I do not understand the point of questions 9 and 10. If the general examinations are of the proper sort, preparation for them and work in the general field should boil down to the same thing. If this is not the case, there may well be something wrong with the examinations. Construing tutorial work in this broader sense, I cannot honestly say that any one of the students I have had has "failed to respond to tutorial instruction."

Pressure of Course Work

I feel very strongly that the most serious handicap under which the tutors work at the moment is the inability of even the most willing students to give a sufficient amount of time to tutorial work. Pressure of courses, particularly for those who are dependent upon scholarship aid, makes it difficult for either students or tutors to do a thorough job.

Although I am in full sympathy with the CRIMSON's attempt to get at the facts. among which current opinions of the tutors are basic, about the working of the tutorial system. I fear for the statistical classifications and conclusions therefrom which are likely to be made from the answers to many of the questions here given. My main reason for attempting to answer this questionnaire is the desire to express myself on question 11.

There is no doubt that the benefits derived from tutorial work vary widely and if some easy administrative test of selection could be devised which would restrict the tutorial privilege to those who would make the best use of it, I should favor its adoption. The movement now under way for a "pass degree" with optional tutorial work, however, seems to me exceedingly dangerous, partly because it involves a lowered standard for the unawakened and lazy, but, more important still, because it strikes directly at what I consider the great merit of the present system: the discovery of latent powers and new interests by large numbers of undergraduates who have heretofore considered themselves and have been considered mediocre students.

Apportionment of Tutors' Time

At the present time, some Tutors complain that they haven't enough time to spend on the good men, the ideal of some appearing to be full time with the Honors Senior working on a thesis subject. It seems to me the ideal distribution of time would give the eager and able Sophomore or Junior time enough to bring him to the point where he could work more by himself than ever before in his Senior year and enough time on the unregenerate Sophomore or Junior to be sure that there was no hope of awakening latent powers befor he was consigned to the limbo of the hopeless in his Senior year. The tutor now has considerable flexibility in apportioning his time, and he should be encouraged to exercise his powers of distribution of time according to his own ideas, without enabling him to cast off entirely the difficult responsibility for doing what he can to make intellectual slumber less restful.

In connection with question eleven, I should like to say that I believe all men should have a chance at tutorial work, since it is impossible to tell at the end of the Freshman year whether a man will benefit from it. On the other hand, if, after a trial, a man remains indifferent, it should be possible for him to drop it. In many cases, however, a change of tutors helps. The only ground 1 see for making a distinction between honors men and non-tutored pass men is that of expense, and I hope it will not be necessary to face that consideration.

In my conferences, such as they are, the discussion is upon the man's special field, and is apt to be largely on the subject which he has selected for his distinction thesis. I believe most of the men get benefit from these conferences, but they are a selected group and would be likely to get from anyone all that he is able to yield.

My impression, founded chiefly upon conversation and discussion with instructors as well as students, and not upon any special experience in tutoring work, is that it is undesirable to have two degrees, an honors degree and a pass degree. It is, also, that the tutorial system in its main outlines has worked satisfactorily. Some modifications are needed, more particularly as to the best ways of dealing with the men who would be candidates only for a pass degree (if such were offered), and as to the best way of bringing into line with each other the work done in the courses and the work done under the tutors. In both directions there is much to be done