The argument in this paper is that the most long-sighted opportunity we possess to protect the future of our profession is to apply and invigorate basic pedagogic practice by ensuring that learners are first provided knowledge of foundational analytic constructs that, only when reasonably mastered, are built upon with the introduction of subsequent ideas in historical context and sequence. Using architectural imagery, unless the deliberations and debates that led to the evolution of ideas are taught to each generation, learners will be disadvantaged by the inheritance of upper floors detached from their foundation, posing the risk that the practice of future generations will, analogously, become detached from a foundation we would recognize as analysis.