The hope that psychographs of ability to draw may be platted in future does not mean that psychologists expect to find complete similarity among those talented in drawing. Individuality is as intrinsic in drawing as it is in handwriting. As a signature can be used for identification in the hands of experts, so a picture bears the mark of the particular psychophysical constitution that produced it. The ordinary reader of current fiction knows, by inspection, whether a given illustration has been made by May Wilson Preston or by Tony Sarg, without seeing the signature. The drawings of Clarence Day are inimitable. IV. RELATIONS BETWEEN APTITUDE IN DRAWING AND GENERAL INTELLIGENCE As long ago as 1903, Fischlovitz studied 350 high school freshmen, to obtain the correlation between ability to draw and ability in other high school studies. Correlations were computed between grades in drawing and in other subjects. The conclusion was that, “Ability in drawing is correlated to a greater degree with some of the subjects than with others, but in no case is the correlation very strong, and that ability in drawing is more of a special ability.” Some years later, Elderton obtained a correlation of .416 between grades in drawing and grades in classics, for one class, and of −.313 between the grades in the same studies, in another class. The subjects were here 19 boys in each of two classes in an English public school. Ivanof found among Swiss children a tendency for the able in drawing to include somewhat more good all-round pupils than were included among the pupils at large, and an opposite tendency among those poor in drawing. The figures show, however, many pupils strong in general work listed among those poor in drawing. Ayer obtained a correlation of .66 between grades in drawing and other subjects, for 141 normal school students. As Ayer points out, these methods are very crude as means of determining to what extent drawing is a special ability. In the first place, since drawing is used as a form of recitation in various school subjects, we are obtaining to some extent a self-correlation in subjects like science and geography. In the second place, grades in drawing do not specify _what kind_ of drawing is graded. In the case of Ayer’s normal school students, special inquiry showed that the grades in drawing were computed from heterogeneous factors, including (_a_) ability in representative drawing, (_b_) ability in designing, (_c_) ability in artistic discrimination, (_d_) ability with color, washes, shading, etc., (_e_) attendance, (_f_) discipline, (_g_) vocational interest. School marks do not, therefore, isolate ability in any one kind of drawing, from a medley of other relevant and irrelevant factors, the mark being bestowed upon the total composite of factors.