The Case for Eugenics in a Nutshell

by Marian Van Court

This article appeared in the Winter 2004 issue of The Occidental Quarterly

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The eleventh edition of The Encyclopedia Britannica defines eugenics as "the organic betterment of the race through wise application of the laws of heredity." Most people draw a blank when they hear the word, or it conjures up images of swastikas and jack-booted Nazis. But eugenics has had a long history, extending back to ancient Rome and beyond.

Eugenics is concerned with the current direction of human evolution. Thousands of articles have been published in scholarly journals, tons of dirt have been sifted through with tiny brushes in search for skulls, vast amounts of grant money awarded to researchers, and many entire careers spent trying to discover how we evolved larger brains and greater intelligence up to the point of Homo sapiens, and this is a fascinating and worthwhile endeavor. But what is urgent, what is arguably the most important question facing our species, is where human beings are evolving right now. Are we evolving in a favorable direction, or an unfavorable one?

It's true that natural selection has virtually ceased to operate in many parts of the world today, but evolution continues because human reproduction is far from random. Just as history marches on indefinitely into the future, both in war and in peace, so, too, does evolution. Reproductive patterns of each generation shape the innate character of successive generations, whether for better, or for worse.

Most of us want to give our children as much as our parents gave us, preferably more. We want them to have the best possible education, and every advantage we can afford. We also hope to leave them a better world than the one we were born into. However, the most important legacy we can bequeath to our children is their own biological integrity: good health, high intelligence, and noble character. These traits go a long ways towards insuring their personal happiness and well-being. Taken collectively, these traits constitute the ability of a population to maintain and advance civilization - the most precious of human gifts - for without civilization, chaos reigns, "might makes right," and suffering abounds.

The focus of this paper will be on intelligence. Here's the argument, in a nutshell:

1. Human intelligence is largely hereditary.

2. Civilization depends totally upon innate intelligence. Without innate intelligence, civilization would never have been created. When intelligence declines, so does civilization.

3. The higher the level of civilization, the better off the population. Civilization is not an either-or proposition. Rather, it's a matter of degree, and each degree, up or down, affects the well-being of every citizen.

4. At the present time, we are evolving to become less intelligent with each new generation. Why is this happening? Simple: the least-intelligent people are having the most children.

5. Unless we halt or reverse this trend, our civilization will invariably decline. Any decline in civilization produces a commensurate increase in the collective "misery quotient."

Logic and scientific evidence stand behind each statement listed above.

1. Human intelligence is largely hereditary.

Scientists have found that identical twins separated at birth and raised apart are almost identical in IQ, despite the fact that they had totally different environments. Remarkably, twins reared apart are as similar as identical twins reared together by the time they're adults. They also resemble one another strikingly in their mannerisms, the way they laugh, their likes and dislikes, phobias, temperament, sexual preference, educational achievement, income, conscientiousness, musical ability, sense of humor, whether they're criminals or law-abiding, and pretty much everything else that's ever been tested, even traits as peculiar as which vegetables they refuse to eat (Bouchard, 1993). The extent of their similarity amazes even the researchers and the twins themselves.

The primacy of genes is likewise demonstrated by adoption studies. Adopted children's IQs resemble those of their biological parents far more closely than they resemble those of their adoptive parents, who essentially provided them with their environments from the time of birth onwards. When adopted children are grown, there's no virtually resemblance between their IQs and those of their adoptive parents (Loehlin, Willerman, and Horn, 1987).

The dominant role of heredity in determining IQ is not a theory, it's an established fact, the consensus of hundreds of studies conducted in different times and places by many different researchers. But the public is largely unaware of this fact because the liberal media have told them repeatedly that most experts in IQ testing believe IQ is largely environmental. In reality, the majority of researchers in the field of intelligence testing believes heredity is the more important factor (Snyderman and Rothman, 1988).

2. Civilization depends totally upon innate intelligence.

This assertion is pretty much self-evident. Lions, wild dogs, bees, ants, chimpanzees, and many other animals live in social groups. They may cooperate in various ways, yet they have nothing that could be called civilization. Why not? Because they're not nearly smart enough!

