Scientific Careers and Vocational Development...
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the layman, which emphasizes principles and typical applications. I n this respect its British origin should not adversely influence its appeal t o American readers. However, there is so much American literatms available, much of i t from t h e AEC itself which gives a more complete picture of isotope usage, that the purchase of this hook hy teachers cannot be urged.
SCIENTIFIC CAREERS AND VOCATIONAL DEVELOPMENT THEORY
Donald E. Super and Paul B. Bochrach, Horace Mann-Lincoln Institute of School Experimentation, Teachers College, Columbia University. Bureau of Publications, Teachers College, Columbia University, 1957. xii 135 pp. 14 X 21.5 cm. Paper bound. $1.
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THE publication of this monograph is. timely in that i t reflects the nation's current preoccupation with the role of scientist and engineer in our society. Since the treatise deals with the early identification of and the quality of education oRewd t o our potential scientists, i t will he welcomed by those ~ h are o concerned with the many problems of scientific manpower. I n May 11056 the National Science Foundation invited the senior author t o submit s proposal for a project dealing with identification of scientific capabilities and with motivation in scientific career selection. .4 bibliography of pertinent literature comprising some 229 articles was compiled and reviewed. This mass of resoarch data was synthesized and summarized into the present volume. The research literature supports t h e stereotype of the scientist as a lonely, socially inadequate, and somewhat wit,hdrawn individual who is curious, selfdisciplined, unemotional, and intensely devoted to his work. One may well question the quality and the validity of the research whieh substantiates such a. thoroughly discredited conclusion. The scientist, the engineer, and the mathematician are each analyzed in terms of general characteristics, special and complex aptitudes and abilities, personnlit,y factor8 and character traits, and cultural and other factors. In spite of the apparent wealth of information, much more work needs t,o be done in this area of research. Certain conelusione are of w l u e and interest t o the high school guidance counsellor. Some examples fallow. T h e age of crystallization of scientific interests appcrtrs to extend from 10 t o 14. The age a t which science interest results in the choice of a scientific career appears t o range from about 14 t o 20. Verhat ahility of a. high order is a requirement of the daily u-ork of most. scientists and engineers. Superior aptitude for college wol.l
