Concordia College - Corona Borealis Yearbook (Edmonton, Alberta Canada)

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GREEK The aims of the course in Greek are: 1. To prepare the student to read Greek of moderate difficulty with ease and understanding. 2. To lay the foundation for seminary courses in Greek New Testament inter¬ pretation. 3. To develop in the student an understanding and appreciation of the great con¬ tributions which the Greek genius has made to western civilization, especially in the field of literature. These aims are achieved by a thorough training in the essentials of Greek gram¬ mar and syntax, constant practice in rapid and accurate identification of verb forms, acquisition of an ample vocabulary, cursory reading of a number of books of the Greek New Testament, systematic study of the history of Greek literature with selected read¬ ings from translations of the works of various authors, and by careful translation and study of masterpieces of Greek literature. The full Gree by the Province. k course is required for the ministerial student but is not accredited ' HIGH SCHOOL Greek 1: Essentials of (Greek grammar. Principal parts of common irregular g verbs. Acquisition of a l,500 ' vw i»k Greek vocabulary. Translation of the first chapters of the Gospel of St. John with practice in analyzing cases and verb forms. Textbooks: Kaegi, Short Grammar of Classical Greek; Kaegi, First Lessons in Greek: Greek New Testament.—Five periods per week. Two semesters. (Riep.) COLLEGE Greejc 2: Essentials of Greek syntax. Translation of Xenophon’s Anabasis (Books I and 11J u r 111 cm d 1V ) with syntactical and grammatical studies on the basis of the text. Priv-im - rniid -i- 1 1 ' T i n rhr Gr e ek New r --Jq-rH? s i ,i ns- Cl i l l isVT l 11 1 P hili] i - jaiarw-. Textbooks: North and Hillard, Greek Prose Composition; Harper and Wallace, Xenophon’s Anabasis; Goodwin and Gulick, Greek Grammar; Greek New Testament. —Four hours per week. One semester. (Riep.) Greek 3: Greek Poetry from Homer and Pindar: Iliad, Odyssey, and oth er rep¬ resentative works from this field. Translation of Homer’s Odyssey (Books I-III) and of the Gospel of St. Matthew. Studies in grammar and syntax. Textbooks: Oates and Murphy, Greek Literature in Translation; Perrin and Seymour, Homer’s Odyssey; Greek New Testament; Goodwin and Gulick, Greek Grammar.—Four hours per week. One semester. (Riep.) Greek 4: Greek Tragedy and Comedy. A study of the origin, development, and structure of Greek tragedy and comedy with selected readings from translations of rep¬ resentative works of Greek masters. Translation of Euripides’s Alcestis (or Media), Arts- tophanes’s Clouds, and St. Paul’s Epistle to the Galatians. Studies in grammar and syntax. Textbooks: Oates and Murphy, Greek Literature in Translation; Bayfield, Euripides’s Alcestis; Forman, Aristophanes’s Clouds; Greek New Testament; Goodwin and Gulick, Greek Grammar.—Four hours per week. One semester. (Riep.) Greek 5: Greek prose. A study of Greek writers of history, oratory, and philoso¬ phy. Reading of English translations of representative works from each field. Translation of Plato’s Apology; Herodotus, Book VII (ch. 179-239); and the Gospel of St. Mark. Studies in grammar and syntax. Textbooks: Oates and Murphy, Greek Literature in Translation; Kitchel, Plato’s Apology; Smith and Laird, Herodotus (VII and VIII); Greek New Testament; Goodwin and Gulick, Greek Grammar.—Four hours per week. One semester. (Riep.) “Thy world is a lamp unto my feet and a light unto my path.”—Ps. 119,105. 30

