Shamelessly Copied from Issues in WELS

I found this at Issues in WELS. They copied it from a previous report.

An Interesting Thought from 1961 by Benjamin Tomczak
(6-25-07)

I was taking a look at the Proceedings of the 1961 synod convention (as I'm sure many of us have been lately), and I came across an interesting report from the Prep Course at Northwestern College (pages 65-68, if you're curious).

It appears that at that time, they were addressing concerns about the curriculum at the prep schools and the value of doing things the way they were doing them. The defense they offer for maintaining the prep school system is one that we can, should, and must make today as well. I find it interesting that these thoughts from nearly 50 years ago still ring true. I offer them here without further comment:

"Are we trying to teach too many different subjects during the eight years? If we were trying to specialize in some one language, or in history, or science, the answer would be Yes.

"But our purpose is not to specialize to train experts in one field; our purpose is rather to supply the student with the fundamentals of the subjects with which he should have some familiarity as a pastor, and to give him the tools that he can use later if he wants to concentrate on one subject. We must remember that many of the boys now in our school will one day be called upon to teach in our schools and colleges. The very nature of our whole system requires that we train our own teachers and professors as well as our pastors. We cannot avoid inbreeding. We have to lay the foundation now for the work as pastors, teachers, professors that our boys will one day have to do. Of necessity that foundation will to be rather broad.

"Why continue to teach German and Latin? It ought to be taken for granted that a Lutheran pastor who bears the name of Luther proudly should be able to read and understand Luther's language as we have it in his translation of the Bible, in our hymns, and in the originals of our confessions, such as the Catechism and the Augsburg Confession.

"As for Latin, there is no medium that is so suited to illustrate the meaning of the grammar of all languages as the Latin language. Latin is the enemy of ambiguity and obscurity. It is the source of many thousands of English words. Instruction in English, German, Greek always rests heavily on the foundation laid in Latin. A good foundation in Latin makes the mastery of all other languages easier.

"Can the course not be changed so as to make it possible for public high-school graduates to enter our college to prepare for the ministry? Suppose we waive all foreign language requirements for admission to the freshman year of college in order to make it possible for high-school graduates to enter without a handicap and with no loss of time. What would follow? After not many years our synodically operated preparatory schools would be dead. Parents would not send their sons away to school when the Synod lets them know that they can get all they need for admission to college at home, at less cost, and at less effort to the boy. In effect, this would make the public high school our preparatory school for the ministry until we had our own high schools spaced throughout the Synod. And finally, it would be impossible to start Latin, Greek, and German, all at once in the freshman year. Something would have to go, and that something would be two languages…

"Can the area high schools not take over the work now done by the synodically operated high schools in Watertown, New Ulm, Saginaw, and Mobridge? Area high schools will always be under pressure to give the kind of course that the parents in the area and the vast majority of students desire and ought to have. A course that definitely points to the ministry will be demanded by relatively few. The smaller schools will find the cost of providing special classes for these few a heavy burden. Preparatory schools should always have the broad financial support provided by the entire Synod, should have the backing of the whole Synod when times are bad, and should be under synodical, not local, control.

"There is no compelling reason to be observed in the quality and the ability of the students in our schools, nothing in the conditions under which we are operating, nothing in the financial status of our Synod, nothing in the laws of the State that would make it necessary or advisable to make a radical change in our course of studies. On the contrary, everything that is happening in the world would rather argue that we develop as soundly educated a ministry as we can. Our course is intended to develop a teaching, preaching ministry. It is a course that tends to preserve us from becoming a church of the social Gospel that spends its strength in the interest of social, physical, and economic welfare.

"It we give up the languages we shall find that the vacant space that they leave will soon be filled with the popular subjects - social studies, psychology, psychiatry, community welfare, and so on. The experience of seminaries and colleges that have lost interest in the languages proves this to be the case.

"We must not weaken our preparatory departments, because in the degree in which we weaken them we weaken the college, and consequently also the theological seminary and the ministry."