Socialism is all about equality, but that does not mean that everyone will look alike, dress alike, live in similar homes, have the same interests, behave more or less the same. It does mean a society where everyone will have equal access to everything that is produced. Production in abundance is a prerequisite of socialist society, long since made possible by capitalism’s technological advances.
Sexual reproduction enables an unending variety of possible combinations of genes. It is estimated that each individual is capable of reproducing 8 million different germ cells which, when combined at fertilisation. gives a possibility of 60 billion different offspring. Given such a variety, how can it be argued that people can be "made equal”?
But what about the question of whether mental abilities are inherited? It could be argued that if "intelligence” is largely genetically determined, gifted people would always stand a better chance of ensuring a more comfortable life-style for themselves, provided that "intelligence” is well rewarded by society. But what is "intelligence"? The following quotation from Elements of Psychology, by Krech. Crutchfield and Livson, leaves us no wiser:
Intelligence is a concept variously used and variously defined. Some people define it as the ability to adapt to new circumstances, others as the ability to learn and still others as the capacity to deal with complex and abstract material. . .
Do people possess a greater share of wealth or a better standard of living because of superior mental abilities? Let us disregard the 10 per cent of the population who do not have to work because they own the means of living. This is a straightforward transfer of capital from parents to children; clearly, if these children were imbecilic they would still get their inheritance. It is within the other class—the 90 per cent who have to work in order to live—that some researchers feel they have found evidence to suggest that intelligence is largely hereditary.
IQ Tests
Tests to measure innate "intelligence quotients" were developed by the Frenchman Alfred Binct at the beginning of this century, for the purpose of detecting mentally “subnormal” school children. The formula for IQ is a person’s mental age divided by his chronological age multiplied by 100. If a child is at the average level expected of his age group he will have an IQ of 100. It was soon found that a person’s mental development stagnated at the age of about 15, so an adjustment was needed to this formula thereafter.
IQ tests were administered on a large scale in America before the First World War, supposedly to measure the recruits’ innate mental abilities and assign suitable candidates to officer jobs. These first tests were very crude indeed and looking at them now it is hard to believe that scholars could have seriously considered using them, or have granted credibility to their results. But they did; and some astonishing conclusions were drawn, such as that the average American had a mental age of 13, which was considered just above the level of moronity.
R. M. Yerkes, a Professor of Psychology, presided over the administration of IQ tests to 1.75 million recruits during the First World War. The tests were often worked out by people already in eugenic societies with definite biases towards "Nordics” and the upper strata of American society. The academic reports and recommendations of these mental testers were as nauseating as any of the propaganda put out by the Nazis in Germany. These are some of the views of Dr. Arthur Sweeney, in Mental Test for Immigrants, which were made part of the appendix to the hearings of the House Committee on Immigration and Naturalisation on 24 January, 1923:
psychological tests . . . have furnished us with the necessary yardstick . . . The Army tests . . . revealed the intellectual endowment of the men . . . The tests are equally applicable to immigrants . . . All that is required is a staff of two trained psychologists at each port. . . We cannot be seriously opposed to immigrants from Great Britain. Holland, Canada. Germany. Denmark, and Scandinavia . . .We can, however, strenuously object to immigration from Italy, Russia. Poland, Greece, Turkey. The Slavic and Latin countries show a marked contrast in intelligence with the western and northern European group. . . One cannot recognise the high-grade imbecile at sight. . .They think with the spinal cord rather than the brain . . . The necessity of providing for the future does not stimulate them to continuous labour . . . Being constitutionally inferior they are necessarily socially inadequate . . . Education can be received only by those who have intelligence to receive it. It does not create intelligence. That is what one is born with . . . The D minus group cannot go beyond the second grade . . . we shall degenerate to the level of the Slav and Latin races . . . pauperism, crime, sex offences, and dependency . . . guided by a mind scarcely superior to the ox. . .We must protect ourselves against the degenerate horde . . . We must view the immigration problem from a new angle . . . We must apply ourselves to the task with the new weapons of science . . . the perfect weapons formed for us by science . . . it is now as easy to calculate one’s mental equipment as it is to measure his height and weight. The examination of over 2,000,000 recruits has tested and verified this standard . . . this new method . . . will enable us to select those who are worthy and reject those who are worthless.
Literate recruits were given what was called the Army Alpha, illiterates the Army Beta. The Beta was supposed to be "fair" to illiterate immigrants unused to American habits and frames of reference. In reality these were culture biased, as borne out by the fact that the average score of immigrants on IQ tests increased markedly with the duration of their residence in America. This fact was conveniently overlooked by the mental testers. Also, contrary to the statement that "education does not create intelligence", it turned out that the average mental age of American recruits during the Second World War showed a considerable increase on the average for those in World War One — the World War Two recruits had been much better educated.
The following is an example of the type of multiple-choice test given to recent immigrants with an inadequate grasp of the English language and little or no knowledge of American culture:
Crisco is a: patent medicine, disinfectant, toothpaste, food productThe number of a Kaffir's legs is: 2,4,6,8Christy Mathewson is famous as a: writer, artist, baseball player, comedian
Or consider the Alpha analogy: Washington is to Adams as first is to. . . Considering the cultural bias of these tests, it is not surprising that immigrant groups least familiar with American culture and the English language scored low on the IQ charts.
