"TO GROW IN WISDOM"

To the September Freshman, Harvard presents an educational system of perplexing intricacy. General examinations, tutorial assistance, college methods of study. November examinations, requirements for concentration and distribution,--all are problems which he is forced to solve practically alone, aided only by an advisorial system whose inadequacy is generally recognized throughout the University. Yet, if the Freshman is to begin his college career successfully, he must receive competent assistance in the solution of the problems of his first year.

There are many features in the present advisorial regime which thwart its efficacy and limit the scope of its beneficial activity. Chosen indiscriminately from the Faculty, changed at frequent intervals, receiving no extra remuneration or alleviation of University duties for their advisorial work, the majority of the advisors have neither the qualifications nor the interest which are essential if there is to be effective guidance. Not only are too many Freshmen assigned to the same man, but there is no attempt to assign the newcomers interested in some particular subject to an advisor who is connected with that field.

Perhaps the greatest criticism of the present advisors lies in their failure to maintain contact with the students during the critical opening months of College when their experience could be of great assistance to the newcomers. At the end of the year, the advisors have had too little contact with their men and know so little about their abilities and deficiencies that they are totally incompetent to be of any great assistance to them in selecting their fields of concentration.

Under such defective organization, the advisors become little more than a rubber stamp, and the Freshman, deprived of any experienced assistance, blunders through the first weeks of classes and often fails to achieve satisfactory orientation until the mid-year period has passed.

A critical analysis of the existing system suggests a possible method of reform. Effective guidance requires the existence of a permanent group of men who are young enough to stimulate the interest of the Freshmen, and who can understand their point of view. If possible, they should be instructors who have recently graduated from Harvard, and who are well acquainted with University courses, language requirements, conditions of probation, and the general curriculum of the College. Not more than ten men should be assigned to each advisor. Furthermore, they should be adequately paid for their time, either through an increase in salary proportional to the number of their Freshmen or through a reduction in the quantity of courses and tutees assigned to them. Often under the existing regime, a Freshman interested in languages is assigned to a lecturer in philosophy, a man who has no interest in such a course of study and who knows nothing about the program of that department. Prospective Freshmen should be asked to indicate that field in which they have a particular interest, and advisors should be assigned on the basis of this tentative preference. Such a system provides a group of men who are fitted by temperament, experience, and interest to perform the task of guidance.

But if this group is to function effectively, they must meet their Freshmen often. During the opening months of College, advisors and Freshmen should meet once a week, in order to solve early the problems which inevitably confront the newcomer. After the November Hour examinations, monthly meetings could be held, devoted to the analysis of difficulties which the Freshman finds it impossible to solve without experienced assistance.

In the past, the refusal of the Freshmen to take advantage of the advisorial program, contributed to its failure. Obviously, even under a reformed system there can be no decided improvement until the newcomer is willing to consult his advisor on the problems which trouble him. The proposed regime, however, may be able to lesson this difficulty since it provides for a type of advisor who is likely to stimulate the interest of the Freshman, and who has time to devote to his needs.

This program acknowledges the advisability of extending certain features of the tutorial system to the methods of advising Freshmen. At no time during his College career does a man need so much the intimate contact with mature minds as he does in his first year. It is essential that the student should be given every aid in orientating himself immediately after entrance in order that his entire career at the University may be directed towards the development of a broad cultural background and a satisfactory command of one field of concentration.