the relative importance of intellectual readiness and emotional readiness. Some described the ideal student as one who is in the top 5 or 10 per cent of his class scholastically, scores extremely high on college entrance examinations, and is active in extra-curricular activities and sports. There was general agreement that if such an individual were a sophomore or a junior in high school and was frustrated by an unchallenging academic diet, he would be clearly admissible by these high standards. However, it was far less clear from the essays whether favorable early admission action should be taken in the case of a student who was strong intellectually but had a poorer chance of successful college adjustment. One Scholar wrote: "My own prejudice is that only intellectual adequacy to do the work is really relevant; I resent the present attempts of my own university to impose social and intellectual orthodoxy by its admission policy." Another Scholar wrote that at his college "social maturity is much less important than academic preparation." Two other students suggested that the intellectually strong youngster who was not well-adjusted at secondary school was a likely prospect for early admission because he probably would be no worse off in college.

"Quotations such as these," Pearson observed in his report, "contrast quite sharply with the qualities of personal and social maturity which were mentioned quantitatively more often among the essays. A conceivable reconciliation of these somewhat divergent points of view is that intellectual competence is the sine qua non for early admission; given this, the final decision should rest on a relative assessment of the applicant's challenge and adjustment at high school and his likely challenge and adjustment at college."

The Scholars and the Comparison students were unanimous in urging a minimum of special treatment for early admission students. Many also urged that college counseling services should be improved. Reports on this aspect were very favorable on some campuses and sharply critical on others. There was a general feeling on the part of most Scholars that a strong counseling system