FROM THE SCRAPBOOK OF A TEACHER OF SCIENCE

170 SCHOOL SCIENCE AND MATHEMATICS

high or low groups, as Table I shows. There is, neverthe-less, a tendency for the highest classes to prefer creativeactivities and for the lowest classes to prefer reproductiveones, as the study of selected papers showed. This alsosuggests that this study, having been made of groups, pre-sents the picture in but a blunt outline and that a study ofindividuals would be interesting.The data as obtained in this study do not allow us to set

up any fixed criteria for the types of activities to be offeredto students. They seem to suggest that the average studentshould be allowed to select his own activities and that hischoice will be based on a number of factors beside nativeability, such as previous training and ease of accomplish-ment. With regard to the student who is of extreme bright-ness or dullness, however, the findings indicate that wherethis polarity of individual differences is involved, the typeof activity to be offered to the one is that which will bringout his ability to create while the other should be encour-aged to engage in types of activities which allow him toemulate the best that exists.

FROM THE SCRAPBOOK OF A TEACHER OF SCIENCEBY DUANE ROLLER,

The University of Oklahoma, Norman, Okla.A great deal of the joy of life consists in doing perfectly,

or at least to the best of one’s ability, everything which heattempts to do. ... The smallest thing, well done, becomesartistic.�William Mathews.

It is a matter of social significance that many discoveriesand inventions are made almost simultaneously so that it isdifficult to award primary credit for the deed. It is proof ofthe social preparation for even the most outstanding individ-ual achievements.�Norman Thomas, in "America’s WayOut:9

This habit of attaching names to laws, physical methods,or instruments, where the law, method or instrument canbe equally well described by some descriptive name, is notone that should in general be encouraged. Personal namesare not merely stumbling-blocks to the student, but�and thisis my main objection�they often establish false scientifichistory.�Arthur Schuster, "The Progress <»/ Physics."

Logical consequences are the scarecrows of fools and thebeacons of wise men.�Thomas Henry Huxley, "AnimalAutomatisms."

People are generally better persuaded by the reasonswhich they themselves have discovered than by those whichhave come into the mind of others.�Blaise Pascal,"Thoughts"