When John Jones applies for admission to college, one of the items of information which his high-school principal is asked to furnish concerning him is his in the graduating class. What is his percentile which third of the class does he which fifth of the class does he Practically every eastern college asks for this information in one form or another. Ranks are sought as an aid in selecting entrants from long lists of candidates. Scholastic marks of various schools are not comparable. Entrance committees say, If we know where a candidate stands among his fellows, we have a rough basis for comparison between candidates from different schools as well as added light on the individual candidate. Of course, the best tenth and the poorest tenth proclaim themselves plainly. We need help with the middle group. The conscientious principal strives to be fair to his school and to his pupils. Does John Jones rank in the second or third fourth, in the third or fourth fifth? Can he guess at John's absolute rank? The principal's problem is complicated by the fact that one college asks for the pupil's rank based on the work of the last year; another college asks for the pupil's rank based on the work of the last two years; a third college does not specify any basis. Should the rank be affected by athletic ability or other extra-curriculum activities or by attitude in the school? Should it involve the I.Q? Should it be a strictly scholastic rating? In the experience of the writer the number of colleges and normal schools demanding ranks and the number of high-school graduates striving for admission to higher institutions have increased to the point where it is farcical not to face the facts squarely. High-school graduates are being accepted or rejected, to some extent at least,