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

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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 credits. (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 credits. (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.—Thre e credits. (Lechelt.) COLLEGE College Sociology: An introductory course, treating the Individual, the family, the community, and the national and social group. It deals specifically with the mal¬ adjustments of modern society and with the remedial measures employed.—Three periods per week (one semester). Not offered in 1949-50. (Guebert.) College Economics: An introductory course with special reference to economic problems of the present day.—Three hours per week (two semesters). (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 periods 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 alms: 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 credits. (Witte.) “Surely I know that it shall be well with them that fear God.”—Eccl. 8,12. 28

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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 ak, Latin for Today.—Five credits. (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 Niddrle, Latin Prose Com¬ position; Bonney and Niddrie, Latin Prose and Poetry.—Five credits. (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 credits. (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.—Three periods per week. One semester. (Guebert.) SOCIAL STUDIES The courses in the Social Studies are planned so that the student may realize the following outcomes: 1. To interest himsel, ' 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 credits. (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 2,1C. 27

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Physics 2: This course covers the remaining units usually taken up in high school physics, including: Force and motion; work, power, energy; machines; heat; magnetism; and electricity. Laboratory experiments are performed. Textbook: Modern Physics— Five credits. (Witte.) Chemistry 1: Matter and its changes; Atoms and molecules; symbols and formulae; valence, acids, bases, and salts; ions and ionization; atomic structure; atomic and molecular weights. Textbook: Black and Conant, New Practical Chemistry (Revised edition.) Demonstrations and experiments.—Five credits. (Herreilers.) Chemistry 2: The halogen family; electrons, protons, and neutrons; acids; bases; ions; metals and their properties; some salts of sodium and calcium; the chemistry of glass and other silicates. Textbook: Jaffe, New World of Chemistry. Laboratory work.— Five credits. (Herreilers.) Biology 1: This course is intended to give the student a general survey of the field of Biology and the problems that are most likely to be met in everyday life. The course is informational rather than technical. It deals with such subjects as: food; growth; reproduction; classification of living things; the study of the various groups of plants and animals. Textbook: Pieper, Beauchamp, and Frank, Everyday Problems in Biology.— Three credits. (Witte.) Biology 2: This course is Intended to be a more detailed and specialized study in the field of Biology. It deals with living things and their relation to their environment; life functions, reproduction, variation, and heredity; plants and animals in relation to human affairs. Textbook: Fitzpatrick and Horton, Biology.—Five credits. (Witte.) COLLEGE Survey of the Physical Sciences: A consideration of the solar system and the stellar universe; time and the calendar; minerals and rocks; erosion cycle; diostrophism and volcanism; outline of historical geology; matter, energy, radiation.—Three hours per week. (Herreilers.) Survey of the Biological Sciences: The study of life: Cell structure; tissue, organs, svstems; life processes; the plant and animal kingdoms; heredity and variation; health and disease; human behavior; evolution.—Four hours per week. Will not be offered in 1949-50. (Witte.) MATHEMATICS Mathematics shares with other subjects the task of developing in the student certain attitudes, powers, appreciations, habits, and forms of knowledge that contribute toward his general education. The primary objectives of the course in mathematic s are the development of: 1. The power to understand and analyze e]uantity and space relationships. 2. The ability to grasp and analyze various kinds of problem situations through resourceful and reflective thinking. 3. An appreciation of the contributions mathematics has made to the progress of civilization through its influence on the sciences. 4. The willingness and the desire to concentrate on a given task and, through persistent effort, to carry the task to completion. 5. Habits and ideals of accuracy, thoroughness, clearness, and precision. General Mathematics: For those students who are preparing for Algebra 1.—Five credits. (Witte.) Algebra 1: Fundamental concepts; functions and their graphs; factoring; equations; variation, powers and roots; logarithms. Textbook: Betz, Robinson and Shortllffe, Algebra for Today.—Five credits. (Herreilers.) “O Lord, how manifold are thy works! In wisdom hast thou made them all.”—Ps. 1C4,24. 29