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 Greek course is required for the ministerial student but is not accredited by the Province. HIGH SCHOOL Greek 1: Essentials of Greek grammar. Principal parts of common irregular verbs. Acquisition of a 1,400 word Greek vocabulary. Translation of the first five 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 Greek 2: Essentials of Greek Syntax: Translation of Xenophon’s Anabasis (Book I or II) with syntactical and grammatical studies on the basis of the text. Translation of the Gospel of St. John, chapters 6-21, with practice in analyzing sentence structure and verb forms. Textbooks: North and Hillard, Greek Prose Composition; Harper and Wal¬ lace, Xenophon’s Anabasis; Goodwin and Gulick Greek Grammar; Greek New Testa¬ ment.—Four periods per week. One semester. (Riep.) Greek 3: Greek Poetry From Homer to Pindar.—A study of Greek poets with reading and discussion of translations of the Iliad, Odyssey, and other representative works from this field. Translation of Homer’s Odyssey (Books I and II) and of the Gospel of St. Matthew. Private translation of the First and Second Epistle to the Thessa- lonians and the Epistle to Titus. Studies in grammar and syntax. Textbooks: Oates and Murphy, Greek Literature in Translation; Jebb, Greek Literature; Perrin and Seymour, Homer’s Odyssey; Greek New Testament; Goodwin and Gulick, Greek Grammar. Four periods 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 Euripidies’s Alcestis (or Medea) and of the Gospel of St. Luke. Private translation of the Epistle to the Galatians and the Epistle to the Philippians. Studies in grammar and syntax. Textbooks: Jebb, Greek Lit¬ erature; Oates and Murphy, Greek Literature in Translation; Bayfield, Euripides’s Alcestis; Greek New Testament; Goodwin and Gulick, Greek Grammar.—Four periods 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. Private translation of the Epistle to the Ephesians and the Epistle to the Colossians. Studies in grammar and syntax. Textbooks: Jebb, Greek Literature; 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 periods per week. One semester. Not offered in 1950-51. (Riep.) “Thy world is a lamp unto my feet and a light unto my path.”—Ps. 119, 105. 29

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COLLEGE First College Year: Creative Writing. Three periods per week (one semester).. (Schwermann.) Second College Year: History of English Poetry and Prose, from Chaucer to Tennyson. Textbook: College Survey of English Literature. Three periods per week (two semesters). Not offered in 1950-51. (Schwermann.) GERMAN The general aim of all German courses is to impart to the student a knowledge of the German language and an appreciation of German literature and of other aspects of German culture. HIGH SCHOOL The regular high school course in German (i.e. German 1, German 2, and German 3) is based upon provincial requirements and aims chiefly at comprehension, but correct spelling, word formation, sentence structure, writing of compositions, and appreciation of German folk songs and of German literature are also stressed. This course is for those students who have no previous knowledge of German at all or have only a very meager knowledge. The aim of the Special German courses (i.e. Special German 1, Special German 2 and 3) is to enable the student to use German as a living language, i.e. to speak, read, and write it fluently, effectively, and idiomatically. The Special German courses are, therefore, only for students who come to Concordia with some speaking knowledge of German (either High German or a German dialect). 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 1-3 of The Heath-Chicago German Series. Daily written homework. Frequent dictations. Memorizing and singing of German folk songs.—Five credits. (Riep.) German 2: Fundamentals of German grammar and syntax on the basis of Chiles and Wiehr, First Book in German, Lessons 16-33. Reading in class of books 4-6 of The Heath-Chicago German Series. Daily written homework. Frequent dictations. Memorizing and singing of German folk songs. Private reading of simple German stories with written class reports.—Five credits. (Riep.) German 3: Review of fundamentals of German grammar and syntax on the basis of Chiles and Wiehr, First Book in German, Lessons 1-33. Reading in class of Books 7-9 of The Heath-Chicago German Series and of Immensee, by Th. Storm. Daily written homework. Frequent dictations. Memorizing and singing of German folk songs. Private reading of German stories and novels with written class reports.—Five credits. (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 credits. (Herzer.) 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 grammar and composition. The oral work consists of exercises in conversation, story telling, recitation of poems, etc. Frequent compositions.—Five credits. (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 Nationalliteratur, 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 periods per week (four semesters). (Herzer.) “Keep thy heart with all diligence for out of it are the issues of life.”—Prov. 4,23. 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 al., 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 Niddrie, 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 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 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 2,10. 30