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The modification of the various engineering curricula to permit adequate preparation of students in a four-year program for careers in a rapidly changing technology of ever increasing complexity is one of the chief concerns of the engineering educator. It is generally felt that a more scientifically oriented curriculum than has been customary in the past will provide a more efficient and more effective undergraduate program. The actual realization of increased efficiency and effectiveness requires a great deal of careful thought and some bold experimentation with curricula. Some considerations in this connection are set forth. In particular, it is held that unification of subject matter, whenever possible, is of primary importance in realizing greater efficiency and effectiveness, and means whereby the scientific bases for engineering may be employed to achieve unity are suggested. In this connection certain tasks that belong uniquely to the teacher are pointed out..