Word: tutors
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Dates: during 1930-1939
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...force in rapid growth of undergraduate taste for things intellectual. In the face of such a record, drastic changes would be unwise. With these limitations in mind, the CRIMSON wishes to indicate briefly a few alterations which, lit believes, would increase the value of the tutorial System for both Tutor and Tutee. It is admittedly hazardous, in view of the separate needs of the various departments, to suggest broad outlines, but the following appear basic and applicable to the system as a whole...
...matter of personnel is obviously of prime importance. And it is here, in the keystone of the whole edifice, that one finds most of the complaints centered. There is a strong feeling that tutors must be more mature and experienced, must give more time to tutees and less to course work and research, if the system is to develop to full advantage. This is of course, subject to qualifications: many are the active Professors and intent scholars who make excellent Tutors, and no man can be expected to concentrate entirely on Tutorial work. But there is justice in the assertion...
...slower men are to be retained in the Tutorial System, there must obviously be a more specific control by the tutor over the curriculum of his Tutees. Quite dogmatically, at least for the present; the CRIMSON proposes the following methods of control, which some departments have adopted in part, and which others might examine with profit. In the first place, although all men should be given a fair chance to "react favorably" to individual tutorial instruction during the Sophomore year, there should be a definite prestige given to such instruction in the last two years. Late in the Sophomore year...
...Tutors are practically unanimous in their opinion that course requirements should be drastically reduced. In the case of able men who can cover the work thoroughly by outside reading, this is a good recommendation. At any rate, the amount of reduction allowed any one man should be determined by his Tutor and should be roughly in inverse proportion to the amount and quality of his Tutorial work. The third means by which a Tutor could exert authority over his Tutees would be through a detailed report to University Hall. Such a report should be given consideration equal to that conceded...
These three methods of control, in order to be effective and just, must rest upon two conditions: they must depend upon a reasonable dignity and responsibility in the Tutors themselves: they must depend, upon the ability of a Tutee freely to change to another Tutor if he is dissatisfied or unable to get along with the one originally assigned...