The Correspondence School by William E. Howell

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 9, 1909

The Correspondence School

By William E. Howell

WHAT is the meaning of all this talk about the Correspondence School? What does it mean to the promoters of the school? What does it mean to the recipients of its benefits?

In these momentous times, that which imparts real significance to an enterprise is its relation to the great second-advent movement. This is the greatest movement in the world—not because a humble body of believers called Seventh-day Adventists are organically connected with it, but because God is its mover, and because the nearer a movement approaches its culmination, the broader is its significance, the deeper its interest, and the greater its momentum. Nothing connected with such a movement can be accounted small or unimportant. No detail of organization is too insignificant to merit the most careful attention. In truth, just as the successful running of

a mammoth ocean greyhound depends as much upon the needle of its compass as upon its ponderous engines, and just as the correct timekeeping of a common watch depends more upon the tiniest tooth in its tiniest cog than it does upon its more conspicuous and very useful face, so the success of a great movement is conditioned upon the perfect working of every constituent part. Just as the Hoe printing-press has been brought to its present state of perfection, to its present pitch of producing-power, by repeated adjustment and perfecting of each of its many parts, and by the continual adding of some improvement here and there, so must the machinery for accomplishing so mighty a work as the advent movement is destined to do, be continually enlarged and perfected.

Now the educational wing of this movement has been steadily growing, both in size and in working efficiency. Its mechanism is being constantly added to and perfected, in order that it may keep pace with the movement of which it is an essential part. The Correspondence School may be looked upon as one of its latest improvements. Its promoters saw that the educational system they were employing did not do a complete work. Many who had the greatest need of its benefits were unable to obtain them. All through the history of the advent movement, some have been pressed into service before they had an adequate educational preparation for it. This has been done partly because of the dearth of laborers, and partly because few have fully sensed how great a movement the humble beginnings would grow into.

But once in the harness, it is difficult to lay it off and give up one's time wholly to further qualification. That such deserve to have some effective means of self-improvement while continuing their work, is unquestionable. Some are able to mark out their own study, and pursue it with benefit. But, even in such cases much time and energy are consumed that could be saved by having the study laid out and directed by those who are already familiar with the subject. Then, too, it is of great value to work to some definite standard, like the covering of so much ground a week, or the using of so much time a day, and to have the stimulus of association with others in the same work, and of gentle promptings to keep up to the standard, from those interested to see us do our best.

The promoters of the Correspondence School saw all this, and much more, before they determined to add one more improvement to their organization for qualifying men and women for service. They saw that the growing needs of the advent movement are outstripping both the number and the qualifications of available men. They saw that an enterprise which could raise the efficiency of workers without breaking off their work, would be very timely, and worth the effort and expense of promoting. They saw that a school-room, which, like the land-turtle's “house,” can be carried about wherever the occupant listeth, would be accessible to the busiest of the busy. They saw, too, that what would help the worker in the harness could reach prospective workers; yes, and even those who have not yet chosen a definite calling, and those at home who long for self-betterment, but are lacking the means or opportunity to obtain it.

These are some of the reasons why the Correspondence School has been established. This is something of what the enterprise means to its promoters.

But what does the Correspondence School mean to prospective recipients of its benefits? According to their own testimony, it means: “My chance has come.” “My prayers have been answered.” “I could not let such a golden opportunity pass.” “I am looking forward to my work in the school with great pleasure.” “I can not express the gratitude that arose in my heart when I read the Announcement.” “I welcome with outstretched arms this new method of instruction.” “The Correspondence School will fill the long-felt need of many young people.” “I have often wondered why our people did not have correspondence schools for those who could not leave home.” “I left school at an early age, and have for years desired a better and more thorough education, without opportunities of entering college. I trust that my desires will be fulfilled in the advantages offered by your school.” “It seems to me that no person, young or old, who is willing to sacrifice the time and put forth the energy, need lament longer a meager education.”

From the foregoing and much more testimony, may be deduced an answer, in part, to the question, What does the Correspondence School mean to the recipients of its benefits? It means opportunity; and “opportunity is the command of God.” It means action; and action is vital to health and growth. It means progress; and progress is a breeder of opportunities and a stimulus to increased activity. This is the reason we have been talking so much about the Correspondence School. Please attend to the details of your classification, in order that you may be enrolled as charter members of the school before its opening on the fourth of October next.

W. E. HOWELL.