University of Virginia Library

Betrayal Of Liberal Arts

Students in a liberal arts program have
been betrayed by a curricula full of
restrictions and requirements and by an
unimaginative faculty.

Once upon a time, a wise man gathered
around him promising young men and
lectured to them about the world. The
conversation flowed and their minds
expanded to think about all aspects dealing
with whys and hows. The mode of this
learning experience changed to a formal
classroom with the passage of time, but the
attitude was still one of increasing the
individual's knowledge through exploration of
a wide spectrum of subjects.

This situation does not just pertain to the
University, but to the liberal education
programs at colleges and universities across
the country.

But American colleges and universities
have assumed a clinical approach to learning.
The entering first-year man here is greeted by
required courses in science, mathematics,
foreign language and one semester in English.
The regimented schedule leaves no room for
classes which would really benefit the
first-year man by stimulating him
intellectually. How many college students
drop out after their first year because they
find studying prescribed courses dull and
boring? Even second-year men here are
required to complete a year of English and
foreign language. The faculty did change the
history requirements to nine hours of social
sciences but this bright hope was not
followed by other necessary changes.

The liberal arts program generally has
become catalogued, made rigid. The education
of the whole man is neglected in the crush of
nagging, irritating requirements. The idea that
the student has practically no choice about
selecting his subjects his first year and is still
haunted by requirements in his second year is
absurd.

Why not guarantee the individuality and
learning initiative of the student by abolishing
uniform course requirements? Why not make
any first-year requirements confined to a
general area of humanities or natural science?
A more immediate solution would be to set
up two levels of courses in biology, for
example. One course could be designed for
premedical majors and one course for those
fulfilling the science requirement. A logic
course in the philosophy department could
substitute for the mathematics course. The
entire curriculum could be broadened in this
manner with substitutions guaranteeing a
diverse and interesting choice for the student
wanting a well-rounded education.

It is our understanding that the faculty has
discussed just these type solutions. But the
fact is, absolutely no action has been taken.
The benefits of such a program are obvious:
students would no longer have to wait two
years until they are eligible to take courses
taught by the many excellent professors here.
Such a program would also change the
professors' attitudes toward undergraduates
as, increasingly, undergraduate education is
left to the graduate student instructor.

The attitude of the University in
curriculum matters can be expanded to cover
attitudes involving housing, girls in dorms, and
fraternities. The role of the University is not
parental. Rather its role is to provide the best
education. Those on the faculty who do not
believe this school can become one of if not
the best academic institution in the country
should leave. There is no room for doubters
or slackers here.

Universities around the country are
discovering that their parental role is
ridiculous. For example, Harper's Magazine
points out the case of the Barnard girl who set
up off-campus house keeping with her boy
friend last year. The Judicial Council
"punished" her by withdrawing her right to
eat in the school cafeteria.

What is the immediate answer for students
desiring a liberal education? Fourth-year men
can tell first-year men that they will soon
discover that an education is 99 per cent up to
you to get. A university-can hire the best
professors, have the best facilities, and have an
engaging curriculum. . .but only you can
become academically motivated, intellectually
stimulate. This University offers you a guide,
a direction to learning. . . it is your
responsibility to recognize the challenge and
to pursue the learning process to the end. You
can only benefit from the experience. C.L.W.