T HE sudden emphasis upon the need for immediate training in occupational areas which will prepare students for effective service in defense undertakings, in war-production work, or in essential civilian occupations has forced an earnest consideration of curricular changes in every college and university in the country. The crucial question has been: How much of the old subject-matter can and should be retained and how much technical training can and should be offered to meet the more immediate occupational needs of the emergency. Anticipating this problem of necessary readjustment, Stephens College began, two years ago, taking inventory of its facilities for specific types of occupational training and compiling data on developing occupational needs to be used as a guide in setting up new course offerings and in adjusting the content of the standard courses. The first administrative step was the formation of an emergency committee that, in September, 1942, was converted into the War-Peace Organization (known on campus as the W.P.O.) consisting of a joint faculty and student board and an executive council. One member of the faculty was appointed as full-time co-ordinator of war-peace activities, and the organizational functions were expanded to include not only the promotion of volunteer service in connection with civilian protection and defense, but also the development of programs of training and the formulation of recommendations relative to morale problems and other emergency needs. As plans matured, a definite three-part program emerged. Although the volunteer activities sponsored or promoted by the WarPeace Organization have little direct bearing on curricular modifications, they are significant as an index of attitude, an evidence of college-wide responsiveness to the aims and purposes of the total program. A summary of such activities includes participation in Red Cross activities, money contributions to special projects, systematic purchase of war bonds and stamps, salvage drives, the collection and publication of wartime recipes, personal service in relief work, enrollment in short-term defense courses, and the adoption (by all organized groups) of special service projects related to the war effort. The Rostrum Club, for example, established a student speakers' bureau, and the Home Arts Club raised funds to provide adequate care for children