ct which runs through two semesters will for
administrative reasons appear under two different heads in the above
computations. Again, the lecture or textbook work in a subject will
usually appear under one head and the laboratory work under a separate
title. Finally, some subjects which differ but little in character may
for convenience be listed under two different titles. If the subjects
that are subdivided for the above reasons were listed under a single
head, the number of topics would be reduced something like 20 to 25
per cent.

Therefore, the topics of engineering instruction which differ
materially in character number about 200. This, then, is the field
assigned to this chapter. Obviously it is impossible to consider the
several subjects separately.

II. DIFFERENTIATION IN ENGINEERING CURRICULA

For a considerable number of years there has been much discussion by
both college teachers and practicing engineers concerning
differentiation in engineering curricula; and the usual conclusion is
that undue differentiation is detrimental. But nevertheless
specialization has gone on comparatively rapidly and extensively--as
shown in the previous article. Since the degree of differentiation
determines in a large measure (1) the spirit with which a student does
his work, (2) the method of teaching that should be employed, and (3)
the results obtained, it will be wise briefly to consider the merits
of specialization. The arguments against specialization have been more
widely and more earnestly presented than those in favor of
specialization. The usual arguments pro and con may be summarized as
follows:

1. It is frequently claimed that the undergraduate is incapable of
wisely choosing a specialty, and that hence specialization should come
after a four-year course,--i.e., in the graduate school or by
self-instruction after graduation. But the parents and friends of a
student usually help him in deciding upon a profession or on a
special line of study, and therefore it is not likely that a very
serious mistake will be made. Of necessity a decision must be made
whether or not to seek a college education; and a decision must also
be made between the great fields of knowledge,--liberal arts,
agriculture, engineering, etc. If the student decides to take any
branch of engineering, he usually has his whole freshman year in which
to make a further specialization. At the end of the sophomore year the
specialization has not g