PREFACE
xxv
them, as in Table III. The couples that differ by no more than one grade are left undisturbed. The results now fall into five grades of Success, in four of which each grade contains two-ninths of the whole number, and one, the medium Grade 3, contains only one-ninth.
As remarked previously, the grades are not supposed to be separated by equal steps. They are numbered in ordinary numerals to distinguish them from those in Table II.
TABLE III.-ABILITY CORRELATED WITH ENVIRONMENT.
|
Grades |
of Success. |
Contributory Combinations. |
Corresponding |
Abilities. | |||||
|
i 2 3 4 5 |
... ... ... ... ... |
... ... ... ... ... |
AE AF BF BG CG |
AE BE - CF CG |
2 of A i of A - - - |
- i of B iofB i of B - |
- - - i of C 2 Of C |
It clearly appears from this table that the effect of correlation between Ability and Environment is to increase, and not to diminish, the closeness of association between Success and Ability. Indeed, if the correlation were perfect, Success would become an equal measure both of Ability and of Favourableness of Environment.
These arguments are true for each and every branch of Success, and are therefore true for all Ability being construed as Appropriate Ability, and Environment as Appropriate Environment.
D