[T]o a greater or lesser extent our knowledge even of close kin is often fragmentary, inferred like a fossil… — John Barth

The Tragic View of liberal education is that even at its best, … it is so necessarily, unavoidably limited that all it can attempt is to afford us some experience of, for example, informed close reading and critical thinking, and to make us aware that there remain continents of knowledge out there that one lifetime could scarcely scratch the surface of, even were we to devote it all to reading and studying — which we must not, since education comes so much from hands-on doing and experiencing as well as from reading and study.

So what's to be said … for a curriculum devoted to a study of a more-or-less-agreed-upon roster of "the best that has been thought and said," in Matthew Arnold's famous formulation — or at least as representatively much of that Best as the ever-evolving consensus of a good college faculty believes can be fruitfully addressed between undergraduate matriculation and the baccalaureate?Well: what's to be said for it, needless to say, is that it not only edifies and instructs — any good old curriculum does that — but permits discourse within a shared frame of reference richer and more stable than this season's pop music, films, and TV shows, which a colleague of mine used to lament were the only points of cultural reference that he could assume to be shared by his undergraduate students.

[R]eading a splendid writer, or even just a very entertaining writer, is not a particularly passive business. An accomplished artist is giving us his or her best shots, in what she or he regards as their most effective sequence—of words, of actions, of foreshadowings and plot-twists and insights and carefully prepared dramatic moments. It's up to us to respond to those best shots with our minds and hearts and spirits and our accumulated experience of life and of art.