THE WAR GOES ON

As the results of last year's Crimson poll indicated, History I was by far the most heavily intored course in the College. This year the course staff has taken several distinct efforts to combat the tutoring menace and to do away with the prevalence of "canned" information.

A week ago the staff announced that all reading notes must be scrutinized regularly by section men. At the same time, it was announced that any person needing aid in the technique of taking notes would receive it. This was a further extension of the policy contained in the course syllabus. And today the History I staff has published a report on tutoring-school notes, based on a thorough study of all the various cram parlor condensations. The report deals with the misrepresentations and inadequacies of these sources of information.

These actions follow closely the attempts of practically every other important course to do away with the influence of the tutoring-schools. Examination questions have been improved, and these courses have adopted an anti-tutoring attitude. Thus the patrons of these schools are finding themselves at a distinct disadvantage.

Furthermore, statements have been issued by nearly every University official showing the evil effects of tutoring on education. Not only is there not one sound educational practise to be found among the many schools in the Square, but there is also no fundamental necessity for their existence.

Thus, there seems to be complete agreement between the Faculty and the Administration that tutoring-schools are a menace to Harvard education. But their statements and abortive attempts to end tutoring could go on forever without accomplishing any actual gain. Some more positive action seems necessary if the importance of tutoring in the lives of undergraduates is to be seriously diminished. Perhaps the best solution would be direct action on the part of the University.