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Liberal
arts classes important preparation for future endeavors “What the heck do you do with an English major?” It’s a question often asked of myself, and, presumably, of the other fifteen or so of us at TCU. The truth is that I don’t really know. All I know is that during the Major Mystery Period of my freshman year when I went through nutrition, international relations, political science and business in a rapid succession of trips to the Registrar’s office, I finally thought I might give English a try. My parents sighed and patiently nodded their heads. My friends tried to hold me back from visiting the Registrar’s office again. Yet this major stuck. The moment I knew it would never change again was a sunny afternoon in March when my only homework for the day was to read Jane Austen’s “Emma” for the third time and lay out on “Colby Beach” between Colby Hall and Sherley Hall. This didn’t feel anything like studying. Practical applications in the real world admittedly seem elusive. The abilities to quote entire speeches of William Shakespeare or to analyze the message of E.M. Forster’s “A Passage to India” are not highly sought after workplace skills, although perhaps useful if one was a “Jeopardy!” contestant. Since Alex Trebek hasn’t let me on the show, though, I’m stuck relying on the knowledge needed to structure thought, to form complex sentences, to convey the gravity of ideas and the levity of humor. I read with a cautious eye, gleaning details, grasping concepts, letting the words wash over me. The value of this capability cannot be underestimated. Long after “David Copperfield” and “Uncle Tom” have been forgotten, I will still have these skills. On the other hand, it’s hard not to worry about those who slip through college without thorough preparation in the liberal arts. Those who might be schooled in the new CUE (Common Undergraduate Experience) curriculum that only requires three hours of composition, as opposed to the current six hours of composition plus six hours of writing emphasis. I had the privilege of attending a class on Monday taught by Dr. Louise S. Cowan, a distinguished professor from the University of Dallas. Around a small table of faculty, students, and other guests, her passionate arguments on behalf of a liberal education amazed me. She spoke of the difference between vocational majors, in which a student is taught to do all they can to get ahead, and the liberal arts, in which a student is taught the value of an orderly good for a whole community. When she spoke, she spoke of what has been my Common Undergraduate Experience, which is something that is becoming altogether uncommon. She pointed out the strengths of universities in areas of classic discipline, and the trend toward more “career-oriented” majors, which seem to prepare you for a job but are insufficient when you actually begin that career and must be trained more job specifically. Jobs require specific on-site training and college fails at that. What a university succeeds in is giving a broad education that spurs the mind to think and prepares informed citizens. The point of this column is not to tell you to become an English major, especially if you hate books, or writing papers makes you nauseous. But, if the study and thought of world religions, or math equations, or abstract art fascinates you, you shouldn’t avoid majoring in it because you want your fiscal future to be guaranteed. Recognize the value of true education, as differentiated from job training. Learn while you can, and worry about finding a job when it is time.
Jenny Specht is a junior English major from Fort Worth. |
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