224 SECTIONAL ADDRESSES. 
tendencies, and between special and general capacities. Upon these 
three distinctions the essential portion of my ‘ psychographic scheme ’ 
is based. The evidence for them, as yet presumptive rather than 
complete, I can but briefly touch upon in the appropriate place. 
a.—Intellectual Characteristics. 
With these distinctions, then, to mark our working rubrics, we 
begin by. Viewing any particular mind, that comes for valuation, as pre- 
senting two distinguishable aspects, the intellectual on the one side, 
and the emotional on the other. The divorce of voc from O6vyd¢ is 
as old as Pythagoras. 
‘Two principles in human nature reign ; 
Passion to urge, and reason to restrain.’ 
The modern antithesis is something more than a convenient revival of 
the traditional contrast. It has a basis in recent statistical work." 
If a large group of individuals be ranked in order for all the psycho- 
logical characteristics thai can be conceived, or at least conveniently 
estimated, and if the correlations between the several rankings, each 
with each, be then computed, two striking facts are instantly perceived. 
First, nearly ali the correlations are positive ; excellence in one respect 
tends, on the average and in the long run, to go hand in hand with 
excellence in every other. But, secondly, the closeness of this corre- 
spondence varies suggestively in different directions. _ Intellectual quali- 
ties are correlated fairly highly amongst themselves. Emotional qualities 
(so far as the more meagre evidence at present shows) are likewise corre- 
lated to nearly the same considerable degree. But the correlations 
between intellectual qualities on the one hand and emotional on the 
other, though still as a rule positive, are by comparison conspicuously 
low. We are warranted, therefore, in assuming that these two aspects 
are relatively independent, and in studying them separately and in 
succession. 
i. Inborn Abilities. 
We proceed then to estimate, in the first place, the examinee’s 
qualities of intellect. And here our second subdivision introduces 
itself—the. distinction between what is inborn and what is acquired. 
Many independent researches agree in showing that intellectual charac- 
teristics are hereditary, and that to much the same extent as physical. 
Eyen if a capacity (or, more strictly, the strength of a capacity) be 
not hereditary, it may still be congenitally determined. | What is 
inherited is necessarily inborn; but what is inborn is not necessarily 
inherited. In the latter case, however, to separate endowment from 
acquirement, mental capital from mental earnings, is a more _pre- 
carious task. The discrimination, wherever it is possible, is of the 
greatest practical moment. If a child, for example, proves to be 
exceedingly backward in school work it is essential to decide whether 
this backwardness is a legacy from backward ancestors, or merely an 
17 See, amongst other studies, Webb, ‘ Character and Intelligence,’ Brit. 7. 
Psych. Mon., I. 
