"An inquiry into their plans for future study revealed as clearly their need of authoritative guidance and direction. There was no lack of zeal for improvement. Almost all had been drawn to the college by the hope of obtaining a higher and completer education than would be afforded them elsewhere. Indeed, the earnestness of purpose, assiduity of application and intelligence to appreciate good counsel, which have, from the beginning, characterized the students as a body, are a noticeable and encouraging fact. But their reliance at first was largely on the adventitious advantages which the college was supposed to possess for putting them in possession of their favorite branches of knowledge and culture. Of the real elements and processes of a higher education, and of the subjective conditions of mental growth and training, comparatively few, either of the students or their parents, appeared to have any definite idea. There was no lack of definiteness of choice. Tastes and inclinations were usually positive; reasons were not so plentiful. That the young lady 'liked' this study or 'disliked' that, was the reason perhaps most frequently assigned. If its force was not at once conceded, she strengthened it by increased emphasis, declaring that she was 'passionately fond' of the one and 'utterly detested' or 'never could endure' the other. Practical studies were greatly in vogue, especially with parents; 'practical' meaning such as had an immediate relation, real or fancied, to some utility of actual life, such, for example, as that of chemistry to cooking, or of French to a tour in Europe. Appropriateness for the discipline of the faculties, or the equipment of the mind for scientific or philosophical investigation, might not be appreciated as practical considerations at all.