Hanover College implemented the "Hanover Plan" in 1962. Under the new schedule, students took three courses for each of two fourteen-week terms, followed by a five-week May term that allowed students to study one topic intensively. (For more Triangle news from Fall 1962, click here.)

"Hanover Plan Quick To Be Scrutinized," Hanover College Triangle, 28 Sept. 1962, 2.

Dear Editors:

{1} Perhaps some will think I am being hasty in expressing my ideas about the Hanover Plan; however, it has been a topic of much discussion on our campus since its inception.  When I first heard about the Hanover Plan, it sounded stimulating.  I was eager to take three courses instead of four or five; I was eager to delve deeper into each course, since often daily work becomes memorization and recitation of facts alone.

{2} In theory, the Hanover Plan can be worthwhile and rewarding.  But in practice, it seems to be going at so rapid a pace as to defeat itself.  Most students are busy just keeping up with daily assignment; they have little or no time for required outside reading materials, reports, and necessary reviewing.  Many spend all afternoon and evening preparing for the next day’s classes; and, with classes meeting more regularly, there is little let-up in this routing.

{3} I agree that the Hanover Plan has already improved the academic atmosphere on this campus.  The attitude of upperclassmen has also improved.  One sees less of the student who is merely sliding-by in a course by doing the minimum amount of work.

{4} However, there must be time for more than merely keeping up with daily assignments if the Hanover Plan is to achieve its ends.  There must be time for reviewing, outside research, and for the much-heard term, “independent study.”

{5} I am looking at the Hanover Plan in comparison to the last academic year.  I hope the Hanover Plan is successful.  It is valuable in that it enables the student (depending on his major) to take a wider variety of courses than he previously could.  It supposedly will allow students to delve more deeply into their courses and, thereby, acquire a firmer foundation of principles and ideas rather than a superficial knowledge of facts.

{6} I have not mentioned extra-curricular activities.  With such rigid schedules, we have little time for participation in extra-curricular activities.  I think the faculty as well as the students realize the importance of a well-rounded schedule, including participation in activities outside the academic realm.

{7} We must consider that this is the first year for the Hanover Plan.  Professors and students will gradually adjust to the work load.  I hope a satisfactory adjustment can be made so that the student has ample time for all aspects of his college career.

(Name has been withheld at the request of the writer.)    

Hanover College History Department.

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