T HE drafting of civilian college men and the institution of specific military curriculums, such as the Army Specialized Training Program and the Naval College Training Program, are obvious changes in the educational scene. In addition to these which chiefly affect men, there are several which are influencing women as well. Within the past three years many engineering and technical courses have been opened to women for the first time. Previously, women were permitted, but certainly not encouraged, to participate in courses such as mechanical drawing, shop work, or the more advanced technical subjects. The governmentsponsored courses of the Engineering, Science, and Management War Training (ESMWT) in these fields have pointed their offerings directly toward women. College officers and vocational advisers have likewise encouraged women to move into technical fields. Industry has welcomed those who have been trained. Not only have women been warmly welcomed; they have received real recognition. Because a number of women have shown that they have abilities in technical work, there is a growing acknowledgment that women can do the job. They have successfully invaded fields heretofore recognized as suitable for men only. Of course, there has always been the unusual woman who succeeded in a man's field in a man's way, but the present situation goes beyond that. Although equality of opportunity has hardly yet been achieved, the woman is not now a stranger in these fields, and she is well on the way to being accepted there. In all coeducational systems, the girls have had the opportunity to accept the accelerated programs along with the men. They have been urged to do so for patriotic, as well as economic, reasons. This, in itself, has forced college women to recognize themselves as important factors in the economics of production. Industry and education have combined forces to meet specific industrial needs. Special courses and whole curriculums have been developed chiefly for the training of women. The closer association between educational institutions and industrial concerns is in itself a significant change; the fact that it concerns women is of further consequence. The Engineering Cadette Program, which is particularly significant for those concerned with the education of women, combines and illustrates a number of the changes which have been