“The deepest impression made by these preliminary examinations on those who conducted them was this; that the grand desideratum for the higher education of women was regulation, authoritative and peremptory. Granting that the college system for young men, coming down from an age of narrow prescription and rigid uniformity, needed expansion, relaxation, a wider variety of studies and freer scope for individual choice, there was evidently no such call in a college for women. In the field of 'female education,' without endowments, without universities or other institutions of recognized authority, without a history, or even a generally accepted theory, there was really no established system at all; and a system was, of all things, the thing most urgently demanded. That it should be a perfect system was less important than that it should be definite and fixed, based upon intelligent and well-considered principles, and adhered to, irrespective of the taste and fancies and crude speculations of the students or their friends. The young women who, all over the land, were urging so importunate a claim for thorough intellectual culture should first of all be taught what are the unalterable conditions of a thorough culture, alike for women and for men, and should be held to those conditions, just as young men are held, whether they 'like' the discipline or not. The rising interest in the subject of woman's education, which so signally marked the recent progress of public sentiment, required a channel through which it might be directed to positive results. If Vassar College had a mission, was it not, clearly, to contribute something to that consummation?
“To the task, therefore, of reducing to order the heterogeneous medley before them, the Faculty set themselves with all earnestness. Many have wondered why there should have been any delay in doing this—why a collegiate course was not at once marked out and the students forthwith formed into corresponding classes. The reason will appear on a moment's reflection. It is easy to build a college on paper. To produce the real thing requires a variety of material, prepared and shaped for the purpose. There must not only be buildings and apparatus, books and learned professors, but there must be students—students who have passed through a preparatory process which requires not only time, but certain moulding influences of a very definite character; and it will not be found easy—at least, it was not found easy eight years ago—to get together four hundred young women, or one-fourth of that number, so prepared.
“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.
Those who have had large experience as teachers will readily understand how the disappointment and irritation that so many of these students felt, both as to their mistaken notions regarding their previous education, and their vague and irrational ideas about what they would accomplish in a brief residence at this new Woman's College, acted unfavorably upon their health. In not a few instances there was induced an abnormal sensitiveness, which made it well-nigh, sometimes entirely, impossible for them to remain in such a large household. This, added to the usual homesickness of young people making their first essay in independent living, and the absence of regular and definite duties, made a peculiarly trying ordeal for the first few months. Then, all the while and everywhere, beside and beyond these general disturbing influences, there were found the special and individual lack of any sound hygienic theory and practice, and a persistent antagonism to the sanitary regulations which were made obligatory. That the time for sleep should begin early, and be uninterrupted for eight hours, was a rule stoutly resisted and habitually disobeyed by many a pale-faced, nervous girl, who, when remonstrated with, had invariably at her tongue's end. “At home I have always studied as late at night and as early in the morning as I pleased, and it never hurt me!”
Numbers of little, stunted, dyspeptic girls “couldn't see any sense in making such a fuss if they didn't go regularly to meals;” these it was not easy to convince that no good brain-work could be done on a diet of toast and tea, or crackers soaked in a paste of vinegar, molasses, mustard, pepper and salt, or confectionery and pastry. They “hated” beef and vegetables, and brown bread, as well as stated hours for partaking of such simple rations.