THE FRESHMAN ADVISER

In the closing hours of the academic year, becalmed in the brief time before the storm of examinations, the Freshman class has an opportunity for thought and reflection over the events of the last nine months; a few of its thinkers will ponder for a moment on that Institution, the Freshman Adviser. Some have formed a close friendship with the man who was set to guide them; others have been helped by his advice; a considerable number have been deceived by his honeyed praise of this or that course; and the great majority will have forgotten him by the time they purchase their tickets for the trip home. In the mass, the Freshman Adviser fails to fill his place successfully; nevertheless, his place is one which might be made of great value, and which is necessary.

The average Freshman, throughout his year, but particularly at the beginning, is in need of sound advice to lead him through the maze of courses which he faces. This advice, in theory, is furnished by his Adviser. In practice, the Adviser is often unaware of the character of the courses he recommends, or is too busy to study the requirements of the individual student. The result, in instance after instance, is that the Freshman is obliged to get his information from various and sundry unsatisfactory sources: he consults a Senior whom he knows; he listens to the gossip among the more cock-sure of his colleagues; or he gives up the task, and relies on the fates to lead him to the right choice of a schedule.

One reason for the unsatisfactory nature of the Freshman Adviser is that he is not paid, and lacks that impetus toward acquainting himself with his duties. This obstacle, of course, cannot be removed at once, although the Adviser might easily be allowed more than the two free meals which they are at present permitted to take with their charges in the Union, without too heavily straining the University budget. Another reason for complaint is that the Advisers are too often men out of touch with the student's side of the elementary courses, and far too busy to devote the necessary time to him. This difficulty is gradually being obviated by the introduction of men who teach the Freshman courses, and who are younger and more closely in touch with the undergraduate; the slowness of this change, as well as the fact that it is only a partial cure of the trouble, lessons its value in the near-emergency which exists.

The substitution of men nearer the student, in short, will not solve the fundamental trouble; some method must be found for instructing the Advisers in the details relating to courses and fields of concentration. This might be accomplished by a seminar or meeting among the Advisers themselves, at which information could be exchanged, and at which the opinions of upperclassmen on the courses they had taken might be aired. The Advisers might make it their business to probe the mere esoteric regions of the courses and fields under their jurisdiction. In any case, a more compact and well-informed organization is needed to care for the Freshmen in the future; until this can be accomplished by paying Advisers for their services, steps along the lines suggested should be taken.