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Value of the Common Branches
In education the work of climbing must begin at the lowest round
of the ladder. The common branches should be fully and prayerfully
taught. Many who feel that they have finished their education are
faulty in spelling and in writing, and can neither read nor speak
correctly. Not a few who study the classics and other higher branches
of learning, and who reach certain standards, finally fail because
they have neglected to do thorough work in the common branches.
They have never obtained a good knowledge of the English language.
They need to go back and begin to climb from the first round of the
ladder.
It is a mistake to allow students in our preparatory schools to
choose their own studies. This mistake has been made in the past,
and as a result students who had not mastered the common branches
have sought to climb higher than they were prepared to go. Some
who could not speak the English language correctly have desired to
take up the study of foreign languages.
Students who, on coming to school, ask to be allowed to take the
higher studies, should first be examined in the elementary branches.
I was talking with a teacher in one of our conference schools, and he
told me that some had come to this school with diplomas showing
that they had taken some of the higher studies in other schools.
“Did you examine every such student,” I inquired, “to find out
whether he had received proper instruction in those branches?”
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“Why,” said the teacher, “in all these cases we could not give the
students full credit for the work done in the past, as represented by
the diplomas. Their training even in the common branches had been
very defective.” And thus it is in many instances.
Teachers should be careful to give the students what they most
need, instead of allowing them to take what studies they choose.
They should test the accuracy and knowledge of the students; then
they can tell whether they have reached the heights to which they
think they have attained.
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