With their different institutional styles, Antioch, Reed, and Swarthmore after World War II encountered different problems of adaptation and continuity. The enlarged faculty that came out of the transforming years had a deep commitment to the honors concept and to the practices that had been established in its name. Besides the deep commitment to the honors program and the norm of productive scholarship, the faculty that helped to embody the Swarthmore distinction were also characterized by a quiet liberalism. The high degree of informal integration softened the play of authority and power on campus. The greater structure and integration at Swarthmore reduced student mortality. The restrictions on student freedom imposed by the rales and the lingering norms of Quaker morality, in any event, were not severe. Swarthmore was, thus, in 1960 a clear case of success in the making of a college, a success clouded by only relatively minor problems.