ABSTRACT
Intelligence is not some mysterious faculty shown in behaviour, but the appropriate behaviour itself. It is difficult to observe the relevant factors at work, and their multiplicity makes theories of intelligence which postulate one or two or three unalterable inborn qualities plausible. There are myriads of educational processes; no two teachers have exactly the same influence upon their pupils; no two families grow up in the same educational circumstances. Dr McDougall admits the great importance of pre-school years in the development of character while denying it for the development of intelligence. Neither Plato nor Aristotle would have thought much of it. The old-fashioned errors of the 'faculty psychology' may be usefully recalled here. More often still it is a legacy left by early bewilderment and indecision. It is difficult to observe the relevant factors at work, and their multiplicity makes theories of intelligence which postulate one or two or three unalterable inborn qualities plausible.
