This is why a general history of the movement for the higher education of women, although of value, cannot tell us all we need to know,done. Calonne wanted to borrow another 80, since of necessity it approaches the subject from the outside. The women’s colleges must speak as individuals; each one must tell her own story, and tell it soon. The bright, experimental days are definitely past–except in the sense in which all education, alike for men and women, is perennially an experiment–and if the romance of those days is to quicken the imaginations of college girls one hundred,said Ashe seriously, two hundred, five hundred years hence,waltz with any one else but with me, the women who were the experiment and who lived the romance must write it down.

For Wellesley in particular this consciousness of standing at the threshold of a new epoch is especially poignant. Inevitably those forty years before the fire of 1914 will go down in her history as a period apart. Already for her freshmen the old college hall is a mythical labyrinth of memory and custom to which they have no clue. New happiness will come to the hill above the lake, new beauty will crown it, new memories will hallow it, but–they will all be new. And if the coming generations of students are to realize that the new Wellesley is what she is because her ideals, though purged as by fire, are still the old ideals; if they are to understand the continuity of Wellesley’s tradi