what does I.Q. really mean?
To answer the question which the title of this chapter poses we first
have to determine how intelligence comes about.
We bring it about.
We’ve got six years of chronological time and then it’s over.
Into those six years of elapsed or chronological time we can produce
very little brain growth if that’s what we want to produce.
All we need do is lock a baby in a closet and slip food under the
door. If you lock him in a closet and give him no information for the first six years of his life,
there’s only one possibility:
At age six he will be an idiot.
If, during the first six years of life, you don’t lock him in a closet but
treat him as if he were an idiot by ignoring him, he’ll do a little better.
He’ll be able to learn a bit on his own, he’ll at least learn all there is to
learn about his rubber duck, and he’ll pick up English by listening to
everybody around him talking. By the time he’s six he’ll be well below
average six-year-olds and he’ll have a true I.Q. of less than 100.
If you treat him exactly how average kids are treated he’ll end up
exactly average. In short, he will be intellectually six years old when he
is six years old chronologically. That’s what average means. He’ll have
an I.Q. of precisely 100.
If you understand the principles of how your child’s brain grows you
will deal with your child in a totally different manner during those vital
first six years than you would otherwise have done.
This is so whether or not you ever pursue an organized and consistent
program of reading, math or general knowledge.
If such were the case your child ought to arrive at six years of ability
by the time he is four years old chronologically. That will give him an
I.Q. of 150.
If you read this book and truly understand it and deal with him in a
totally different way through all those vital six years of life and also
teach him how to read and how to gain encyclopedic knowledge and
how to do math, then he ought to have gained the six years of ability
that an average six-year-old has no later than three years of age, and
that will give him an I.Q. of 200 or above depending on how much
before three years of age he reaches that all important sixth year of life.
What’s even more important is that he will have the brain growth of a
six-year-old by the time he is three years old. We will expand upon this
all-important point in a later chapter.
When parents really understand this point it is often difficult for them
to restrain themselves.
Frequently they find themselves saying to us, “Do you understand
what you are saying? Do you realize how important it is?”
We do understand.
Indeed, we have been saying it for a very long time.
This is the very heart of why tiny children think that it is absolutely
vital to grow up as quickly as possible.
There is a kind of neurological imperative within each child that
demands it.
Don’t you remember when you couldn’t wait to be a teenager, and
how desperately you wanted to be sixteen, and then to be eighteen, and
then to be, at long last, twenty-one? And then twenty-one, and then
twenty-one and then twenty-one?
All tiny kids want to grow up right now. It is adults who want tiny
children to stay tiny children. How often have you heard somebody
say, “Wouldn’t it be nice if they could just stay four years old forever?”
No parent of a brain-injured child ever said that.
They know the truth and it is their greatest fear that their four-year-
old will stay four years old forever.
Nobody ever told the parent of a brain-injured child that we mustn’t
steal his precious childhood. Not unless he wanted a black eye. Those
parents share a knowledge of the absolute truth. They share it with all
little kids.
Certainly childhood is marvelous, providing you grow a day’s worth
every day. The problem with hurt kids is that they don’t.
We have spent half a century finding ways to make hurt kids grow a
day’s worth every day.
When we found ways to make them grow faster than a day’s worth
everyday, we did it so they could catch up.
When some of them did catch up and kept right on going faster we
found that to be remarkable.
In children who start out unhurt and therefore even with the board it’s
remarkable too. About twice the regular rate is very good—and faster
is even better. The name of this book is How to Multiply Your Baby’s
Intelligence and that’s what it means.
I.Q. means nothing more than this. It means how you compare with
your peers. The rest is nonsense.
If a two-year-old can do everything that an average four-year-old can
do and do it precisely as well, he’s got an I.Q. of precisely 200. No
more and no less.
This is not based on some arbitrary and often ridiculous test he can
pass but on what he can do.
Can you imagine what would have happened if Thomas Edison had
been Thomas Edison three years sooner? Not three years added to the
end of his life but to the beginning?
You couldn’t get the same result by creating three Thomas Edisons
But then of course Thomas Edison was Thomas Edison three years
sooner wasn’t he? I mean he was a genius, wasn’t he?
I don’t know whether or not Thomas Edison ever took an intelligence test in his life or not, but I know Leonardo
didn’t.
If we gave Linus Pauling an intelligence test and he got 100, would
we take away his Nobel Prize? Both of them?
Or would we conclude that it was the intelligence test which wa
wrong?
The only true test of intelligence is what a person does. Every minute
of every day is an intelligence test and we all take that test every day.
Intelligence is not a theory, it’s a reality. Genius is as genius does. No
more and no less.
If ever there was a person who scored as a genius on an intelligence
test but who never accomplished anything I would propose two things:
1. The world never heard of him;
2. The test doesn’t measure intelligence.
Genius is as genius does.
The test of whether you can swim is swimming.
The test of whether you can play the violin is playing the violin.
The test of whether you can read is reading.
The test of whether you can speak Japanese is speaking Japanese.
The test of whether you are intelligent is whether you do intelligent
things.
The test of whether you are a genius is whether you do genius things.
And nothing else.
The fact is that most highly intelligent people do get high scores on
intelligence tests.
It does not mean that all people who get high scores on intelligence
tests are highly intelligent.
Neither does it mean that people who do not score highly on
intelligence tests are not highly intelligent.
It does mean that intelligence tests do not measure intelligence.
What you do in life measures intelligence— and genius.
Would you rather have a child who got a score of 150 on an I.Q. test
and who didn’t really do anything, or a child who could do everything
and did so at age four instead of at age eight or perhaps not at all?
What children can do and do, in fact, do is the only true test of what
they are. That’s what I.Q. really means.


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