organized routine of the school because she understands the meaning of
the word "team-play." She has the coöperative spirit.

Yet there are other girls, too, in this school which the freshman is
entering. There is the student who errs on the side of leading too
workaday a life, and in so doing has lost something of the buoyancy and
breadth and "snap" which would make her associations and her work
fresher and more vigorous. "The Grind," she has been called, and if she
recognize herself in this sketch, let her take care to reach out for a
bigger and fuller life than she is leading. And there is, too, the
selfish student whose "class-spirit" is self-spirit; and the girl who is
not selfish but who uses herself up in too many interests, dramatic,
athletic, society, philanthropic and in a dozen others. She is probably
over-conscientious, a good girl in every way, but in doing too much she
loses sight of the real aim of her school life. To these must be added
another student,--the freshman who skims the surface, and is, when she
gets out, where she was when she entered--no, not quite so far along,
for she has slipped back. She is selfish, relying upon the patience and
burden-bearing capacity of her father and mother, as well as the school.

No doubt every girl would meet her obligations squarely if she realized
what was the underlying significance of the freshman year; the school
life would surely be approached with a conscientious purpose. What a
girl gets in school will much depend upon what she has to give. No girl
is there simply to have a good time or merely to learn things out of
books. Nor is she there to fill in the interim between childhood and
young womanhood, when one will go into society, another marry, and a
third take up some wage-earning career. No, she is there to carry life
forward in the deepest, truest sense; and the longer she can have to get
an education and to make the best of the opportunities of school and