ABSTRACT
T o an extent that is remarkable, boys agree about the typical artist and
the typical scientist. It is clear, too, that although the artist, the teacher
o f an arts subject, and the typical arts graduate are factually distinct,
boys endow all three w ith a single personality. Similar elisions occur
on the science side, em bracing the physical scientist, the science
teacher, and the typical science graduate. O n the other hand, boys
observe a clear division between physical and biological science, and
see little o r no connection between either and psychology.
