a young man on entering a college is put in charge of a special tutor, without whose consent he can do little either in the way of study or of personal management.[9] Dependence so extreme is perhaps better suited to an infant school than to an American college; and even in England, where respectful subservience on the part of the young has been cultivated for generations, the system is losing ground. Since the tutors were allowed to marry and to leave the college home, tutorial influence has been changing. In most American colleges twenty-five years ago there were officers known as class tutors, to whom, in case of need, a student might turn. Petty permissions were received from these men, instead of from a mechanical central office. So far as this plan set personal supervision in the place of routine it was, in my eyes, good. But the relation of a class tutor to his boys was usually one of more awe than friendship. At the Johns Hopkins University there is a board of advisers, to some member of which each student is assigned at entrance. The adviser stands _in loco parentis_ to his charges. The value of such adjustments depends on the nature of the parental tie. If the relation is worked so as to stimulate the student's independence, it is good; if so as to discharge him from responsibility, it unfits for the life that follows. At Harvard special students not candidates for a degree have recently been put in charge of a committee, to whom they are obliged to report their previous history and their plans of study for each succeeding year. The committee must know at all times what their charges are doing. Something of this sort, I am convinced, will be demanded at no distant day, as a means of steadying all students in elective colleges. Large personal supervision need not mean diminution of freedom. A young man may possess his freedom more solidly if he recognizes an obligation to state and defend the reasons which induce his choice. For myself, I should be willing to make the functions of such advisory committees somewhat broad. As a college grows, the old ways of bringing about acquaintance between officers and students become impracticable. But the need of personal acquaintance, unhappily, does not cease. New ways should be provided. A boy dropped into the middle of a large college must not be lost to sight; he must be looked after. To allow the teacher's work of instruction to become divorced from his pastoral, his priestly, function is to cheapen and externalize education. I would have every student in college supplied with somebody who might serve as a discretionary friend; and I should not think it a disadvantage that such an expectation of friendship would be as apt to better the instructor as the student.