When we come to inquire how this may be done, how this discovery is to take place, we must take for our guide the facts which were found to bear on the maturing of talent in the above studies. We discovered that the local environment seemed to contain the influential element in bringing forth talent. When that local environment was analyzed it turned out that the items of opportunity for leisure and the facilities for education were the most fruitful factors. Leisure is absolutely essential to afford that opportunity for self-development which is required even of the most talented. This can only be had when the income of the individual is sufficient to give him a considerable part of his active time for carrying out his intellectual aspirations. We have great numbers of people whom we have reason to believe are as able on the average, have as large a proportion of talent as the well-to-do, whose poverty is so crushing and whose days of toil are so long and so consuming of energy that the element of leisure is lacking. It is only an occasional individual of this class of people who is able to secure the wealth which means a measure of leisure by which he is able to mount out of obscurity. An improvement in the physical conditions of life of these people, together with an increase in their economic possibilities is a necessary means to the proper conservation of the talent of this group.
The cultural factor is one which must be made more omnipresent than it is now before we shall be able to awake the latent talent of the masses of people. There are certain sections of all nations, and more especially of such nations as the United States, where the population is widely scattered over vast areas of farming regions in which the opportunities for education and stimulative enterprises and institutions are lacking or meager. The same is true of very large sections of the populations of the cities. In both cases large neighborhoods exist in which the lives of the people move in a humdrum rut, never disturbed by matters which arouse the creative element in human nature. Especially is this important in the early years of life where the outlook for the whole future of the individual is so strongly stamped. To come into contact with no stimulus and arousing agent in the home, or the neighborhood in the earliest years is to become settled into a life-long habit of inert dullness.
When we revert to the schools which so generally abound, we fail to find the stimulating element in them which might be regarded as the necessary opportunity to develop talent. The vast majority of elementary teachers are persons whose intellectual natures have never been aroused. Their imaginative and sympathetic capacities lie undeveloped. Their work in the school is conducted on the basis of memory. It is parrot work and ends in making parrots of the pupils. The rational and causal as agencies in education are hardly ever appealed to. Until our teaching force is itself developed in the directions and capacities which alone characterize the intellectual we can not hope for much in the way of recovering the rich field of latent talent from its infertility.
Something remains to be said about the proper utilization of talent which has been developed. Did all genius depend on the hereditary factor and consequently we had developed all individuals possessing exceptional ability into contributors and creators, the question of their complete utilization by society remains. That all able men and women are working at the exact thing and in the exact place and under the exact methods which will yield the greatest and most fruitful results for society only the superficial could believe. Herbert Spencer used up a very large part of his superb ability during the larger portion of his life in the drudgery of making a living. The work of the national eugenics laboratory of England is carried on by a man of great talent, Professor Carl Pearson, in cramped quarters and with insufficient equipment and support. The enterprise is as important as any in England, that of discovering the conditions and means of improving the human race. The laboratory was built up in the first instance by the sacrifice of Sir Francis Galton, and it is maintained by means of the bequest of his personal fortune.
These are but instances of the many which exist where talented individuals are working under great handicaps which neither promote their talent nor secure fecundity of results to collective man. In nearly every line of human endeavor gifted individuals are consuming in an unnecessarily wasteful manner, from the point of view of social improvement, their splendid abilities. In educational institutions trained experts and specialists are doing the work which very ordinary ability of a merely clerical kind could conduct, sacrificing the higher and more fruitful attainments thereby. I have known a faculty of some forty members who were compelled to register the term standings by sitting in a circle and calling off the grades of several hundred students student by student and class by class for each student as it came their turn, while a clerk recorded the grades. The process consumed about ten hours per member each term, or something over a thousand hours a year for the whole faculty. Both economically and socially it was expensive and wasteful because a cheap clerk could have done the whole far better and have released the talent for productive purposes.
We shall be wise when we realize the worth of our workable talent and so establish its working conditions that it may secure the full measure of its productiveness. If scientific management for the mass of laborers of a nation is worth while how much more serviceable would it be to extend its fructifying influence to the most able members of the community.
But how to proceed in order to make the discovery of the latent talent is the pressing problem. For a long time our methods promise to be as empirical as are those we employ for the advancement of science. Relative to the latter, after enumerating a large list of conditions for promoting science of which we are ignorant, Professor Cattell says:
'In the face of endless problems of this character we are as empirical in our methods as the doctor of physic a hundred years ago or the agricultural laborer to-day. It is surely time for scientific men to apply scientific methods to determine the circumstances that promote or hinder the advancement of science.'[6]
[6] "American Men of Science," p. 565.
Since the discovery and utilization of genius and talent in general are so closely related to the problem of the promotion of science, his statement may be adopted to express the demand existing in those directions.