In the Harvard world of conflicting ideas, science concentrators have been uniquely sheltered. Exempt from Natural Science courses, and--except for Biochemical scientists--from tutorial instruction also, the College's future scientists are required to take only a few non-technical courses.

These exemptions result from an understandable assumption: General Education's founders felt that repeated contact with scientific problems and frequent discussions with lab men would demonstrate the significance of science. They were wrong: when the student enters Mallinckrodt, Jefferson, or the Biology Laboratories he leaves the College atmosphere behind. Laboratory men are usually ill-equipped to discuss the broad problems of science in the modern world and many professors find equations more important than mere speculation.

But speculation is essential--just as a history concentrator should recognize the significance of his study in the twentieth century world, a graduate in science should know why science is important enough to occupy him for a lifetime.

The most valid objection to requiring lower or upper level Natural Science courses for science majors is not that the courses are unnecessary, but that they are unsophisticated. Really worthwhile instruction must be in small discussion groups, where the subjects could be tailored to the interests and preparation of the students. A typical group might discuss, for example, how science has at times succumbed to social pressures, yet has still affected the philosophical assumptions of the world around it. But if separate groups were formed for students of biology and physics, it is important that they should not be afraid to cross the barriers of their field. For the elementary knowledge of physics, which all biology students must have, would be useful in developing themes outside the world of mice and earthworms.

One problem would face such a program of science tutorial, if it were established: unless a high quality of tutors were maintained, discussions might degenerate into numerical problem sessions. A general committee should be established to choose tutors of such calibre that this could not happen. Because the program must be worth the tutor's time, some sanctions should be employed to assure that every science student would prepare for the discussion, and complete the necessary reading and papers. Using the flexible standard of "satisfactory" or "unsatisfactory" the tutors could submit reports on the students; satisfactory reports would be required of all candidates for an honors degree.

Two or three semesters of this type of tutorial work should be enjoyable for the science student with broad interests; it would be broadening for one with a narrower outlook. It would assure that all "honors" science graduates of the College have at least a basic understanding of the fusion of science with society.