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A separate address warns of federal legislation expanding vocational tracks that may block students from transferring into liberal arts college programs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/liberal-arts-in-postwar-education-a-possible-threat-to-liberal-education/568584/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/liberal-arts-in-postwar-education-a-possible-threat-to-liberal-education/568584.png","ImageObject",300,407,{"name":42,"@type":43},"Grenda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-13",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the text argue that postwar discussion should not be limited to technical training?","Question",{"text":62,"@type":63},"It emphasizes that liberal arts education is considered more important and often misunderstood, with public commentary incorrectly framing liberal arts as being lost to engineering, science, and mathematics.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the first essay warn about when returning soldiers choose “practical” courses?",{"text":67,"@type":63},"It warns that exclusion of basic subjects could create another “lost generation,” replacing broad intellectual formation with narrowly technical study that may not sharpen the mind.",{"name":69,"@type":60,"acceptedAnswer":70},"What threat to liberal education is described in the second address?",{"text":71,"@type":63},"It argues that federal expansion of vocational education could create a dual two-track system in which students who enter trade schools may not be able to transfer into regular liberal education 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Literature,University of Pennsylvania  \nTSIT NOT TIME for those who are concerned with the problemsof postwar education to stop talking generalities and rec-~ni        t:  fndomentol+  thavith   hich avnerionceognize certain fundamental truths with which experiencehas furnished us?Why has there been so much more discussionof the future of liberal arts education than of technical or prac-tical training?First,because of its greater importance.Second,because of the confusion caused by newspaper articles suchas those in the New York Times,which speak of\"the loss of lib-eral arts subjects with the shift to engineering,science,andmathematics.”When,in Heaven's name,has science ceasedto be an integral part of a liberal arts program?And when didmathematics cease to be a science?  \nThe same generalizations discuss the liberal arts colleges asthough all of them were alike,a definite educational unit.Nothing can be farther from the truth.When the men andwomen reiurn from the armed services of the United States,they should be told that it will make all the difference in theirfuture careers(1)what kind of a liberal arts college they attend,  \n(2)what courses they take,(3)what is their attitude toward thosecourses.  \nThe greatest danger to education will lie in the naturaldesire of the returned soldier to make up for the time spent inthe service.If he is advised or permitted to choose the so-called\"practical\"courses to the exclusion of the basic subjects,hisgeneration will be another\"lost generation\"indeed!But Ibelieve he will not be so easily deceived.His military experi-ence will have taught him that preparation,either in war orpeace,is vital,that one cannot be stampeded into knowledge orpower.He will reject the suggestions of educational acrobatsthat two years are just as good as four for a college course,provided that he is properly informed as to what a collegecourse is for.Those whose college courses had been inter-rupted will realize that instead of studying technical detailsof one I'mited field,which may never be used and have novalue in sharpening the mental faculties,it is better to learnhow to think clearly,to see into the heart of a problem,even  \nAUTUMN·1944  \nif it is new,to establish contacts with other people,and to un-derstand how their minds will work,with or against him.General Montgomery defeated Field Marshall Rommel be-cause he had studied his movements so astutely that he out-guessed him in Africa and Normandy.  \nIt is the function of education to give that thoroughness ina few matters and that lack of complete ignorance in as manyas possible,which have distinguished the leader in all ages.And that we have a need for leadership as never before noone will deny.To educate anyone,time is one of the mostessential necessities,and the soldier will not be helped if he ispresented with a degree which represents a sacrifice of the verythings for which he has come back to college or for which hebegins a college course.At the same time,while he will notwish to be segregated in those aspects of university life whichresult in the making of friends and the development of thatesprit de corps which made Army and Navy life\"something likecollege,\"he will be impatient of certain requirements whichhis maturity does not need to fulfill.For example,the teacherof English composition will find that his courses will needmodification,and the wise chairman of such a departmentwill see to it that the returned soldier will have the older and  \n(Continuzd on page 2)  \n# A Possible Threat to LiberalEducation\n\nJOHN J.TIGERT  \nPresident,University of Floridu,Senator of the UnitedChapters of更BK  \nBILL has been introduced into the Senate of the UnitedAStates(S.1946)which is intended to expand tech-nical,semi-technical and vocational education byappropriating $97,500,000 of federal funds for two years.Later the states must offset the appropria","cbCaikSQ5NmvY59n","https://ap.wps.com/l/cbCaikSQ5NmvY59n","pdf",3598262,"English","# Liberal Arts in Postwar Education\n## The value of liberal arts after the war\n## Risks of a shift toward purely practical courses\n## Education’s role in leadership\n# A Possible Threat to Liberal Education\n## Expansion of technical and vocational programs\n## Two-track education and transfer barriers\n## Call for amendments to protect liberal education","[{\"question\":\"Why does the text argue that postwar discussion should not be limited to technical training?\",\"answer\":\"It emphasizes that liberal arts education is considered more important and often misunderstood, with public commentary incorrectly framing liberal arts as being lost to engineering, science, and mathematics.\"},{\"question\":\"What does the first essay warn about when returning soldiers choose “practical” courses?\",\"answer\":\"It warns that exclusion of basic subjects could create another “lost generation,” replacing broad intellectual formation with narrowly technical study that may not sharpen the mind.\"},{\"question\":\"What threat to liberal education is described in the second address?\",\"answer\":\"It argues that federal expansion of vocational education could create a dual two-track system in which students who enter trade schools may not be able to transfer into regular liberal education programs.\"}]","Liberal Arts in Postwar Education - A Possible Threat to Liberal Education | PDF",1791871488]