytical, and organic chemistry. Individual" apparatus and lockers are pro- vided. A spectroscope is available for work in qualita- tive analysis. Each desk is provided with gas, electric current, compressed air and vacuum suction. THE MUSEUM , Some years back the beginning was made of a Muse- u’m for the Seminary. The Alumni Association became interested, and its members made. many valuable gifts. There is a Madagascar Collection, a Santal Collection, a considerable collection of rare old books, minerals, curios, etc. Professor Nydahl is the curator. Contribu- tions should be sent to him. @rganigatinna BOARDING CLUB The students have conducted a Boarding Club since 1872, the necessary accommodations being furnished by the Seminary. The Club is managed by the students on the cooperative plan, and each student gets table board 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’ Society is an organization of the whole student body. The Society meets twice a month. once to transact business, and once for parliamentary practice. The Concordia is the one society of the Theological Show less
34 AUGSB URG SEMINARY T as, “the return to nature,” the development of individual- ism, and the beginnings of the Romantic Revival. Em- phasis upon Dryden, Pope, Thomson, Gray, Goldsmith, Cowper, and Burns. Analysis of the age, of character, and of literary values. Two hours a week. Two credits.... Show more34 AUGSB URG SEMINARY T as, “the return to nature,” the development of individual- ism, and the beginnings of the Romantic Revival. Em- phasis upon Dryden, Pope, Thomson, Gray, Goldsmith, Cowper, and Burns. Analysis of the age, of character, and of literary values. Two hours a week. Two credits. Alternates with Course XII. Offered in 1920—1921. Junior and Senior II. Course X. Shakespeare. Brief review of the growth of the English drama, showing the elements uniting to form it; analysis of the character of the age, with special reference to the Re- naissance and the Reformation. Study of the develop- ment of Shakespeare as a dramatist, with detailed analy- sis of eight or ten plays illustrative of the periods of development. Brief critical analysis of the other plays as to background, plot, style, characters, and philosophy of life. Also examination of Shakespeare’s methods of obtaining material for his plays and of his motives in their production. A somewhat thoro acquaintance with his genius and personality sought. Four hours a week. Four credits. Alternates with Courses VI and VII. Offered in 1921—1922. Junior and Senior I. Course XI. Nineteenth Century Prose. Study of the nineteenth century essay and of the ' development of the novel. Emphasis upon the principal novelists: Scott, Dickens, Thackeray, Eliot, Meredith, Hardy._ Special study of the most important essayists: Coleridge, Lamb, Hazlitt, De Quincey, Macaulay, Car- lyle, Ruskin, and Arnold. Their characters and their relation to the age. Study of literary values. Two hours a week. Two credits. Alternates’with Course VIII. Offered in 1921—1922. Junior and Senior II. Show less
AUGSBURG SEMINARY 53 ports. Four periods a week. Third Academic I and II quarters. 8 credits. Course IV. 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... Show moreAUGSBURG SEMINARY 53 ports. Four periods a week. Third Academic I and II quarters. 8 credits. Course IV. 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 text—books, assignment of topics, infor— mal discussion, and reading of Woodrow Wilson’s “The State” and other works pertaining to the subject. Four periods a week. Third Academic, III quarter. 4 credits. MATHEMATICS BUSBY Course 1. Elementary Algebra. The fundamental rules, factoring, divisors, multiples, simple and simultane- ous equations, fractions, theory of the exponent, radical expressions, quadratic equations, ratio, proportion, and progression. Five times a week. First Academic I. II, and III. 15 credits. Course II. Higher Algebra. A review of the four fundamental operations for the rational algebraic ex- pressions; factoring, determination of the highest com~ mon factor and the least common multiple by factoring, fractions, involution, evolution, radicals, and imaginary quantities. Equations of the first and second degree, ratio and proportion, progressions;‘ binomial theorem for positive integral exponents, and permutations and combinations limited to simple cases. Three times a week. Third Academic I, II and III. 9 credits. 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. Mastery of demonstrations is emphasized, but at every point the attempt is made to throw the student back on his own resources, thus developing in him the faculty of inven- Show less