INDIVIDUAL DIFFERENCES--DEMOCRACY AND EDUCATION. The fact that individuals differ in ability and interest has important consequences for education and social progress. It means, in the first place, that while current optimistic doctrines about the modifiability of human nature are true, they are true within limits--limits that vary with the individual. Whether or not we shall ever succeed, through the science or the practice of eugenics, in eliminating low ability and perpetuating high exclusively, the fact remains that there are in contemporary society the widest variations both in the kinds of interest and ability displayed, and in their relative efficacy under present social and industrial conditions.
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.