Obviously, if civilization depended entirely upon exposure to an "enriched" environment, we'd all still be skulking about in caves. If human beings first existed in primitive conditions, and the environment counted for everything and genetics nothing (as some assert), how could any progress ever have occurred? It's obvious there's an inborn streak of genius that drives the creation of technology and civilization.

One way to look at the relationship between intelligence and civilization is to investigate ancient civilizations, studying why they rose, and why they fell. But a far more straightforward approach would be to simply look around us, and to survey the various countries of the world. Today, in 2004, there are countless gradations of civilization all over the globe. Japan has an average IQ of 104, compared to the U.S. average of 100. Japan is an economic powerhouse, despite being a tiny country with virtually no resources. It's also a peaceful and predictable place in which to live. In Tokyo, a bag of money left on a park bench may sit there for a while until someone eventually turns it in to the authorities.

Japan has a higher average IQ than America, Mexico has a lower one, and the black African nations have the lowest. The very same hierarchy of nations replicates itself in America, both in IQ scores and in socioeconomic status (SES). For example, Americans of Japanese ancestry score higher on IQ tests, and are more successful, than average Americans. Blacks in America score lowest and are least successful. The fact that people of Japanese ancestry - both in Japan and in the U.S. - score above average neatly disposes of the common objection that IQ tests are "culturally biased" in favor of Caucasians.

Interestingly, SES among individuals within one family is influenced by innate intelligence. One U.S. study found that in families with 2 or more brothers, boys with higher IQs than their fathers tended to move up on the socioeconomic-economic ladder when they became adults, whereas those with lower IQs tended to move down (Jencks, 1982). Brothers have almost identical environments - same parents, same house, same food, same schools, same neighborhood. Why do they often differ? Because they get different rolls of their parents' genetic dice. Siblings share their environment almost entirely, but on average, they share only 50% of their genes. Some will share more, some less. [Sperm and eggs are made with half the genes of each parent, so that when they unite, the fertilized egg will have the full complement of genes. But one child won't get the same identical half from his father, and the same identical half from his mother, that his sibling got.] Is it any wonder brothers and sisters often grow up to be quite different? The fact that the smarter ones move up, and the duller ones down, proves that SES is significantly influenced by innate intelligence.

3. The higher the level of civilization, the better off the population.

To say, "The higher the level of civilization, the better off the population" is axiomatic, much like saying, "It's better to be healthy than to have a disease." It's plain for everyone to see that people who live in countries with a high level of civilization have more of everything which is universally considered good, and less of everything which is universally considered bad. For example, they have more money, more fun, better food, nicer clothes, bigger and better houses, better educations, longer lives, less pain and disease, less uncertainty in their lives, less crime, better medical and dental care, more personal power, more happiness and fulfillment, less anguish and despair.

Question: "Why do large numbers of people from countries with low levels of civilization risk their lives every year to get to countries with high levels of civilization, while the reverse never occurs?"
Answer: "They risk their lives because they think life is much better there, and they're right." If this were not the case, why would such one-way migration occur?

Economic prosperity makes up a large part of this picture. In IQ and the Wealth of Nations, Lynn and Vanhanen (2002) gathered data from 185 countries and found that the average IQ of a nation correlates .7 with its per capita Gross Domestic Product (GDP), and that IQ is the single most important factor in the wealth of a nation. (Free market economy and presence of natural resources were second and third, respectively.)

4. At the present time, we are evolving to become less intelligent with each new generation.

For hundreds of years, until the early1800s in England and America, there was natural fertility, i.e., no efforts to limit the number of births. Married couples tended to have many children, but not everyone could marry. Men who didn't earn enough to support a family remained single and childless, and the net result was a small positive relationship between fertility and intelligence. Then several books on contraception were published which naturally affected those who could read disproportionately. Condoms and diaphragms became available, and the birth rate of the middle and upper classes declined. By the middle of the century it had become apparent that educated people were having fewer children than the uneducated.

