To make the matter still more concrete, imagine two men each of whom have 900 of the hypothetical 1000 elements, this being a value of +3 S.D. from the mean intelligence of the human race. One is a composer, the other financier. According to this view the greatest number of their inherited bases on which they could differ would be 100 of the 900 elements. The other 800 must be alike. Assuming that all of the elements contribute to all of the activities, but that some of them are more essential to some activities than to others, we could in this case say that the 100 which are different decided in some measure the vocation of each man. But it is much more probable that they overlap in 850 and that each has only 50 distinct elements, and further that the 50 which are distinct in each would not all be such as to influence one kind of ability rather than another. Then these two men, had they interchanged environments, would probably have interchanged vocations in that transaction. For the purposes of this discussion we treat physiological inherited features (such as hearing), as environment, as we are considering the mental capacity of composer as distinct from the necessary conditions to its development. According to this view, then, we account easily for the versatility of genius, which is so apparent in such accounts as Terman’s _The Intelligence of School Children_.[20] Also, though very infrequent, we account for the genius who could not have done other things as well as those he did. Let us consider the case of negative deviates, say 3 S.D. from the mean intelligence of the human race. Two men each have 100 of the 1000 hypothetical elements. It is much more probable here than not, that an appreciable amount of the 100 elements would be distinct in each person, though it is improbable that they would often be such as to form the basis of an “ability.” This then would account for specific abilities amongst morons and also for the presence but rarety of idiot-savants. Also since there are a limited number of such combinations possible and since many overlap for all practical purposes, we would account for the common likenesses as well as the relatively more uncommon extreme differences. This view is consistent with an examination of the data of this thesis which are contrary to the common belief in special abilities or to a view of inheritance of units which are actually the goals of education and the uses of a civilization too recent to leave its imprint on inheritance. We found no unremovable predispositions to one school subject more than to the others in any of the children. We would thus argue that such predispositions as to mathematics or to oratory are extremely rare and cannot be used as rules by which to interpret human nature.