# LCMS Convention Proceedings_St. Louis Missouri_1950_S193
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

SEMINARIES AND ‘COLLEGES 193

uently to be necessary for, or desired by, the student, it
will be secured chiefly in either the Lutheran University

or in secular institutions.

That the curriculum will be regarded as only one of the

essential instrumentalities of education in the senior col-
lege and that adequate non- or extra-curriculum means for
education will be provided and that these will, in practice,
be accorded their necessary position of importance as con-
ditioning influences.

Suggested Aims

It should be emphasized that the aims which are suggested
below are not the objectives of a senior college, but only the objec-
tives of that part of a senior college which is its curriculum.

1. Since the training of a minister is the training of a man

whose chief instrument of work will be the Word, and since
the dominant purpose of a seminary training must be to
generate aptness in the use of the Word, a principal aim
of a senior college undoubtedly must be to expand the stu-
dent’s knowledge of the Word and to intensify and deepen
his personal acceptance of Revelation as the efficient prin-
ciple of first importance in his own life..

. Since the work of a minister is always a work upon human

beings, he must thoroughly understand man. While the
Scriptures disclose certain fundamental characteristics of
man which are universal and which are not conditioned
by time and by place, they do not disclose all of man’s
characteristics, and they do not fully reveal the characteris-
tics of current man. To gain this latter understanding of
men, it becomes necesary to observe him, not alone as a
product of heredity, but also and importantly as the prod-
uct of a dynamic social environment. It follows, there-
fore, that the senior college curriculum must give the stu-
dent a rather comprehensive training in the sciences of
Society and some training in the science of psychology,

. Since the minister wil] necessarily work within the or-

ganization of the Church, he must understand his Church,
not only in terms of its current: structure and functioning,
but also in terms of its own historical development and in
terms of its relation to the history of Christendom. Since,
moreover, the present seminary curriculum devotes a very
large amount of time to the field of church history, it
appears to be desirable to incorporate some attention to
this area in the senior college curriculum.

4. Since language skills are exceedingly important both for the