An approach to the 5-year curriculum

How should the 5-year engineering college program be apportioned among the many subjects contending for the student's time at every level of his training? To date this question has been sidestepped even by proponents of the “5-year plan.” With the 5-year program already adopted in some institutions, as recommended by ASEE, the question moves into the forefront of the battle currently waging over engineering curriculums. One of the first to enter the field with a comprehensive philosophy on which decisive action can be based, the author nevertheless leaves several problems in abeyance, pending further study by the psychologists.