"One fact, however, the Faculty discovered, which went far to counterbalance all their discouragements. It was this: the most mature, thoughtful, and influential of the students perfectly apprehended the situation, knew what they needed, and earnestly sought it. They were really in advance of the men of years and experience, with whom the decision rested. With the quick insight of intelligent women--or, rather, with that exact discernment wherewith the sufferer of an evil takes its measure, fixes its locality, and presages its remedy--they had worked out the solution of the problem; and they watched with the deepest solicitude the settlement of the question, what the institution was to be. Modestly, but firmly, earnestly, and intelligently, they pleaded for the adoption of the highest educational standard, avowed their readiness to submit themselves to the most rigid conditions, and exerted a powerful influence to diffuse right views among the more intelligent of their fellow-students. It soon became evident that here was the vital nucleus for the future college; and around that nucleus the elements gathered with decisive rapidity. Before the close of the year, the Faculty found themselves supported in their desire for a full and strict collegiate course by a strong current of sentiment among the students themselves. The brains of the institution were enlisted on that side; and it was manifest that hence-forth the best class of students would be satisfied with nothing less. The _controversy_ was at an end. What remained was to make the idea a reality. "But it was not until the close of its third year that the institution fully attained a collegiate character. During these three years the Faculty had been carefully studying the conditions of the problem before them, ascertaining through an extensive intercourse with students, parents, intelligent educators, and through other channels of information, the nature of the public demand, and gradually maturing a permanent course of study to meet as far as practicable its conflicting elements." The lack of method and discipline that characterized the mental habits of the assembly of young women who gathered here, was even more evident in their physical habits, and the effort to counteract the results of injudicious food, dress, social excitement, etc., seemed for a time almost hopeless. But, as order began to be evolved from the original chaos of the educational elements, a corresponding improvement was seen in the hygienic _morale_; and year by year this has made steady advance, keeping pace with the constantly improved standard of scholastic attainment.