The Brain

The brain is composed of many different pieces and sections. There is the amygdala, the hippocampus, and a host of others. The interesting thing about so-called geniuses is that there are composed of all of the same pieces as others, though they function differently. As mentioned previously, spatial reasoning is a huge part of genius. Furthermore, it seems that genius can be present in a person, though not completely in the academic sense. A person's talents can lie in their ability to create wonderful music, engineer a building, or manage people efficiently.

Personal Experience Leading to Conclusions

Throughout the study of this topic, much has been learned. Though it was originally thought that geniuses are insane people, it has become apparent that they are more normal than we originally thought. They are often plagued with mental illness or mental disorders. Things like depression, anxiety, insomnia, dyslexia, autism, and a score of others. However, it is also clear that many of these disorders can easily be dealt with, as studies, medications, understanding, and stigmas are all being improved. It is also interesting to learn about the brains of these people. The makeup of their brain is much different in comparison to a regular person. It is interesting to note that these people also have special abilities, like spatial reasoning, though they often lack important social skills and an understanding of day to day tasks. In conclusion, it is essential to learn about geniuses, as they tend to be the most influential and also the most creative, as genius is associated with such talents.

As a student in an academic high school, I got to know some of these so-called geniuses. The school was focused on learning in four areas, Science, Technology, Engineering, and Math. Because of this, the school supplied no sports programs, drama, art, or debate. Set up to allow a student to receive both their high school diploma and associate degree from a local university, it set up many challenges. But, students had the brains to meet such challenges.

They had magnificent brains, able to often complete Calculus by the end of either senior or junior year of high school, despite these talents, they could not socialize. They often avoided social situations. Only a small percentage of them would attend dances, though often most would attend barbecues. They often would stick with a small group of friends, playing cards during lunch or studying. Most of them would study throughout the day. Some would read physics articles or build robots in their free time, while others would build small rockets planes. They were also extremely interested in technology and often would debate about the best technology companies. Often, many of them would not speak up in class or socialize on a regular basis, instead, doing the extensive reading for their courses and beyond. It became clear that many of them were socially awkward therefore inhibiting their ability to develop proper social skills. However, it is important to highlight that this was a STEM (Science, Technology, Engineering, and Math,) focused school.

This made it harder to differentiate from the general genius population, as most of the students were focused in these areas. It is also essential to point out that it seems geniuses are generally only thought to appear in these professions, though there are certainly creative geniuses in every field. It seems that, as evidenced by previous reading, geniuses can be more than just academically sound. Often, those who develop their genius as children, or later in life, are often the most influential in society.

Once, while talking to a teacher, I was mentioning how many of them appeared much smarter than me. She said that, "You know Brooke, many of them will just sit in a corner and do their work, never talking to anyone." I came to the conclusion soon after that many of them had autism. Perhaps not at the far end where they could not speak, but enough that they were socially awkward and lived in their own worlds, while studying extensively on a range of different topics.

However, in association with their normalcy, it appears important to bring attention to the fact that not the entire student population was this way. Maybe a fourth of students would be considered normal, attending school, working normal high school aged jobs, and visiting with friends on a regular basis. The fact that they lived normal lives while being immensely intelligent and attending a rigorous school, brings home the point that intelligence and genius can both be present in a person.

This experience allowed me to study, through experience, about the behavior of the savants of our society. I learned that there are some that are not fully normal, but live limited quiet lives, barely doing anything but constant study and card games. It was also interesting to see the change in myself and my attitude towards education and nerdiness after being exposed to such people for three straight years. It is interesting to see how well they function in society, though they are not typical people. Most do not consider the game Magic any fun, but for a certain circle of people, it was, and is. In the end, genius is more expansive than we realize, and also more normal. Some of these intelligent students led normal lives, while others continued in pursuit of knowledge and nothing else.

