458 ILLINOIS STATE ACADEMY OF SCIENCE 



the self-analysis blank used. On several of these quali- 

 ties there was very little agreement among faculty mem- 

 bers. This agreement was less for certain qualities than 

 for others. An interesting observation is that in the 

 case of certain outstanding students there was fairly 

 close agreement as to the possession of a quality in cer- 

 tain degree, upon which there seemed to be little or no 

 general agreement in estimating the students as a whole. 



Efforts toward generalizing situations which cannot 

 be generalized are seen in the more modern tendency of 

 stating situations such as " Would you rather be in a 

 crowd?" or "Would you rather be alone?" "Do you 

 like to stick to one job for a long time! " or "Do you like 

 to change jobs often?" The writer's examination of 

 analysis blanks filled out by high school seniors revealed 

 to him the futility of attempting to generalize such likes 

 and dislikes as those suggested. One student stated that 

 he liked to be alone at times. Another stated that his 

 remaining on the job depended entirely on the nature of 

 the job. Certain versatile students are so stimulated as 

 to be able to go beyond the provision of the blank, as 

 was intended doubtless by the makers of certain of those 

 blanks most worth while. One is inclined to question, 

 however, the value of responses made by the majority 

 who most probably accept the situation as presented in 

 the blank, and respond to one of the two alternatives for 

 the sake of system and regularity. Such indefinite ques- 

 tions cannot take into account the varying conditions 

 under which different types of work are done; neither 

 does it give to the individual a fair opportunity for stat- 

 ing his complete relationship to his crowd or group. 



The apparently necessary limitation of scope of the 

 self-analysis blank makes it distinctly incomplete as an 

 opportunity for indexing preferences and abilities along 

 all necessary lines. It is impossible to have a list of 

 school subjects which is sufficiently inclusive to be repre- 

 sentative of the varied curricula of secondary schools, 

 without making this section of the blank cumbersome and 

 unwieldy. Among those who first filled out the Bradley 

 blank including such a list were two or three student's 

 whose preferred subject was not included in the list. 



