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Page 18 text:
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SSF- .,. v ( . -iiW ' 93S WORCESTER : THE FIR8T SETTLEMENT QF THIS LONELY REGION CALLED QUIN8IGAM0ND WAS ATTEMPTED IN 1673. BUT ABANDONED DURING KING PHILIP ' S WAR. A SECOND SETTLEMENT. ATTEMPTED IN 1684. 800N NAMED WORCESTER, WAS ALSO TEMPORARILY ABANDONED BECAUSE OF INDIAN HOSTILITY. PERMANENT OCCUPATION WA8 EFFECTED IN 1713. MASSACHUSETTS BAY COLO NT TERCENTENARY COMMISSION KV 7 P. . NBl ■■■ W 14
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Page 17 text:
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you ' re not doing your job well you ' re going to get kicked man! So you better face it. Anderson: With the PLAN we ' ve gained something and we ' ve lost something. Gained some flexibility but lost some rigor. We ' ve lost essen- tially all of our laboratories . . . It ' s too expensive. Wagner: It ' s (PLAN) made for the person who ' s a good go-hard — a devoted person, but there are many slough-offs who can hide behind it Bridgeman: . . . he has more of a tendency to drift along and not necessarily come out with as well rounded an education as he might re- ceive (under a program) that ' s more traditional . . . The danger is the stu- dent just concentrates in his areas of interest and doesn ' t get as broad an education. He ' s got the opportunity to get a broader education than before. But what I see, is that a great many students just concentrate in the par- ticular things that . . . have value for their specialty. Riesman: And everything de- pends, of course, on a continued flow of students . . . the general fate of pri- vate colleges for the long-r un future seems to me bleak, so much so that WPI ' s survival and even growth in en- rollments seem to me as much to the credit of the PLAN as to the general revival in the market for graduates with a B.S. in engineering, particularly if the baccalaureate degree is in a spe- cialty in demand at the moment. Bridgeman: I think for the mo- ment we ought to stay with what we ' ve got and just improve the opera- tion of it. Get all the bugs out of it. Can ' t make any radical changes at this time — it would just bring us more new problems to solve. I think only a long term experiment — not . . . what the students have done in four years but what the students (are) doing in 10-20 years that . . . will tell us (if) the PLAN works or doesn ' t. Pake: . . . the WPI Plan pro- duces a superior product at a higher academic cost. My subjective judg- ment is that the product increment proportionately exceeds the academic increment . . . This leads to the ulti- mate question: as WPI settles down to this effective experimental learning program, can resources be found to re- lieve the faculty overload and sustain the program? In the very long run the hope may have to rest on industrial support, presuming that industry will recognize that it hires a more useful and effective graduate when he comes from WPI. This challenge is squarely before the administration, because of the fickleness of public and private foundations with respect to support of solid programs once their innova- tive lustre wears off . . . Mazlish: ... I must conclude that the WPI Plan is an exciting and successful innovation that bodes well to become a prototype of future devel- opments in scientific and engineering education. Van Alstyne: The Class of 1978 is the first class that has had very little influence from non-PLAN student. It ' s the first class that makes me convinced that the PLAN is going to work Bridgeman: Your education is something that has to continue. Look at your life as an opportunity to keep on growing mentally, physically, and spiritually. Roadstrum: development. Guide your own Ray Bolz Seaberg: The problem is . . . can we leave the next generation a world better than that left to us by our forefathers. We don ' t mean better washing machines, better televisions — it has to do with the quality of life. It wasn ' t hard to do in 1850 — it ' s much harder now. Bolz: We ' re geared in our class- room teaching to one mode and we have to change — I see a fascinating challenge. 13 Fred Anderson
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