# LCMS Convention Proceedings_St. Louis Missouri_1950_S916
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

218 SEMINARIES AND COLLEGES

A clear definition of the sense in which the terms “senior col
lege” and “curriculum” are used in this outline appears to be de- |
sirable. The term “senior college” is here used to mean simply the 4
third and fourth years of a four-year college program, without}
any reference whatever to any plan of organization involving 4
either the separation or the consolidation of the first two and 4
the last two years of the four-year sequence. The term “curric<
ulum” is used to mean a group of educational functions, identified “4
and classified by more or less accurate titles of instructional sub- ‘4
ject matter, and organized (i.e., selected and related) to form %
a co-ordinated means for the achievement of certain educational
aims or objectives.

Basic Assumptions

A statement of the aims and, consequently, of the content of
a senior college curriculum is conditioned, unavoidably, by the
assumptions which underlie such a statement. The present ‘out-
line is based upon the following assumptions:

1. That the introduction of a senior college arrangement will g
be accompanied by the withdrawal of one year from the 3
present four-year seminary course and that the displaced 3
seminary curriculum content will largely be transferred to
the senior college program.

2. That the contracted Seminary curriculum will be almos
wholly professional in purpose and content and that it will
incorporate no concession to any occupational aim other
than the ministry. :

3. That it will be demanded of all students who wish to enter
the seminary that they adequately possess the spiritual and
Personality development as well as the technical and intel.
lectual apparatus which are necessary for a high level of 4
professional training toward the single occupational aim of *
serving God in the ministry. 4

4. That all of the objectives of the four years of a senior col- J
lege curriculum, whatever these objectives may be, must 4
converge exclusively upon a single aim, which is to equip 4
young men, as indicated above, for the seminary course;
and that the senior college curriculum shall not be diluted
or qualified or elaborated by the introduction of any sub- %

ject matter whose purpose is extraneous to the central pur- |
pose of the program.

5. That, consequently, the senior college will not at all be re-
garded as the upper division of a liberal arts program, and
that the senior college, however it may be organized, will
never be confused with the concept of a university; that,