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COLLEGE First College Year: Creative Writing. Three hours per week (one semester). Offered in 1948-49. (Sehwermann.) S:cond College Year: History of English Poetry and Prose, from Chaucer to Tennyson. Textbook: College Survey of English Literature. Will not be offered in 1948-49. Three hours per week (two semesters). (Sehwermann.) GERMAN The aim of the German course outlined for the ministerial or normal student preparing for work in the church is to enable him to use German as a living language in his profession, i.e., to speak, read, and write it fluently, effectively, and idiomatically. The student is lead to appreciate German literature and other aspects of German culture by a study of great masterpieces in prose, drama, and poetry. Those preparing for pro¬ fessional work in the church take the Special German courses. The regular high school course in German (German 1, 2, and 3) is based upon provincial requirements, and aims chiefly at comprehension, but correct spelling, sentence structure, writing of compositions, and appreciation of the German folk songs and of German literature are also stressed. HIGH SCHOOL German 1: Fundamentals of German grammar and syntax on the basis of Chiles and Wiehr, First Book in German (Lessons 1-15). Reading in class of books 1-7 of The Heath-Chicago German Series. Private reading of five simple German stories with written class reports. Short compositions. Memorizing and singing of German folk songs. Regular dictations.—Five periods per week. (Riep.) Special German 1: In addition to the work outlined under German 1 (see above), this course stresses oral expression. The oral work consists of exercises in conversation, story telling, recitation of poems, etc. Frequent short compositions.—Five periods per week. (Herzer.) German 2 and 3: Fundamentals of German grammar and syntax on the basis of Chiles and Wiehr, First Book in German (entire book). Regular dictations. Longer compositions. Reading in class of selected works from German literature with exercises in comprehension. Private reading of ten German stories or novels with written class reports. (German 3 students must include the following books in their private reading: Bauer, Das Geheimnis des Jannshofs; Kaestner, Emil und die Detektive; Storm, Immensee; Kaestner, Die verschwundene Miniatur.) Memorizing and singing of German folk songs.—Five periods per week. (Riep.) Special German 2 and 3: In addition to the work outlined under German 2 and 3 (see above), this course stresses oral expression and a more thorough study of gram¬ mar and composition. The oral work consists of exercises in conversation, story telling, recitation of poems, etc. Frequent compositions.—Five periods per week. (Herzer.) COLLEGE College German: This two year course in German, designed for the ministerial student, consists of a detailed study of advanced German grammar and composition on the basis of Hattstaedt’s Deutsche Grammatik, an overview of the historic development of German literature on the basis of Hattstaedt’s Deutsche Naticnalliteratur, together with reading and discussion of representative masterpieces from the fields of German drama, prose, and poetry; extensive private reading; much work in oral and written composition.—Four hours per week (four semesters). (Herzer.) “Keep they heart with all diligence for out of it are the issues of life.”—Prov. 4,23. 29

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LATIN The more immediate aim of the Latin course is to develop in the student the ability to read Latin of average difficulty by the end of the high school years. Stress is laid upon the understanding of forms and syntax, but the chief aim is thought com¬ prehension. Ultimately the course is designed to reach the following objectives: 1. To assist the student in gaining a better understanding of English, and thereby to develop the ability to use this language more effectively. 2. To develop skill in dealing with philological, literary, and textual problems, thus aiding the student to develop proper study habits and at the same time prepare him for courses at the seminary or the university. 3. To broaden the student’s cultural background by introducing him to the thought and life of the Roman people. On the junior college level the Latin course is closely integrated with the course in the Humanities. HIGH SCHOOL Latin 1: An elementary course introducing the student to simple Latin readings and the fundamentals of Latin grammar. Textbook: Gray, Jenkins, et al., Latin for Today. —Five periods per week. (Guebert.) Latin 2: Prose composition designed to aid the student in the acquisition and retention of vocabulary, inflection, syntax, and idiom. Selections from Caesar, Phaedrus, Martial, Gellius, Nepos, and Ovid. Textbooks: Bonney and Niddrie, Latin Prose Composition; Bonney and Niddrie, Latin Prose and Poetry. —Five periods per week. (Guebert.) Latin 3: An extension of Latin 2, with reading selections from Livy, Horace, Cicero, and Vergil. Textbooks: Bonney and Niddrie, Latin Prose Composition; Bonney and Niddrie, Latin Prose and Poetry. —Five periods per week. (Guebert.) COLLEGE College Latin: This is a survey course, intending to give the student a bird’s eye view of classical Roman literature, based on reading of original Latin and large selections in translation. Textbooks: Lockwood, A survey of Classical Roman Literature and Guinagh and Dorjahn, Latin Literature in Translation. SOCIAL STUDIES The courses in the Social Studies are planned so that the student may realize the following outcomes: 1. To interest himself in the story of civilization and to discover God in history. 2. To relate his studies with present-day problems with a view to finding out how he may cope with these problems. 3. To understand and to appraise the various types of economic and political systems which have prevailed at various times in history. 4. To realize more fully that he must be prepared to discharge adequately his social responsibility, both as a child of God and as a citizen in a democracy. HIGH SCHOOL Social Studies 1: This course consists of the following units: Geography for current events; A Brief Outline of the Story of Man from the Dawn of History Up to the Present; Man’s History from Prehistoric Times to the Feudal Age; Canadian Democracy in Action; Provincial and Community Problems; Economic Geography of Canada; Canada Among the Nations.—Five periods per week. (Riep.) Social Studies 2: This course comprises twelve units, nine of which constitute a year’s work. Six are chosen from Section A and three from Section B. “Adorn the doctrine of God, our Saviour, in all things,”—Titus 2,10. 31