Education for expanding horizons in electric power

To recall the undergraduate education of the writer's generation is to see evidence that engineering education was based on the belief that the engineering curriculum of that period would serve him throughout most of his professional lifetime. Many of the professors teaching at that time had a firm idea of what their students needed to know in order to engage in careers in the professional world. This seemed appropriate, for these professors had in no small degree conceived most of the world of electrical technology of about that era. It looked sophisticated and enduring. They accepted the principle of a curriculum largely based on contemporary practice, and assumed that the engineering profession would merely build the mechanisms of society, often to a conventional pattern, and keep them running. This doctrine stemmed from the assumption that technology would not change appreciably during an engineer's professional career.