This caused considerable alarm, and a number of studies were undertaken both in England and America in the early decades of the 20th century. Schoolchildren's IQs were found to correlate negatively with their number of siblings, which seemed to confirm fears of dysgenic fertility, but this conclusion was questioned because there was no way to know the IQs of the childless. Later, some U.S. studies of adult IQ and number of offspring reported negative correlations, but other similar studies found no correlation. However, the samples used in all these studies were not representative of the U.S. population as a whole - they were restricted either in terms of race, birth cohort, or geographical area. So by mid-to-late 20th century, there was still no definitive answer to the question of dysgenic fertility. Then in 1984, Frank Bean and I had the good fortune to discover an excellent data set, the General Social Survey (GSS), to test the hypothesis. It included a short vocabulary test devised by Thorndike to provide a rough grading of mental ability which was ideal for our study. The GSS had interviewed a large, representative sample of the U.S. population whose reproductive years fell between 1912 and 1982, yielding data which provided the unique opportunity of an overview of the relationship between fertility and IQ for most of the 20th century. In all 15 of the 5-year cohorts, correlations between test scores and number of offspring were negative, and 12 of 15 were statistically significant (Van Court and Bean, 1985).

Recently, Richard Lynn and I did a follow-up study which included new data collected in the 1990s by the GSS, and we got very similar results. We calculated that .9 IQ points were being lost per generation (Lynn and Van Court, 2003). To find out how much has been lost during the 20th century, we can simply multiply .9 x 4 generations = 3.6 IQ points. There are no precise data for the latter part of the 19th century, but there's every indication that the period of 1875-1900 was seriously dysgenic. So as a rough (but conservative) estimate of the total 125-year loss, we can multiply .9 x 5 generations = 4.4 IQ points lost from 1875 to the present. A loss of this magnitude would approximately halve those with IQs over 130, and double those with IQs below 70.

In Dysgenics: Genetic Deterioration in Modern Populations, Richard Lynn (1996) found that dysgenic fertility is the rule rather than the exception around the world. There haven't been as many studies done in Europe, but it appears to be about on a par with the U.S. in terms of the severity of the dysgenic trend. The only place dysgenic fertility is not found is sub-Saharan Africa where birth control is not used.

As the reader may have begun to suspect, the main reason for dysgenic fertility is that intelligent women use birth control more successfully than unintelligent women do. This seems to be the case regardless of which method is used. Women of high, average, and low-IQ all want, on average, the same number of children, but low-IQ women have far more accidental pregnancies, and thus more children. If all women had the exact number of children they desired, there would be virtually no dysgenic fertility (Van Court, 1984). A second factor is that very intelligent and successful women (doctors, lawyers, professors, engineers, and women working at high levels in business) often end up having far fewer children than they would like to have. A recent study found that 33% of high-achieving women are childless by age 40, and only 14% of this group are childless by choice (Hewlett, 2002).

5. Unless we halt or reverse this trend, our civilization will invariably decline.

This conclusion follows logically from premises 1 - 4.

The concept of civilization is abstract, but here's one easy way to conceptualize what, precisely, it means when "civilization declines": North Americans, Europeans, and Japanese can simply imagine living their entire lives in Mexico. Mexicans can imagine living their entire lives in Africa. That's what a decline in civilization means, and few would attempt to argue that it's a good thing.

In The Bell Curve, Herrnstein and Murray (1994) reported that all social problems were exacerbated when they moved the average IQ down statistically in their sample by just 3 points, from 100 to 97. The number of women chronically dependent on welfare increased by almost 15%, illegitimacy increased by 8%, men who were incarcerated increased by 13%, and number of permanent high school dropouts increased by 15%. With an actual 3-point drop, these percentages would represent the unhappy lives of millions of real people, plus a major tax burden for millions more. There's also the top end of the IQ distribution to consider - all the scientists, statesmen, entrepreneurs, inventors and free-lance geniuses who were never born, and whose positive contributions were never made.

Egalitarianism: Politically Correct, Scientifically Wrong

Clearly, dysgenic fertility is an enormous threat to the human species. So why is absolutely nothing being done about it? In a word, egalitarianism. Egalitarianism is simply the belief that all people are born equal in intelligence, character, talents, and every other way, except for trivial differences in hair color, eye color, and so on. If everyone is born exactly equal, what difference would dysgenic fertility make?

