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Science has been a part of my life from the time I was four years old... just knowing how things work, having a curiosity. And my curiosity has been limitless and that’s quite a handicap because there are times in your life when you have to specialize. But I literally want to know everything and only in recent years have I finally realized that I’m never going to know everything. In fact, the older I get, and the more stupid I find out that I am. But science, the understanding of how things work, what things are, has been crucially important to me. So, I started out with fantasy; I’ve always loved science fiction. I’ve always known that I was going to be an engineer, so I went to a technical high school so that I could take every kind of shop and learn how to work with my hands, learned about materials, and I always knew that I was going to go to an engineering school and get an engineering degree. 

Science can be interesting. Science can be fun. If, in fact, teachers learn how to present science in that way and learn how to make people curious and make it enjoyable, I think more people will get involved. But it’s not important that everybody become a scientist. Everybody doesn’t have to be a mathematician. Make it interesting enough so the people that have that interest, that have that talent do latch onto the wonderful world that will open up if they dig into science and mathematics. The teaching of science, mathematics, of anything—there really is no difference from a game. If you make a game dull, if you make it uninteresting, if you don’t have something that grabs people... then they won’t get interested and they’ll go do something else. So, I don’t see why teaching should be any different than creating games. Creating a curriculum ought to be the same as creating a game. Make it interesting, make it fun, make it a challenge; all of those things. All of the attributes of playing a game are the things that draw people into learning and I think that’s what we ought to do. We ought to somehow coalesce the concept of teaching with the concept of game playing, and we’re going to find that a lot more of our youngsters are going to get interested in learning and specifically about science, mathematics, technology.

. History

Fry then suggested to Nicholson and Silver that they were using the adhesive backwards.  Instead of sticking the adhesive to the bulletin board, they should “put it on a piece of paper and then we can stick it to anything.”

This initially proved easier said than done, in terms of practical application.  It was easy enough to get the adhesive on the paper, but the early prototypes had the problem that the adhesive would often detach from the paper and stay on the object the paper was stuck to, or, at least, leave some of the adhesive behind in this way.  There was no such problem with the bulletin boards Silver had made because he had specifically made them so that the adhesive would bond better with the board than the paper. Two other 3M employees now entered the scene, Roger Merrill and Henry Courtney.  The two were tasked with coming up with a coating that could be put on the paper to make the adhesive stay bonded to it and not be left behind on whatever the paper was stuck to when it was removed, a task at which they were ultimately successful at achieving. Interestingly, because management at 3M still didn’t think the product would be commercially successful, they more or less shelved it for three years, even though the Post-It notes were extremely popular internally at 3M labs during that span.    Finally, in 1977, 3M began running test sale runs of the Post-It note, then called “Press ‘n Peel”, in a certain areas in four different cities to see if people would buy and use the product.  It turned out, no one much did, which confirmed in the minds of the executives that it wasn’t a good commercial product.

This time, the re-order rate went from almost nothing, in the previous attempt, to 90% of the people and businesses that had received the free samples.  For reference, this was double the best initial rate 3M had ever seen for any other product they’d introduced.  Two years later, the Post-It note was released throughout the United States.

So after 5 years of constant rejection for the adhesive and another seven years in development and initial rejection, Post-It notes were finally a hit and have since become a mainstay in offices the world over, today being one of the top five best selling office supply products in the world.

Another obstacle in the initial launch of Post-It notes was that, because it was a completely new type of product, it required the construction of new machinery to mass produce the Post-It note pads, which was initially prohibitively expensive for a product seen by many within 3M as destined for commercial failure.

Post-It notes received an upgrade in 2003 when 3M launched a new version of the Post-It note with super sticky glue that has better adhesion to vertical surfaces.

 Post-It notes are occasionally used in art-work.  One such famous example was in 2008 when Shay Hovell used 12,000 Post-It notes to create a replica of the Mona Lisa.  The most expensive Post-It note art piece was done by R.B. Kitaj and sold for £640 (about $1000) in 2000.

In 1998 Martin was awarded the sponsors prize in the Discerning Eye exhibition which was held at The Mall Gallery in London.

Martin lives in Greasby, Merseyside with his wife, Alexandra Bibby, a classical pianist, and their two sons.