Yesterday's editorial on Education at Harvard pointed out that the calibre of instruction offered to Freshmen and others who enroll in the large elementary courses, that are taught by young section-men, is exceedingly poor. The fact that fifty per cent of these men have had less than three years of teaching experience, and over thirty percent are enrolled in graduate school study, seems to be one of the principal reasons for this unfortunate situation. Thus the University seems to be bent on crucifying the Freshman Class on the standards of Graduate School students, who need employment to tide them over their early years. If the administration continues to thus sacrifice its undergraduates by neglecting to improve the instruction given in its elementary courses, it is playing a dangerous game of drakes and ducks with its own future, and the future of the men that it is supposed to train.

As long as published material continues to be the basis for promotion, even the older men will neglect their primary duty, that of teaching. This trend is noticeable today at Harvard, as older men in the faculty, who are in charge of courses, lose interest in their classes and retire into the stacks of Widener. The concentrators in the various fields of concentration noticed that many of their professors handed over a considerable portion of their lectures to younger and less-experienced instructors.

The result was inaccessibility on the part of these men, who because of their wide knowledge, should be the first to come into close contact with the student, help him with his problems, and through their teaching ability, inspire the undergraduate to greater activity and understanding of the course material.

As has been pointed out before, in a University like Harvard, a balance between the art of teaching and that of research must be attained. At present the balance is all one-sided, and teaching ability must become the important factor in the future.

ED TWO--