written replies were pitiful. Some had a vague idea that they had heard
the name somewhere, a few gave one or two facts. Clara Barton seemed the
one most familiar but knowledge concerning her was very limited.

Then Jane Addams' name was tried, the same meager replies resulting.
Finally the name of the wife of a noted and notorious insane criminal
was given and scarcely a hand was down in answer to the first question,
and pencils flew over the paper in answer to the second. What does it
mean? It does not condemn the school, nor does it hold the school
responsible but it does suggest that there might be some substitute
characters for the mythical ones of ancient history, or that possibly
the lives of great and noble women might be studied with greater profit
by the girls of today than certain abstract problems in physics. In many
of the classes where the questions were asked that fresh, clear,
vitalizing atmosphere charged with reality, seemed lacking.

When we can calmly look at our schools, recognize the tremendous
difficulties under which they work, realize their limitations, and with
profound belief in what they have done, gratitude for what they are
doing and confidence in what they are going to do, get at our task of
setting teachers free and vitalizing courses of study, we shall be able
to generate in them all the atmosphere in which the girl will find
inspiration for noble living.

Where can the girl turn for the life giving atmosphere? To the church?
Yes, if the church were awake to the facts and equipped to meet her
needs. But what a small part of our country's girlhood comes into direct
contact with the church, and how few churches have adequate leadership
provided for those whom it does touch. The whole problem of adolescence
is a problem of leadership. A wise leader has almost unlimited power in