COMPOSITION COURSES

Since the days of the New England poets Harvard has maintained a tradition of leadership in the field of creative writing. Obviously this tradition could only have been maintained through the consistent excellence of the English Department, particularly with regard to the elective composition courses offered to interested students. Professor Munn's recent reorganization of the department displays a laudable tendency toward a more closely knit field with regard to literature, but the only change in the somewhat decadent field of composition is in the naming of the courses.

At present there are but five courses offered to advanced students in composition. Of these all are limited with regard to enrollment, two (Eng. 31 and Eng. 5) are such that only a major feat of wire-pulling will secure admittance for an undergraduate. The other three (Eng. A-2, 22, and 12) which undergraduates may take are so restricted concerning admittance that the purpose of the course seems to be the ease of the instructor rather than the improvement of the student. A student to be admitted must prove his ability in writing to such an extent that flaccid criticism of his themes will not be noticed. In English A-2, the work is a mere regular exercise in writing. The stories are graded primarily as grammatical exercises.

Students have complained that since the Baker Workshop went to Yale there is no opportunity at Harvard for the study of play-writing. The department gets around this by pointing to a note in the pamphlet on English concentration which says of a composition course, ". . . there will be instruction in play writing for those who desire it." No mention is made of this in the catalogue. What is much more important, no mention of this is made in the courses.

If long cherished tradition is to be maintained there is urgent need for an infusion of new blood in this field. Reorganization to effect a more complete and systematic program for the development of a specialized style is necessary. A graduation of the courses would be an admirable stop. Then a student who had passed one course could be assured of further instruction if he so desired. The limiting of the labors of the overworked instructors would be brought about in a fair manner both to the student and to the instructor, and the student who desires advanced instruction in composition could assure himself of it through merit rather than leaving the matter to chance and, perhaps, acquaintance with the instructor.