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All scientists and engineers were once children: Families, communities, and the ideas and images presented by books, magazines, and television helped form their attitudes, encouraged their interest, and guided them to their careers. Schools refined their talents and interests, prepared them academically, and gave them confidence by recognizing their aptitude and achievement. The importance of families and other out-ofschool influences on this process can hardly be overemphasized. Students form opinions and learn about science and scientists from families and friends, from the media, and from places such as science centers and museums, summer camps, and summer research experience. Equally, families, friends, and the media can dull interest in science. Nevertheless, it is largely schools, through preparatory courses in mathematics and science, testing methods, and teaching practices, that determine how many young people will prepare sufficiently well for science and engineering careers (and for other careers). It is in the Nation’s interest to see that schools provide the widest possible opportunities, and the best possible educational foundations for the’ study of science and engineering.
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