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

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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

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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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Section A: Historical Outline; Geography for Current Events; Geographical Background for the Study of Europe; Historical Study of Europe (1500-1914); Pro¬ duction and Distribution; Responsible Government; The Expansion of Europe; Problems of Democracy in the United States. Section B: A Community Problem; A Physical Fitness Programme; Immigration; Consumer Education.—Five periods per week. (Guebert.) Social Studies 3: The course deals almost wholly with contemporary problems, national, imperial, and international. It comprises, besides discussion of current events, the following four units: International Relationships; Historical Developments since 1920; The Second World War and Proposals for Permanent Peace; Canada in the Post-War World.—Five periods per week. (Guebert.) Sociology 1: An elementary course on the high school level, designed to give the student a grasp of himself in his proper relation to his social world. Textbook: Landis and Landis, Social Living.—Three periods per week. (Riep.) COLLEGE College Sociology: An introductory course, treating the individual, the family, the community, and the national and social group. It deals specifically with the maladjustments of modern society and with the remedial measures employed.—Three hours per week (one semester). (Guebert.) College Economics: An introductory course with special reference to economic problems of the present day.—Three hours per week (two semesters). Not offered in 1948-49. (Guebert.) Humanities: The course in Humanities is planned to give the student an opportunity to survey the intellectual, artistic, and other creative achievements of man in the various fields of human endeavor. It is integrated with other courses on the curriculum, with the emphasis upon the cultural aspects of the civilizations from the ancient Orient, through the Greek and Roman, down to our own times. In order that the student might round out his reading, many selections from the great works of the ages are assigned.—Three hours per week (one semester each year, alternating with College Latin). (Guebert.) SCIENCE The study of science has two main purposes: first, to give the student an ap¬ preciation and understanding of this important and pervasive aspect of our civilization; second, to develop in him the ability to solve such of his problems as are susceptible to scientific treatment. In carrying out these purposes the course in science aims: 1. To lead the student to appreciate and understand how science has grown into what it is today. 2. To acquaint the student with the vast store of information concerning the structure and composition of matter as well as the nature of the physical and biological world of which he is a part. 3. To develop the idea that our universe is an orderly one in its behavior, and that changes and phenomena that take place in it are the result of scientific laws and principles operating in it under the governing hand of the Almighty God. 4. To encourage the student to think and reason intelligently, in terms of scien¬ tific principles, about the nature and organization of his environment. HIGH SCHOOL Physics 1: This course deals with the simpler parts of physics, covering the follow¬ ing units: Matter and mechanics; molecular physics; heat; sound; light. The laboratory experiments associated with the units are performed. Textbook: Dull, Modern Physics.— Five periods per week. (Witte.) “Surely I know that it shall be well with them that fear God.”—Eccl. 8,12. 32