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IN RECENT years engineers and teachers have recognized1,2 that many graduates lack facility in the use of mathematics and physics in the solution of engineering problems. Appearing to know the principles of science that underlie engineering, the young graduates frequently cannot apply them correctly in new situations. It is evident that the development of the requisite facility depends upon first, mastery of the basic sciences and second, adequate training in their application. Thus, there is need for two different kinds of co-ordination of mathematics and physics with electrical engineering: co-ordination of the departmental teaching activities for most effective instruction, and co-ordination of the subject matter in the student's mind for most effective use.