In opening its columns to the members of the Senior Class that they may criticize Harvard College, the CRIMSON is actuated by one motive. It believes that the men graduating this June are the group most capable to hold opinions on the success or failure of Harvard as an educational institution. The CRIMSON, in this instance, chooses to define education not only as the point of view accumulated from the lecture platform, tutorial system, and Widener library, but as the combination of everything, abstract or concrete, which has happened to the individual members of the Class of 1931 during their four years of residence.

The editors are all too cognizant of the fact that no one publication can assume for itself the claim of representing the student body of such a diverse institution as Harvard. On the other hand, a symposium composed of essays favorable and unfavorable to Harvard, and offering both constructive and destructive criticism, can, if large enough, approximate the attitude of this graduating class.

The comments, it is expected, will cover every phase of life at Harvard. In endeavoring to give each individual an opportunity of stating frankly his reactions to even the most minute detail of Harvard education, the CRIMSON has placed no limitation of subject or space on the interested Senior. Naturally, to assure any value whatever, the contributions must be sincere, and, to a certain extent, serious in treatment.

In offering its columns as a medium of expression to the Senior Class, the CRIMSON is trying to determine what's wrong, and what's right, with Harvard.