who have passed through a preparatory process which requires not
only time, but certain moulding influences of a very definite
character; and it will not be found easy--at least, it was not
found easy eight years ago--to get together four hundred young
women, or one-fourth of that number, so prepared.

"One fact, however, the Faculty discovered, which went far to
counterbalance all their discouragements. It was this: the most
mature, thoughtful, and influential of the students perfectly
apprehended the situation, knew what they needed, and earnestly
sought it. They were really in advance of the men of years and
experience, with whom the decision rested. With the quick insight
of intelligent women--or, rather, with that exact discernment
wherewith the sufferer of an evil takes its measure, fixes its
locality, and presages its remedy--they had worked out the
solution of the problem; and they watched with the deepest
solicitude the settlement of the question, what the institution
was to be. Modestly, but firmly, earnestly, and intelligently,
they pleaded for the adoption of the highest educational
standard, avowed their readiness to submit themselves to the most
rigid conditions, and exerted a powerful influence to diffuse
right views among the more intelligent of their fellow-students.
It soon became evident that here was the vital nucleus for the
future college; and around that nucleus the elements gathered
with decisive rapidity. Before the close of the year, the Faculty
found themselves supported in their desire for a full and strict
collegiate course by a strong current of sentiment among the
students themselves. The brains of the institution were enlisted
on that side; and it was manifest that hence-forth the best class
of students would be satisfied with nothing less. The
_controversy_ was at an end. What remained was to make the idea a
reality.

"But it was not until the close of its third year that the
institution fully attained a collegiate character. During these
three years the Faculty had been carefully studying the
conditions of the problem before them, ascertaining through an
extensive intercourse with students, parents, intelligent
educators, and through other channels of information, the nature
of the public demand, and gr