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ough to have an older sister or friend to help her steer her bark through these untried waters, but generally she must find her own bearings. To such a girl, the wise hints in the chapters which follow this introduction are invaluable, giving an insight into the meaning of fair-play in the classroom as well as on the athletic field; the relation between physical well-being and academic success; the difference between the social life that is _re_-creative and that which is "_nerves_-creative"; the significance of loyalty to the school and to the home; the way in which school days determine to a large degree the days that come after. These, and many other suggestions, wise and forceful, I commend not only to the new girl, but also to the "old girl" who would make her school and college days count for more both while they last and as preparation for the work that is to follow. MARY E. WOOLLEY. _Mt. Holyoke College_, _South Hadley, Massachusetts._ _CONTENTS_ A WORD TO THE WISE 13 I. THE IDEAL FRESHMAN 17 II. THE GIRL AND THE SCHOOL 25 III. FRIENDSHIPS 33 IV. THE STUDENT'S ROOM 41 V. THE TOOLS OF STUDY AND THEIR USE 54 VI. THE JOY OF WORK 61 VII. FAIR-PLAY 70 VIII. THE RIGHT SORT OF LEISURE 78 IX. THE OUTDOOR RUNWAY 88 X. A GIRL'S SUMMER 99 XI. FROM THE SCHOOL TO THE GIRL 107 XII. THE WORK TO BE 115 _A Word to the Wise_ We train for basket-ball, golf, tennis or for whatever sport we have the most liking. Is there any reason why we should not use the same intelligence in the approach to our general school life? Is there any reason why we should make an obstacle race, however good and amusing exercise that may be, out of _all_ our school life? We don't expect to win a game with a sprained wrist or ankle, and there really is no reason why we should plan to sprain the back of school or college life by avoidable mistakes. The writer believes in the girl who has the capacity for making mistakes,--that headlong, energetic spirit which blunders all too easily. But the writer knows how much those mistakes hurt and how much
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