Egalitarianism is the ideology the Western world has embraced since the end of World War II. Immediately the question arises, "If we're all born equal on everything, how did we end up so different?" Differences are said to be caused by various environmental factors, and any kind of social problem or pathology is said to be the result of "cultural deprivation," "traumatic experiences," "sub-standard housing," or that ubiquitous arch-villain, "society."

Egalitarianism is so fundamentally implausible that it's hard to believe that millions of people actually believe it. Anyone who has had more than one child understands that they have different personalities from the day they're born. Yet a recent poll found that fewer than 1 in 5 Americans believes genes play a major role in human behavior. Most people thought drug addiction, mental illness, and homosexuality were influenced by heredity to a small degree, but about 40% thought genes play no role whatsoever (U.S. News and World Report, April 21, 1997, p. 72-80).

There's not one shred of scientific evidence to support egalitarianism, and there's a mountain of evidence that disproves it, but that doesn't deter egalitarians in the media and academia, who give the pretense of scientific legitimacy by pointing to studies that report associations between one social pathology and another. For example: "Children who grow up in poor neighborhoods tend to become criminals." On this basis, efforts are made to build nicer housing projects and spruce up the slums, with (big surprise) no impact on crime. It's obvious to any casual observer that correlations exist between poor environments and pathologies of various sorts. But correlation does not prove causation! Roosters crow at sunrise. Does this mean roosters cause the sun to rise? If poverty actually causes crime, shouldn't the crime rate have increased astronomically during The Great Depression? Well, it didn't.

Programs designed to solve social problems based on egalitarian propaganda-disguised-as-science are universally ballyhooed at the beginning. Despite high hopes, lofty rhetoric, and truly enormous expenditures, demonstrable benefits have been tiny, transient, artifactual, or non-existent. Aid to Families With Dependent Children (AFDC), the main welfare program in the U.S., was intended to eliminate poverty and ameliorate the host of social problems associated with it. A major study of its effects reported that it has actually made the problems it was intended to solve worse, while costing taxpayers billions (Murray, 1986). Head Start was begun in order to raise the IQs of disadvantaged ghetto children by providing them with an "enriched" early environment, yet there have been no lasting IQ gains. Somehow its original purpose has been forgotten, it's lauded as a great "success," and it grows ever larger and more expensive.

"Superstition Ain't the Way"

We often feel a smug, self-satisfied superiority when we read about follies of the past, such as the Salem witch trials, the Inquisition, bizarre medical practices, such as letting blood or applying leeches to cure disease. Old films of man's early attempts at flight are guaranteed to get a laugh. But how do we know that we ourselves are not, at this very moment, in the grips of one staggeringly-stupid delusion which will make us look like fools to people in the future? How embarrassing! It wouldn't be far-fetched to say egalitarianism is the most prevalent "superstition" of the 20th and 21st centuries - probably of all times - given that it is a belief about causality which millions of people accept, for which there is no scientific evidence, which science has, in fact, disproved. Does egalitarianism qualify as superstition? Webster's Ninth Collegiate Dictionary defines superstition as:

a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation . . . a notion maintained despite evidence to the contrary

A popular song by Stevie Wonder entitled "Superstition" contains lyrics that go like this: "When you believe in things that you don't understand, then you suffer. Superstition ain't the way!" This sums up our situation quite nicely. The Western world has accepted uncritically a huge amount of misinformation about human nature, and as a result of our "mega- superstition," we're causing ourselves, and all our descendants, "mega-suffering." We squander vast amounts of time, effort, and money on misguided programs when all the while our innate intelligence, the very foundation for our civilization and well-being, is silently and steadily slipping away.

