the senior classes in such high schools were generally large, the Scholars were not "missed" as much as they were in small high schools, and (2) since the academic standards of these schools were generally high, the principals tended to be much less sensitive to the implication that the Scholars were offered a much greater academic challenge in college.

The reply of the scholarship counselor in a large Eastern high school that has sent nine students into the Early Admission Program aptly illustrates this tendency. Asked to cite the major advantage of early admission from the student's point of view, she replied: "The student stops `marking time' and gets on with the real work that he wants to do. If he's mature enough, he gets real satisfaction out of the greater challenge of college work." Asked to cite the major disadvantage of the program from the school's point of view, she wrote: "The school is deprived in the sense that these Early Admission students leave gaps in their class. The school no longer benefits from the stimulation of their superior work and attitudes, and generally from their participation in the extracurricular life of the school." She added, however, that "since our early admission people are so few in number, we feel no significant deprivation; and since we feel that the boys and girls themselves are benefited, we are very happy to see them succeed in college."

Principals of other large Eastern high schools which have sent relatively large numbers of students into the Early Admission Program made similar observations. "Most high schools like to have bright students in their enrollment," wrote the principal of a Massachusetts high school which has furnished eight Scholars. "Occasionally key posts are left vacant (by the departure of early admission students), but they are usually filled by another capable student. Occasionally we find a brilliant student who is bored by his contemporaries; he finds their activities childish. A change in environment could be helpful."