Part 2

A widespread popular belief exists that the “scientific mind” is a trait that some people inherit and others don’t, like red hair or brown eyes. This is both true and false. Essentially, an innate “scientific mind” does not exist. In the natural course of growing up, however, some people acquire or develop certain characteristics that are most commonly found in successful scientists. These characteristics include curiosity, caution, thoroughness, patience, perseverance, and logical reasoning power. These are general traits, and all can be developed to some degree.

Scientists Are People

With increased national attention focused on scientific activities, some people have developed strange notions about the man who wears a lab coat. Scientists have a high degree of objectivity in the laboratory, but they usually are not different from the rest of society in matters of religion, marriage, parenthood, or politics. Often they don’t adhere to a strict eight-hour day, but neither does a salesman. They may seem unusually dedicated to their profession, but so does a master chef. They rarely are geniuses; sometimes they have superior intelligence; but frequently they have ordinary intelligence. Most are reasonably well balanced, some are eccentric, and a few are downright peculiar. But these same characteristics can describe lawyers, businessmen, and secretaries.

The Time to Begin

If you are seriously planning a career in science and if you are devoting your time to the study of science, mathematics, English, and foreign languages, you are laying the foundation in school right now for your future. You--whether you are a he or a she--can begin now without waiting until the sixth, or ninth, or twelfth grade introduces you to further courses.

Beginning now, you can supplement your studies by exploring science through books. You can go to your school library and to your public library for reading material. Teachers and librarians can help you select material.

The doors of knowledge can open, however, only as rapidly as you can read. The sheer bulk of scientific literature in print today is staggering. Any student who is a slow reader should seek immediate help from his teachers. Slow reading does not prove a slow mind, nor does slow reading improve comprehension. Both these ideas are false, and, if you mistakenly cling to either one, you cheat yourself. As a matter of fact, probably not one person in a million reads as rapidly as he can, and it would behoove even the exceptionally rapid reader to work at improving this basic skill, which is essential to all accomplishment.

Further, if you want to do serious scientific study, ask your teachers to outline science projects that you can undertake after school or during free periods. Many projects that are both educational and fun can be undertaken without costly equipment or a complete laboratory.

Other means of improving scientific understanding and competence outside the classroom include science clubs, state junior academies of science, and participation in science fairs. If these activities do not exist in your area, perhaps you can whip up enough interest among students, teachers, and parents to start them. If not, you can channel your science projects through such organizations as boys’ clubs or Scouts.

The student who is avidly studying science in school and in extra-curricular activities sometimes sets his sights on a summer laboratory job. Although this is certainly worthwhile, often it cannot be realized. Many opportunities exist, however, for valuable summer study and training in the approximately 200 special programs for science students at colleges and universities. These programs are sponsored by the National Science Foundation to provide outstanding high-school students with unusual laboratory and study experiences.

College: Is It a Necessity?

Many intelligent and successful people never attended college, but few of them are in the scientific ranks. If you want a career in science, you must first select a college or university. Many factors, of course, determine this choice.

The first question you have to ask yourself is a rather grim one: which schools will admit me? With the rapid increase in student population, the shortage of teachers, and the physical facilities of universities strained to bursting, it is no longer possible for colleges to admit everybody who wants to enter. Again, as always, this is where hard work in elementary and in high school pays off: good grades in “solid” subjects are master keys to university gates. Entrance exams required by many schools are stiff, but a background of twelve years of conscientious study usually prepares you to deal with them.

A college education is a costly business anywhere these days, but expenses can vary greatly from school to school. Once again the matter of precollege achievement crops up: open to undergraduate students with top records are scholarships and special educational loans and other programs designed to offset or defray college expenses.

After you consider entrance requirements and cost, you should weigh the location of the school, course offerings in your field of interest, faculty, and facilities. You should also evaluate the size and type of the institution in terms of your own personality. Parents, teachers, and local scientists can be excellent counselors in helping you make the decision.

Inevitably some intelligent students who lack motivation fail to achieve top grades in high school. Science careers are open even to these students if they choose their colleges carefully. Sometimes small, less well-known colleges will admit them because the competition for entrance is not as great as it is in “name” colleges. Small schools should not be dismissed as “second rate.” They are usually staffed by fine teachers, and, even with limited laboratory facilities, such colleges still offer excellent training.

Scholarships and Other Financial Assistance

A number of fellowships, scholarships, grants, and awards are available to assist the aspiring scientist in his education.

This financial assistance is offered by colleges; local, state, and federal government agencies; industry; private foundations; and individuals.

Literally thousands of other educational assistance programs exist. A list of some publications that contain information on currently available assistance is printed in the back as a guide. Some of the publications are in most libraries; others must be ordered from the publisher. Since financial assistance programs are undergoing constant change and revision, no directory can be complete, but these books will give you an indication of the range of the programs.

College: How Many Years?

Although it is common for a student to change his primary interest from one science to another during his college training, he should have in mind from the beginning the sort of broad career he wants and the amount of time that preparation will take.

For example, a bachelor’s degree in one of the physical or geological sciences such as physics, chemistry, biology, geology, archaeology, agriculture, metallurgy, or mathematics usually requires four years. Some engineering programs require five. A medical student, on the other hand, sometimes takes only three years of college and then goes directly into medical school without a bachelor’s degree but with six to eight years of training still ahead of him.

Physical and Biological Sciences

Most scientific endeavor today is undertaken by teams composed of individuals with doctor’s, master’s, and bachelor’s degrees in the sciences. These teams have supporting technical and administrative personnel to help them function efficiently.

In the physical and biological fields, scientists with doctor’s degrees have probably spent three to six years in college after they received their bachelor’s degrees. They are likely to head the team and to have the responsibility for planning and directing research and development projects.

Individuals with master’s degrees have spent about two years in graduate school. They have some research training and undertake scientific projects under direction, although they may also have some responsibility for planning and supervising.

The bachelor’s degree is not a research degree, and team members without graduate training are not likely to direct research. They probably spend their time conducting fairly routine research duties under the guidance of more highly trained supervisors.