theoretical and manual work. The High Schools and the Polytechnic
Schools of Germany provided very thorough, if theoretical, instruction
in several branches of engineering, and accomplished excellent results
in drawing instruction.
Because much of the early engineering on American canals and railways
was done by French engineers, the methods employed in the schools of
France were carefully studied by American educators. The instruction
at I'Ecole Centrale at Paris, at I'Ecole de la Martisiere at Lyons,
and at similar schools at Angers, Chalons-sur-Marne, and Aix, was of a
particularly high order, embodying practical applications of science
in a way that had not been utilized in America prior to the opening of
the Worcester school.
"But this system in its perfection," to use the words of Charles
0. Thompson's inaugural address, "cannot be at once transferred to
America, for many reasons. The most prominent of which is the radical
difference between the European boy and the American. Take the German
as a specimen. He is trained from infancy to a certain subjection to
his master; the American begins to cherish independence of all masters
almost before his training begins. The German boy stands quiet to be
chiseled into shape; the American is never quiet, and the artist's
first endeavor is to keep him in one position long enough to receive
an impression."
The plan so minutely specified in letters of instruction from Boynton
and Washburn was probably regarded by the founders as being clean-cut
and easy to accomplish. That it was to be a problem taxing the
ingenuity and patience of administrators and teachers was soon
apparent to that little group of devoted men who assumed the task of
putting the plan into operation. Even after several years of apparent
success, Dr. Thompson stated that "the whole scheme must be regarded
as an experiment in American education, which, at the present stage,
is sufficiently promising to warrant its further prosecution."
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