The Four-Division Plan

GC ROWING recognition of the necessity for self-discipline has demanded vast changes in the extent and the methods of higher education. From the early athenaeum composed of a small band of devoted followers gathered around a noted teacher has developed the modern university with an enrollment which is expressed in four digits, with costly equipment, and with elaborate administrative machinery. Yet, the principle which vitalized the teaching of Socrates, of Abelard, and of Erasmus remains the same in all true education, in the inspiration and direction derived from contact with cultivated minds. Higher education has been extended to all of the people, but inevitably, in this very process, something has been lost to the individual. Sheer force of numbers imposes a barrier between the teacher and the student in the university of today, and necessitates a corps of administrative officers who oftener than not become encumberances rather than facilitating agents. The problem is one with which all of us who are concerned with higher education have struggled. How break down the barrier and restore the old master-fellow relationship between teacher and student? How regain the community spirit which motivated earlier faculties? How disentangle administrative procedures from educational processes? These ends the George Washington University has sought to achieve through a recent educational reorganization, extending in its influence throughout the University, but applying in its details particularly to the liberal-arts college. The plan has been in operation only since the opening of the present academic year, but results already are manifesting themselves in gratifying manner

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