Apart from being racist, in favour of "North Europeans", the tests were also used to explain differences of wealth in terms of "superior" and "inferior" genes. The argument in the following excerpt is still commonly heard today:
These men in their ultra altruistic and humane attitude, their desire to be fair to the workman, maintain that the great inequalities in social life are wrong and unjust. For example, here is a man who says, “I am wearing $12.00 shoes, there is a labourer who is wearing $3.00 shoes; why should I spend $12.00 while he can only afford $3.00? I live in a home that is artistically decorated, carpets, high-priced furniture, expensive pictures and other luxuries; there is a labourer that lives in a hovel with no carpets, no pictures, and the coarsest kind of furniture. It is not right, it is unjust". . .As we have said, the argument is fallacious. It assumes that that labourer is on the same mental level with the man who is defending him . . .Now the fact is. that workman may have a ten year intelligence while you have a twenty. To demand for him such a home as you enjoy is as absurd as it would be to insist that every labourer should receive a graduate fellowship. How can there be such a thing as social equality with this wide range of mental capacity? The different levels of intelligence have different interests and require different treatment to make them happy . . .As for an equal distribution of the wealth of the world that is equally absurd. The man of intelligence has spent his money wisely, has saved until he has enough to provide for his needs in ease of sickness, while the man of low intelligence, no matter how much money he would have earned, would have spent much of it foolishly and would never have anything ahead . . .These facts are appreciated. But it is not so fully appreciated that the cause is to be found in the fixed character of mental levels. In our ignorance we have said let us give these people one more chance — always one more chance.
The first IQ tests were structured within the frame of reference of the educated, white city-dweller and therefore would not show up the true abilities of somebody from a different ethnic or social background. They measured a person’s training and the quality of their social environment rather than potential ability. A great deal of work has since gone into making IQ tests as “culture-fair" as possible, although this cannot be completely successful as long as social distinctions prevail; for example it would be possible to compare blacks and whites from a strictly “professional" background only, but even “professional” blacks would have experienced colour prejudice and a higher percentage of them would probably have come from a relatively poor family background—two environmental factors which would influence their IQ scores.
Twin research
Identical twins have been used as test objects to prove once and for all which factor plays a greater role in the determination of intelligence—environment or heredity. Identical twins are the result of one fertilised egg dividing to produce two individuals with exactly the same genetic make-up. Fraternal twins—two egg cells fertilised by two sperm cells—have also been used in kinship related intelligence studies, although these twins would be no more alike than ordinary brothers and sisters.
At first sight, some of the studies performed with identical twins reared apart seem to provide strong evidence that heredity is the determining factor in mental abilities. Correlations varying between .7 and .9 for identical twins reared together and apart have been quoted in various studies (total correlation being set at 1.0). However, these figures are questioned by L. J. Kamin in his book The Science and Politics of IQ. After an extensive perusal of primary sources, he challenges the validity of famous twin studies, like the Shield study and the Juel-Nielscn study.
Kamin's objections can be summarised as follows. Firstly, the researchers were politically biased—they probably expected to find that their interpretation of intelligence increased with social status. This may have influenced the nature and administration of the tests as well as the interpretation of data. Secondly, the competence of some of the mental testers is questioned; for instance, interpretations of IQ were accepted from vicars who, in the course of their duties, would administer “concealed" IQ tests to London grandparents. Thirdly, twins reared apart were not, as often claimed, placed arbitrarily in totally different environments. It appeared that a large proportion of the separated twins were reared by relatives of more or less the same social standing. Fourthly, Kamin questions the methods and accuracy of the calculations used in arriving at the various correlations.
And lastly, he questions the reliability of secondary sources. Many famous writers on the social implications of the heritabilty of intelligence would pick out and quote those studied which agreed with their own point of view and leave out others reaching opposite conclusions. It seems then that as yet no reliable scientific evidence exists to enable anybody to claim that intelligence is genetically determined. However, it is known for certain that some illnesses resulting in subnormal mental abilities are hereditary—like trisomy-21 mental deficiency.
One programme in a recent BBC series on education in Britain examined the effects of young people's backgrounds on their scholastic performance and job expectations. A familiar trend showed up: students at universities still come mainly from “professional" families, while children of the unskilled still do not on the whole expect to take up academic careers. All this in spite of the observations of the makers of the series, who compared young children in a wealthy area of Surrey and a deprived slum area in Liverpool. The tiny tots in Liverpool seemed just as bright and lively as the Surrey children; however, with time the majority of the Liverpool youngsters would probably end up in unskilled jobs or on the dole, whereas the youngsters in Surrey would most likely end up in the more comfortable end of capitalist exploitation.
Some might argue that mental abilities exceptionally above or below average are inherited. But for the large majority it seems more likely that their scholastic performance is profoundly affected by their family background. If a person has had the optimum attention, stimulation and care from the new-born stage onwards, plus very good material conditions, this is bound to have a positive effect on their achievements in school.
We are presently living in a social system, capitalism, which depends on an appalling waste of human abilities. Extreme poverty results in mass starvation. Malnutrition, if it does not result in death, often cripples brain capacity for life. In this part of the world, less extreme poverty still ensures that large numbers of people grow up in deprivation, non-expectation and obedience to the system and its various leaders—clergymen, politicians, royalty— who reinforce the idea that the majority of us are not "intelligent" enough to deserve a better existence.
Torgun Ă˜stenseth
Sources:
"A nation of morons”, article in the New Scientist, 6 May 1982.
L. J. Kamin, The Science and Politics of I.Q.
David Krech. Richard S. Crutchfield and Norman Livson, Elements of Psychology.









