basis for the individual college. They should be of the type most apt to benefit from the type of education which the college has to offer.

Such students should have above average academic achievement and superior intelligence.

Such students, except in unusual cases, should have completed the 11th grade.

Personality wise, they should show evidence of emotional maturity at least consistent with their chronological age, good ability in inter-personal relations, and freedom from excessive parental pressure toward early admission. Students who have had frequent changes of schools without similar moves by the family, who come from families with severe discord or who are using college entrance as an escape from serious personal problems are poor risks.

Students who have had psychiatric illnesses should have had adequate treatment.

Students with characteriological disorders should not be admitted. However, a distinction must be made between misbehavior as representative of a long-standing characteriological disorder and misbehavior as a manifestation of adolescent rebellion. These latter cases, if the difficulties have been overcome, either as a result of the natural maturing process or of psychiatric treatment, should not be excluded.

In the selection of students for liberal arts courses, such students should have appropriate educational values, or the capacity to acquire such values.

Close scrutiny should be given by large urban universities to students from rural areas.

In selection, it is all too easy to err in not admitting the unusually intellectually gifted student or the chronic dissenter who is not "well-rounded." While "well-rounded" students are highly desirable, if this is used as the main criteria for admission these unusual students may be passed over. Such students may