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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