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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