Three Factors

Why is the Western world in the grips of such a vast illusion? For thousands of years everyone took it for granted that some people are born smarter than others simply because it's so obviously true. Even in the early decades of the 20th century, egalitarianism would have been laughed at, and eugenics was widely accepted by prominent people whose views spanned the entire political spectrum. To list just a few proponents: George Bernard Shaw, Charles Darwin, Margaret Sanger, H.G. Wells, Francis Galton (who coined the term "eugenics"), Theodore Roosevelt, Oliver Wendell Holmes, Alexander Graham Bell, Charles Lindbergh, and Winston Churchill. Julian Huxley described eugenics as "of all outlets for altruism, that which is most comprehensive and of longest range." Yet today, eugenics is considered the ultimate form of cruelty! Why ideas go in and out of fashion is something I don't fully understand. However, below are 3 factors which probably enter into this particular about-face in public opinion:

(1) After World War II, the salient beliefs of the vanquished countries were universally rejected. Hitler strongly advocated eugenics, though not in the same way eugenicists do today. (Hitler opposed IQ tests on the grounds that they were "Jewish.") Genetics, behavior, and race came to be regarded as unsavory topics. The eugenics movement originated in Britain and the United States, and 27 other countries besides Germany enacted eugenics legislation during the same period and neither genocide nor anything else dreadful happened in those countries, so no remotely reasonable case can be made that eugenics causes genocide. The Communists took the opposite view - that the environment is all-important and genetics counts for nothing - yet they murdered far more people than the Nazis. Nevertheless, no matter how unfair, eugenics has become stigmatized because it's associated in the minds of many with Hitler.

(2) Public opinion in the Western world is largely shaped by journalists (who, it should be pointed out, bear much of the blame for promoting this unfair association with Hitler). Countless studies have found that journalists tend to be far more liberal politically than the general population. Among university students, business and hard-science majors tend to be the most conservative politically, and literature and journalism students the most liberal, suggesting a self-selection among students who enter the field of journalism. In other words, people who are attracted to journalism, for whatever reason, tend to be liberal by temperament. Along with the liberal journalists, Marxist academics with admittedly political agendas have contributed quite substantially to promoting egalitarian propaganda.

Snyderman and Rothman (1988) compared what was reported about IQ - on TV, in newspapers, and in magazines - to what scientists doing research on IQ actually said about it. They found that the media consistently gave extremely biased accounts, suggesting that IQ didn't really measure anything important, that it was "culturally biased," and that most experts on IQ agreed with such assertions, when, in fact, most experts disagreed with these assertions.

On the issue of race, the media have failed utterly in their responsibility to report scientific findings to the public. Actually, it's far worse than "failing in their responsibility to report the facts," because that would imply that they were a bit lackadaisical, or that they just didn't do all they should have done. In reality, the media have blatantly lied to the public, and this has been going on for decades. To some, "blatantly lied" may sound like inflammatory rhetoric, but I would respond by saying that there is proof of their deception, and I would ask "What kind of flagrant dishonesty are we reserving the term 'blatantly lied to' that's so much worse than this?" One would be hard-pressed to think of anything more egregious. Snyderman and Rothman (1988) found that the majority of scientists who do research on IQ believes part of the black-white difference in IQ is genetic. By analyzing hundreds of media reports, they also found that the media overwhelmingly portray this view as one held only by a few screwballs.

This massive disinformation campaign about IQ, genetics, and race has been waged by liberal journalists and Marxist academics against the Western world since the 1950s. Like an octopus with far-reaching tentacles, it's wrecked havoc in a multitude of ways, not the least of which is that it's made it impossible even to have a serious public debate about eugenics, an obvious prerequisite to implementing a eugenics program. Such wholesale dishonesty might be expected under a Communist regime, but for this to take place in democratic societies cries out for an explanation.

(3) To fully understand why egalitarianism reigns supreme and eugenics has been made into a taboo subject, this topic must be viewed as part of the larger Zeitgeist which also includes obeisance to "diversity" and "multiculturalism," reverse discrimination, attacks on Christianity, support for ruinous immigration policies, promotion of promiscuity and homosexuality, advocacy of miscegenation, and moral relativism, much of which can be subsumed under the rubric of Political Correctness. Did this pervasive belief-system just "happen," like the weather, or did people make it happen? If the latter, who, and why?

