has slipped back. She is selfish, relying upon the patience and burden-bearing capacity of her father and mother, as well as the school.

No doubt every girl would meet her obligations squarely if she realized what was the underlying significance of the freshman year; the school life would surely be approached with a conscientious purpose. What a girl gets in school will much depend upon what she has to give. No girl is there simply to have a good time or merely to learn things out of books. Nor is she there to fill in the interim between childhood and young womanhood, when one will go into society, another marry, and a third take up some wage-earning career. No, she is there to carry life forward in the deepest, truest sense; and the longer she can have to get an education and to make the best of the opportunities of school and college life, the richer and fuller her after-years will be. Both middle life and old age will be deeper and stronger. Let us think about these girls, let us think about what it means to be a freshman, and so lessen our difficulties and increase our pleasures; let us have a big conception,—a large ideal always at heart—of what the first year should be, and beginning well we shall be the more likely to end well.

II

THE GIRL AND THE SCHOOL

Inside school or college the girl is in several ways responsible for the atmosphere. Merely in her conversation she can be of service or dis-service. It may be simply a good joke which she is telling, but if the joke misrepresents the school she will, perhaps, do lasting harm. If she is hypercritical—and there is nothing so contagious as criticism—she influences people in the direction of her thought; she sets a current of criticism in motion. A student frequently gives vent to an opinion that is only half-baked—it is well, by the way, to make zwieback of all our opinions before we pass them around as edible—about courses and instructors. She does not realize that some opinions to be worth anything must be the result of a long process of baking, that a nibble from the corner of a four months' or nine months' course will not, however understandingly it may be Fletcherized, tell you whether the course is going to be fruit cake, meringue or common soda crackers. She may think that she herself is so unimportant that what she says can't matter, or she may not mean what she says and be merely letting off steam. Nevertheless her influence is exerted. Some one showed an old lady, who had never been known to say anything in the least critical of any human being, the picture of a very fat man prominent in public life. She looked at it a moment, and then said sweetly: "My, isn't he plump!" If only there were more old and young ladies like that dear soul!

There is another kind of conversation which may not be ill-natured and yet does harm. Idle gossiping, talking about things that are not worth while or speculating about affairs which are not our business and of which we know little or nothing. Akin to this is fashionably slangy conversation concerning the latest thing in books, magazine articles, trivial plays. For even the "tone" of school or college conversation a student is responsible. She can make her school seem cheap or cultivated. The remarks which visitors overhear as they go from room to room or from building to building are likely to indicate the "tone" of an institution. A catalogue may say all it pleases about a school but in the end the school is judged by the women it educates and sends out, even as a tree is known by its fruit. Cultivated, strong women are worth more in advertisement than all the printed material in the world, however laudatory.

When a girl has received everything her Alma Mater has to give, she has no right to be untrue to its fundamental aims and ideals, or to misrepresent it in any way, either by what she says or by her own behaviour. Every student in a large institution is in a sense a pensioner. No student can pay for what is given to her. Is it not a poor return for her to be reflecting dishonour rather than honour upon her school?

There is a certain social selfishness in the way some students take their opportunities for granted without realizing that there are thousands and hundreds of thousands of girls who would give all that they possess for a tithe of such riches. Also, because of the sacrifice which is being made for them at home girls are selfish in taking their school or college life carelessly. The school has to bear much of the responsibility for the individual failure. But of this the student who is failing rarely thinks. Parents hold an institution to blame if it does not do for their child what they expect it to do, when it may be the girl who is at fault.

In the use she makes of her portion of inheritance, in the gift the school bestows on the student, there is a large social question involved. The school gives her of its wealth, the result of the accumulation of years and of the civic or philanthropic spirit of many men and women. This, if the girl's sense of responsibility is what it should be, she feels bound to increase and hand on. It is the old noblesse oblige under new conditions of privilege.

While she is still in school the girl discharges part of this obligation by realizing what is best for her school as an institution. A college or a big school is no place for vocal soloists. Its life is the life of an orchestra, of many instruments playing together. The student's sense of responsibility is shown by her attitude towards the corporate government and administration of the school. Instead of regarding the laws of her school as natural enemies, chafing against them, making fun of them or evading them if possible, she has a duty in fulfilling them. The consciousness of this responsibility is the very heart and soul of the student self-government movement, for it recognizes not only the obligation placed upon its members by an institution, but also the wide influence one girl may have on others. Student government knows that upper class girls can determine the spirit of the under classes. Even looking at the matter from the lightest point of view, respectful and law-abiding ways are always well-bred ways.

When a student becomes an alumna she can discharge a large part of her great responsibility by realizing that it is not any longer so much a question of what her school can give her as of what she can give to her school. One thing she can always give it—that is, kindly judgment. And she can acknowledge that her ideas of what her Alma Mater is after her own school-days may not be correct. The school, sad to say, is sometimes placed in the position of the kindly old farmer who, hearing others call a certain man a liar, said: "Waal now, I wouldn't say he wuz a liar. That's a bit harsh. I'd say he handled the truth mighty careless-like." Schools find that some of their alumnæ handle the truth mighty careless-like.

While she is still a student a girl's service to her school lies largely in her daily work, the mental muscle she puts into all that she does in the classroom and studies out of it. If because of her and a multiple of many girls like her, the college does not possess that sine qua non of all the higher mental life, an intellectual atmosphere, it is the student's and her multiple's fault. "You may lead a horse to water but you cannot make it drink," may be an old adage, but it would be hard to improve upon it. You may set before students a veritable