My impulse had been misconstrued. I was not rebelling against education as such, but only against that particular school and that particular teacher. When fall drew near and the next session was at hand I was still reiterating that I would not go back, although I still had no answer to Nan’s repeated, “What are you going to do?” Nan was perhaps the most inspiring of all my brothers and sisters. The exact contrary to father, she wanted us all to conform and was in tears if we did not. To her, failure in this respect showed a lack of breeding. Yet even more important than conformity was knowledge, which was the basis for all true culture. She herself wanted to write, and had received prizes for stories from _St. Nicholas_ and the _Youth’s Companion_. But the family was too dependent upon the earnings of the older girls, and she was obliged to postpone college and her equally ardent desire to study sculpture. She became a translator of French and German until these aspirations could be fulfilled. At the time of my mutiny Nan was especially disturbed. “You won’t be able to get anywhere without an education,” she stated firmly. She and Mary, joining forces, together looked for a school, reasonable enough for their purses, but good enough academically to prepare me for Cornell. Private education was not so expensive as today, and families of moderate means could afford it. My sisters selected Claverack College and Hudson River Institute, about three miles from the town of Hudson in the Catskill Mountains. Here, in one of the oldest coeducational institutions in the country, the Methodist farmers of the Dutch valley enrolled their sons and daughters; unfortunately it is now gone and with it the healthy spirit it typified. One sister paid my tuition and the other bought my books and clothes; for my board and room I was to work. Going away to school was epochal in my life. The self-contained family group was suddenly multiplied to five hundred strangers, all living and studying under one roof. The girls’ dormitory was at one end, the boys’ at the other, but we shared the same dining room and sat together in classes; occasionally a boy could call on a girl in the reception hall if a teacher were present. I liked best the attitude of the teachers; they were not so much policemen as companions and friends, and their instruction was more individual and stimulating than at Corning. I did not have money to do things the other girls did—go off for week-ends or house-parties—but waiting on table or washing dishes did not set me apart. The work was far easier than at home, and a girl was pretty well praised for doing her share. At first the students all appeared to me uninteresting and lacking in initiative. I never found the same imaginative quality I was used to in my family, but as certain ones began to stand out I discovered they had personalities of their own.