As early as 6 years, however, even by present methods, we can determine objectively the individual’s status in general intelligence. The indications are that when the measurement of special talents has made similar progress, we shall find that these become evident just as early as general ability does. These special talents are gifts, innate in the organism, and manifested no doubt from the beginning of life, just as general intelligence is.
In the discussion of special gifts for music, drawing, and calculation we shall see that investigators have been particularly struck by the very early age at which these were manifested in the persons studied. It is common for those who later became historical prodigies in these performances to have shown symptoms of their ability as early as 3 or 4 years of age.
On the other hand, special deficiencies in these functions are not commonly noted until after school has been entered, usually long after. This is inevitable, because no one is likely to suspect a child of tone deafness, for instance, until his music teacher has worked with him for some time. But conspicuous aptitude for melody and rhythm is likely to be noticed.
The question arises: Can these special talents be acquired, or the special deficiencies be overcome, by any course of training? Scientific psychology tends more and more strongly to the conclusion that psychology and education can do nothing to alter the amounts or relationships of innate mental endowment. They can but measure endowment and give it training suited to its requirements. The history of Seguin’s form-board seems to illustrate the evolution of the point of view on this question. About sixty years ago this form-board was hopefully used as a supposed means of altering original endowment. Feeble-minded children were given exercises in placing and replacing the blocks in it, in order that they might become more intelligent. To-day this form-board is used as a means of gauging original endowment. Psychology cannot create endowment; it can merely measure and describe it. Education cannot bestow mental gifts; it can only utilize such as are innately present within the organism. Talent and genius can be created in children only by the procreation of parents, who are the biological carriers of extraordinary endowment.
XIII. THE FREQUENCY OF MARKED SPECIAL TALENTS AND DEFECTS
No census of special talents or defects of given degree has ever been taken. Surveys have been made showing the distribution of musical sensitivity, of ability in drawing, spelling, calculation, and so forth. These distributions tell us the frequency of extreme deviations in these functions, but they do not tell us to what extent the deviations are special. From them we cannot learn whether or not the extremely fortunate deviations are identified with great general superiority, and whether the unfortunate deviations represent the work of generally stupid children. What we require is a survey of children of uniform age, educational opportunity, and IQ, in respect to music, drawing, spelling, and so forth.
Although we cannot state with precision the frequency with which marked special gifts occur among the stupid, or marked special deficiencies occur among the highly intelligent, we know that such cases are quite rare. It is necessary to remind ourselves constantly of this fact, because it would gratify the demand for justice and fair play to find that special gifts are freely distributed among the generally inferior, and special defects frequently found among the superior. The truth which satisfies our desires need be stated but once, to be apprehended and remembered. The truth which offends kindliness, self-interest, or cherished beliefs, and is hence unsatisfying, requires emphasis. Therefore we must take particular care to bear in mind throughout the whole of our discussion of special talents and defects, that we are dealing with comparatively rare phenomena. The distribution of abilities, as determined by biological law, does not correspond to our concept of fair play. Nearly all stupid persons are inferior in all capacities. The great majority of gifted persons are superior in nearly all their abilities. The majority of human beings are neither markedly inferior nor markedly superior, but are “typical” (not far from the median or average) in all respects.
XIV. POSSIBLE ORIGIN OF THE DISSOCIATION OF CERTAIN CAPACITIES
Why should certain capacities, like musical sensitivity and ability in representative drawing, be so loosely correlated with general ability, throughout the species? Why should other capacities, like ability to name opposites and to complete sentences, give such high and positive total correlation? We do not know with assurance the answers to these questions. Perhaps the evolutionary explanation is adequate. Those variants lived to transmit their hereditary constitution, whose functions were so correlated that life was well sustained. Perhaps functions are, therefore, loosely correlated, where nothing would be added to the probability of survival by high correlation.
It makes little difference in a world like ours whether an intelligent man can or cannot sing. It is of small moment whether one who can easily detect absurdities of statement can also produce fine representative drawings. It is very important for survival, on the other hand, whether one who can detect similarities can also detect differences, in the objects which surround him, and whether he can at the same time anticipate incomplete meanings in the sentences and gestures of those whom he meets.