Human Traits and their Social Significance

by Irwin Edman

There are, it must be noted at the outset, a not inconsiderable number of individuals who must be set down as absolute social liabilities. Even if existing social and educational arrangements were perfect, these would remain unaffected and unavailable for any useful purpose. They would have to be endowed, cared for, or confined. There is the quite considerable class, who, while normal with respect to sensory and motor discrimination, seem to be seriously and irremediably defective in their powers of judgment. These also seem to offer invulnerable resistance to education, and their original natures would not be subject to modification even by an education perfectly adapted to the needs of normal people.

But the more significant fact, more significant because it affects so many, is the fact that within the ranks of the great class of normal people, there are fundamental inherited differences in ability and interest. Next in importance to the fact that an individual is human is the fact that he is an individual, with very specific initial capacities and desires. For education the implications are serious. Education aims, among other things, to give the individual habits that will enable him to deal most effectively with his environment. But an individual can be trained best, it goes without saying, in the capacities and interests he has to begin with. Education cannot, therefore, be wholesale in its methods. It must be so adjusted as to utilize and make the most of the multifarious variety of native abilities and interests which individuals display. If it does not utilize these, and instead sets up arbitrary moulds to which individuals must conform, it will be crushing and distorting the specific native activities which are the only raw material it has to work upon.

There have not as yet been many detailed quantitative studies of individual differences that would enable educators, if they were free to do so, scientifically to adapt education to specific needs and possibilities. Beginnings in this direction are being made, though rather in advanced than in more elementary education. Professional and trade schools, and group-electives in college courses are attempts in this direction. Any attempt, of course, to adapt education to specific needs and interests, instead of crushing them into a priori moulds, requires, of course, a wider social recognition and support of education than is at present common. For individual differences require attention. And where millions are to be educated, individual attention requires an immense investment in teaching personnel.

But in this utilization of original interests and capacities lies the only possibility of genuinely effective education.[1] In the first place to try in education to give individuals habits for which they have no special innate tendencies to begin with, is costly. Secondly, to train individuals for types of life or work for which their gifts and desires are ill adapted is to promote at once inefficiency and unhappiness. One reason why the chance to identify one's life with one's work (as is the case with the artist and the scholar) is so universally recognized as good fortune, is because it is so rare. A general and indiscriminate training of men, as if they were all fitted with the same talents and the same longings, does as much as underpayment or overwork to impair the quality of the work done and the satisfaction derived from it.

[Footnote 1: A beginning in the application of this principle has been made by the vocational guidance and employment management work which is being done with increasing scientific accuracy throughout the United States. Individual differences and interests are studied with a view to putting "the right man in the right place." This slogan is borrowed from the Committee on Classification and Personnel, which during the Great War, through its trade tests and other machinery of differentiation, utilized for the national welfare the specific abilities of thousands of drafted men.]

It has latterly been recognized that industry offers the crucial opportunity to utilize to the fullest individual differences. By "getting the right man in the right place," we at once get the work done better and make the man better satisfied. If adequate attention is given to "placement," to the specific demands put upon men by specific types of work, and to the specific capacities of individuals for fulfilling those demands, we will be capitalizing variations among men instead of being handicapped by them. As it is, specific differences do exist, and men enter occupations and professions ignoring them. As a result both the job and the man suffer; the former is done poorly, and the latter is unsuccessful and unhappy.

It must be noted that the existence of specific differences between individuals does not altogether, or often even in part, imply superiority or inferiority. It implies in each case inferiority or superiority with respect to the performance of a particular type of work. Whether scientific insight and accuracy is better than musical skill, whether a gift for salesmanship surpasses a gift for mathematics, depends on the social situation and the standards that happen to be current among the group. An intensely disagreeable person may be the best man for a particular job. All scientific observation can do is to note individual differences, to note what work makes demands upon what capacities, and try to bring the man and the job together.

It must be emphasized that, while individual capacities determine what an individual can do, social ideals and traditions determine what he will do, because they determine what he will be rewarded and encouraged to do. There is no question but that in our industrial civilization certain types of ability, that of the organizer, for example, have a high social value. There is no question but that there are other abilities, which under our present customs and ideals we reward possibly beyond their merit, as, to take an extreme case, that of a championship prize fighter. We can through education and vocational guidance utilize all native capacities. To make provision for the utilization of all native capacities is to have an efficient social life. But to what end our efficient human machinery shall be used depends on the ideals and customs and purposes that happen to be current in the social order at any given time.

In the words of Professor Thorndike, "we can invest in profitable enterprises the capital nature provides." But what profiteth a man or a society, is a matter for reflective determination; it is not settled for us, as are our limitations, at birth.

The net result of scientific observation in this field is the discovery, in increasingly precise and specific form, that men are most diverse and unequal in interest and capacity. The ideal of equality comes to mean, under scientific analysis, equality of opportunity, leveling all social inequalities; the fact of natural inequalities and divergences remains incontestable.