Some important developments in the United States since the founding of Gettysburg College, Pennsylvania, in 1832 are briefly traced, and the role of colleges in preparing graduates to meet future challenges that are difficult to predict is addressed. The philosophy of education that has been followed by Gettysburg College since its founding includes the idea that liberal education liberates the mind. The curriculum emphasizes the following elements: logical thinking and clear use of language, broad diverse subject matter, and rigorous introduction to the assumptions and methods of the sciences, social sciences, and the humanities. Such a comprehensive, coherent program of studies is designed to enable individuals to respond creatively to whatever issues, problems, dilemmas, and challenges may confront them. For instance, in the late 1940s, the big issues of the 1980s (e.g., energy shortage and high levels of inflation) were not foreseen. It is suggested that a breadth of education is needed to serve as preparation for today's problems and for unknown problems of the future. For all social classes and occupational interests, a broad, liberal training rooted in practical real-world problems may be a requisite for survival and satisfaction in the future. The person best able to cope with the new is the one who has the broadest background and is thus the most flexible. In some cases today, colleges are reacting to what is perceived as demands of the market place by cutting back of liberal arts offerings and introducing specialized technical curricula with minimum liberal arts requirements. At the same time, others are emphasizing a renewal for liberal learning studies. (SW)