When a serious crime is committed, the first question a detective is likely to ask concerns motive, i.e., "Who benefits?" Likewise, one might reasonably ask, "Who benefits from this dishonest and destructive Zeitgeist?" It's an extraordinarily interesting and important topic, but unfortunately, unraveling this issue any further is beyond the scope of this paper. Instead I will refer the reader to Kevin MacDonald's brilliant book, The Culture of Critique (1998), the source for answers about the Zeitgeist and the hidden agenda behind it. MacDonald makes a shocking case, but one which is well-documented and compelling.

Conclusion

The results of one large, highly-respected study of mental retardation illustrate the potential power-for-good of eugenics. Two percent of the sample were retarded, and they produced 36% of the next generation of retardates (Reed and Reed, 1965). Clearly, if that 2% had not had children, mental retardation would have been reduced by 36% in one generation in that group. With only slight modification, these figures can be applied to the general population. If the retarded were given sufficient cash or other incentives to adopt permanent birth control, mental retardation could be cut by approximately 1/3 in just one generation. This is only one among many possible eugenic measures, but this step alone would significantly alleviate all social problems, prevent a good deal of child abuse and neglect (the retarded make very poor parents), provide a big boost to the economy, and cause the "misery quotient" to plummet.

Egalitarians take a circuitous route to solving social problems - they keep trying to change people by altering their environments. Despite witnessing their abysmal string of failures, our natural desire to alleviate suffering and improve the world persists. This desire finds new hope in eugenics based on science, not propaganda and wishful thinking. Eugenics takes the direct route. It holds the unique potential of actually creating a better world, of making profound, concrete, lasting improvements in "the human condition" by improving human beings themselves.

I would like to thank Chris Brand for his helpful comments on the manuscript.

REFERENCES

Bouchard, Thomas, (1993), Twins as a Tool of Behavioral Genetics. New York: J. Wiley
Brand, Christopher (1996) The 'g' Factor, New York: Wiley & Sons

Flynn, J.R., (1984) The mean IQ of Americans: Massive gains 1932 to 1978, Psychological Bulletin, 95, 29-51

Hewlett, Sylvia Ann, Creating a Life: Professional Women and the Quest for Children, New York: Talk Miramax Books, 2002, p. 86-87

Jencks, Christopher (1972), Inequality, New York: Basic Books Inc.

Herrnstein, Richard, and Murray, Charles, (1994) The Bell Curve, p. 368, New York: New York Free Press

Loehlin, J., Willerman, L., Horn, J. (1990) Heredity, environment, and personality change: evidence from the Texas Adoption Project, Journal of Personality 58:1, p.221-246

Lynn, Richard (1996), Dysgenics: Genetic Deterioration in Modern Populations, Westport, Conn.: Praeger

Lynn, Richard (2001), Eugenics: A Reassessment, Westport, CT: Praeger

Lynn, Richard, and Van Court, Marian (2003) New evidence of dysgenic fertility for intelligence in the United States, Intelligence 32:2, March, p.193-201, www.eugenics.net

Lynn, Richard and Vanhanen, Tatu (2002), IQ and the Wealth of Nations, Westport, Conn: Praeger

MacDonald, Kevin (1998), The Culture of Critique, Westport CT: Praeger

Murray, Charles (1984), Losing Ground: American Social Policy, 1950-1980, New York: Basic Books

Reed, E.W., and Reed, S.C., (1965) Mental Retardation: A Family Study, Philadelphia: W. B. Saunders, p. 78

Rushton, J.P., (1999), "Secular gains in IQ not related to the g factor and inbreeding depression unlike Black-White differences: A reply to Flynn," Personality and Individual Differences, 26, p.381-389

Snyderman, Mark, and Rothman, Stanley (1988) The IQ Controversy, the Media, and Public Policy, New Brunswick: Transaction Books

Van Court, Marian (1983 ) Unwanted births and dysgenic reproduction in the United States, The Eugenics Bulletin, Spring, 1983, www.eugenics.net

Van Court, Marian and Bean, Frank (1985), Intelligence and Fertility in the United States: 1912 to 1982, Intelligence 9, p.23-32, www.eugenics.net

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