Little frustration developed, and, in retrospect, I indicate only some impressions rather than enormous difficulties.

Time and rapid development and maturing were the main factors in overcoming the difficulties. Within a year I was sufficiently adjusted and confident of myself to make new acquaintances and relationships among my classmates. Once on my own and away from the "group of Ford Scholars" I was as integrated as any of my classmates. The placement of Ford students together was the major factor in the difficulty. Once this ceased, the problem quickly disappeared.

Reports from the colleges also mentioned the male Scholars' dating problem. One college observed: "The boys work hard at strange shifts to conceal their age, since no girl who values her reputation wants a date with a boy two years her junior." While many Comparison students also complained that they had been "cold-shouldered" by freshman girls during their first year, the Scholars' difficulty in this respect was more acute.

Perhaps the most eloquent testimony that dating was not much of a problem for the girls in the Early Admission Program came from the 1951 Scholar who wrote in the summer of 1955:

I have participated in social activities fully, having no inclination to be "bookish" as some of my Ford colleagues definitely are. Perhaps my social adjustment can be best characterized by the fact that I dated frequently (and variously!) during my first two years, settling down to a fiancé in my junior year, marrying him in the early part of last June, and becoming a mother this past March 28!

In their essay questionnaires at the end of senior year, the Scholars and Comparisons also were asked whether they had been able to overcome their social and emotional difficulties. The responses, based on the total number who had reported difficulties, were as follows: