THREE TIMES AND OUT

Juniors in cap and gown always attract the attention of their classmates and of students from colleges where four years of study is the minimum required for a degree. Three year graduates, scorning the ways of the ordinary mortal and completing in three years what takes others four, make up an unusually large proportion of the graduating body at Harvard.

Statistics have been prepared by the College Office to show that just before the war more than a sixth of the men receiving regular degrees completed their work in three years: for men entering in 1918 the proportion reached almost a quarter--an increase due no doubt to the influence of the war.

Of more importance are the statistics showing the scholastic records of those who have completed their work in the shorter time. In every case the three year men have received a higher proportion of degrees with distinction than the average; in some instances their percentage his been almost double. In short, despite the handicap of reduced time, they have had substantially better records. Statistics and observation both lead to the same conclusion: a large proportion of the ablest men in College are completing their work in three years.

It has long been a criticism of American colleges that they are carried on for the benefit of the average student and tail to offer the better man what be needs and deserves. Hence, it is argued, comes the emphasis on extra-curriculum activities and hence the three year graduate with a year in England or France to round out his education. Without minimizing the value to the American of a year in Europe, it must be admitted that this lack of self-sufficiency in education is not entirely healthy.

England has met the problem of the better student by the use of the tutorial system and of the Henor and Pass Degress; certainly Oxford and Cambridge offer unusual opportunities to the student of superior ability. Harvard has anticipated other American colleges in meeting the same problem. To the student of exceptional ability, divisional and the tutorial system offer greater opportunities and make greater demands; it is significant that the statistics for 1923 show a much smaller proportion of men securing degrees in three years. But Harvard cannot compete on fair terms with Oxford and Cambridge until the tutorial system is extended to more departments than at present and the degree with distinction is made more distinct and its requirements less confusing. To complete the advance that has been made must be the next step in the development of the University.