value for the purposes of higher scientific education.

"One thing was made clear by these preliminary examinations:
that, if the condition of the higher female education in the
United States was fairly represented by this company of young
women, with a great deal that was elevated in aim, and earnest in
intention, it was characterized by much confusion, much waste of
power, and much barrenness of result, and admitted of essential
improvement.

"An inquiry into their plans for future study revealed as clearly
their need of authoritative guidance and direction. There was no
lack of zeal for improvement. Almost all had been drawn to the
college by the hope of obtaining a higher and completer education
than would be afforded them elsewhere. Indeed, the earnestness of
purpose, assiduity of application and intelligence to appreciate
good counsel, which have, from the beginning, characterized the
students as a body, are a noticeable and encouraging fact. But
their reliance at first was largely on the adventitious
advantages which the college was supposed to possess for putting
them in possession of their favorite branches of knowledge and
culture. Of the real elements and processes of a higher
education, and of the subjective conditions of mental growth and
training, comparatively few, either of the students or their
parents, appeared to have any definite idea. There was no lack of
definiteness of choice. Tastes and inclinations were usually
positive; reasons were not so plentiful. That the young lady
'liked' this study or 'disliked' that, was the reason perhaps
most frequently assigned. If its force was not at once conceded,
she strengthened it by increased emphasis, declaring that she was
'passionately fond' of the one and 'utterly detested' or 'never
could endure' the other. Practical studies were greatly in vogue,
especially with parents; 'practical' meaning such as had an
immediate relation, real or fancied, to some utility of actual
life, such, for example, as that of chemistry to cooking, or of
French to a tour in Europe. Appropriateness for the discipline of
the faculties, or the equipment of the mind for scientific or
philosophical investigation, might not be appreciated as
practical considerations at all.

"The deepest impres