On the matter of difficulty, which has undoubtedly scared many students away from the Classics, it should be said that anyone with a normal ability to handle languages can certainly cope with one or if he is really interested, both the ancient languages. The splitting of fields such as the study of the history and literature of Greece or Rome, is encouraged by the Department.

Greek G is considered about the most intelligent elementary language course in the College. The only objection was that Leighton, one of the instructors, although generally commended for the interest of his classes was felt to be a little too easy-going on fundamental grammatical mistakes, causing trouble in more advanced courses. Greek A, the course in Homer, devotes the first half year to the Iliad and the second to the Odyssey. Many of the concentrators take the first half of this course and then go on to the second half of Greek B, Athenian Drama, and consider this a good step.

Depending on the personality of the instructor, Greek B, which takes up the lyric poets in the first half year, was generally endorsed. Assistant Professor Finley reigns here and is well liked for the liveliness of his classes and his interest in literature. Einarson, who instructed in this course last year, is not recommended, partly perhaps, because his inexperience in class work makes his classes dull and because he is more interested in Philology than literature.

The more advanced course in the Athenian Drama, Greek 2, has the highest literary value of any course until Greek 12. It is given by Professor Post whose widely cultured background includes a Professorship here in Fine Arts. This course also suffers from Einarson's definitely poor teaching. The Elementary Composition course, Greek 3, described as "tough but rewarding", assists the student both to a knowledge of the language and an appreciation of Greek style. Either this or Latin 3 is required for honors. Plate and Aristotle and a survey of Greek Philosophy from Thales to Aristotle are handled in Greek 8. In spite of the statement in the University's Course Register, little attention is paid to the subject matter of the authors read, and the recommendation was made that it should be given to the Philosophy Department. The course is not difficult, more material could be covered, and Professor Greene was characterized as having a fine voice and a remarkable absorption of second-hand ideas.

The leading advanced course for Undergraduates is Professor Jackson's History of Classical Greek Literature, Greek 12, in which both Professor Jackson and the fact that considerable selection is allowed the student in what he is going to read, are praised.

As for Latin, it is felt that an elementary course, such as Greek G, should be given. Latin A, which normally begins the curricular, surveys Latin literature fairly hastily, but is well considered depending on the men who give it. The death of "teachers" in the Classics makes an appearance here. Neither Murphy nor Little escape criticism here although respectable as tutors. A good introduction to Latin literature is provided in Latin B given by the very popular Professor Rand, but there are two sections provided for those who because of course conflicts are unable to attend Professor Rand's section. The one given by his assistants is run more on the high school principle with close attention to translation.

Latin Poetry; Tacitus, Pliny, Petronius, is the ambitious title of Latin 1, but perhaps too much material is covered, and it was recommended that Petrenius should be omitted and lectures substituted. Neither Professor Greenenor Mr. Peebles present the course as well as concentrators believed they might, although the organization is all right. Latin Composition seems to be fairly well taught in Latin 3. The first half of Latin 8, dealing with Cicero and Lucretius, will be given by Mr. Mynors of Balliol College, Oxford. The second half on Horace, Persius, and Juvenal, is taken by Professor Pease to whom the adjective "old-fashioned" is applied.

Professor Pease and Professor Rand share the honors in Latin 12, a history of Latin literature which provides the same latitude of choice as Greek 12. Rand and the course are well liked. Those who took Comp. Lit. 2 under the seductive title Antiquity in the East and West, declared that they had been stung in expecting anything relevant to classical studies here. Professor Ferguson who teaches both Greek and Roman History is recognized as an ornament to the Department.

The comparative wealth of the Department and the dividends in time and attention from tutors and teachers should be an incentive for students to enter the Classics. The University, as it has done in the past, continues to hold aloft the torch of classicism, such as it is.

Engineering Sciences

The field of Engineering Sciences at Harvard does not attempt to compete with the ordinary four year technical school in giving the student a highly specialized vocational training. Rather it offers the student preparation in mathematics and the basic sciences of engineering, while giving him ample time to elect courses in other fields. The field had 107 concentrators last year.

Concentration requirements are Mathematics 2, Physics C, and four courses in Engineering Sciences. Ten courses for distribution are left, therefore, for the man who is not going out for honors.

After concentrating in Engineering Sciences In the College, a man many earn his master's degree in one additional year in the Graduate School of Engineering, and will then be at least equal to the technical school graduate in technical education. From the broader education offered in a University, however, he is sure to have a broader outlook, both within his own field and outside of it. It is not likely that the engineering student hero will become narrow, for he has the opportunity, indeed almost the compulsion, of meeting students with other interests.

Sticking close to the ideal of giving the students a broad education, the College prohibits undergraduates from taking courses offered by the Graduate School of Engineering on the grounds they are of too practical a nature. The principle behind the rule is certainly sound, but in some cases exceptions might well be made. Every other department in the College opens its graduate courses to well qualified students, and Engineering Sciences should do the same, at least allowing honors candidates credit for one or two. In recent years two or three Undergraduates, having got ahead in their course requirements, have taken graduate courses without credit.

In general, of course, the field is for the man planning on engineering as his profession, but it has value in other ways. Concentration in Engineering Sciences is excellent preparation for architectural school and many be very valuable for men going into mining and into business, particularly the production and factory management ends. Many companies seek college men with a broad education which includes some engineering, since they wish to train their own men in specialized fields.