Mental Hygiene and the Soviet Union, as well as Genius

Mental Hygiene is simply defined as keeping up on one’s mental health. An article entitled, “Mental Hygiene for Geniuses: Psychiatry in the early Soviet Years.” The piece describes areas of the Soviet Union that focus on psychiatry and genius. There is a portion of care for the mentally ill and a section regarding genius. The premise of the article is to prove that having a mental illness does not mean one is a genius. It also highlights the importance of nurturing genius and those with mental illness and how the Soviet Union accomplish both goals.

   The start of the article describes the Soviet Union as a broken country. Originally, the goal with psychiatry in the country was to diagnose the mentally ill and subsequently admit them to a hospital. This presented many issues and around 1915 efforts were made to create a new plan. Instead of sending mentally ill patients to a hospital, they would focus on outpatient care and prevention. The goal was to go through the entire population and take note of those experiencing mental illness. Eventually, in the 1920’s, this plan was implemented. However, many of those in the psychiatry field were skeptical. As for regular citizens, it made them all suspects. It also caused businesses to seek those that they assumed were talented, just because of their mental illness and the supposed connection between that and genius.

   The next phase described was eugenics, where the desirable characteristics of a population are perpetuated throughout a society by the use of selective breeding. Though it was considered ethical at one time, after the nazis attempted to use it, it was finally thought of as incorrect. Many people believed in the practice, from psychiatrists to politicians. The man behind this was by the name of Lev Rosenstein. There was also another who was making strides in social care though his goal was to protect and care for the geniuses, not the mentally ill. He wanted to protect those increasingly intelligent people from scoff and scorn and instead cultivate their talents for the betterment of society. He countered that, contrary to the belief that socialism would fix treatment of the genius population, that such a change would take time. He discussed that some of the problems these people face are related to their obvious intelligence. That they because of their unique personality traits, things like antisocial behavior, “individualism,” and “frequent ailments,” (Sirotkina, 151). He also mentioned the sad stories of those great people and hoped to prevent such occurrences.     

He goes on to describe the many ways that they are abused, resulting in their living in poverty and dying early, due to their inability to conform to social norms, as well as their different forced actions to please the media and the masses when they are nothing like that. He also mentions that because they are antisocial, they may end up in asylums or prisons. Most importantly, he discusses the fact that if they are cured of such ailments, the result may be devastating for their creativity. He also mentions aesthetic medicine as a means of making them more presentable to society.

   The interesting thing about the article is that the purpose is not fully clear. The author mentions many related topics but fails to connect them as one would suspect. Throughout the article, he talks of genius and mental illness and their possible similarities or connections. In the end, it is clear that these issues are important. But, it does cause one to wonder whether the issue of mental illness and genius are truly so intricately related, or if genius is a thing all on its own, with no true relation, but associated disorders that one incurs at birth due to their intelligence. Furthermore, it is insanely clear that both genius and mental disorders are not so simple to understand. There is much more to each of them than meets the eye. As the study continues, it is essential to realize that science and medicine have yet to fully understand the brain. It is a growing profession, but since the brain is so complicated, it may be many decades or centuries before it is fully understood. Interestingly to note is how normal these people can be.

A study once said that when a random sample of people entered a facility to be evaluated, some had experienced mental illness throughout their lives, while others had not. Interestingly, they miss-diagnosed many of them, stating that some had disorders when they really did not, and some did not have disorders when they clearly did. This proved that people can live life normally with mental disorders, unlike what movies or the media like to portray. In conclusion, it is clear that there is a connection between mental disorders and genius, as there are social programs, mental illness, and genius in the early Russia.

http://eds.a.ebscohost.com.ezproxy.uvu.edu/eds/pdfviewer/pdfviewer?sid=66d65c44-3153-4c97-8401-5394f506f4f8%40sessionmgr4006&vid=3&hid=4203

The Lives of and Discovery of Genius in Mathematics

In an article entitled, “Geniuses and Prodigies,” by Stanislas Dehaene, he explains different so-called geniuses. All of the men mentioned are apt at mathematics. These men are Srinavasa Ramanujan, G. H. Hardy, and a man named Michael. As the piece continues, it talks about the mechanics of the brain and issues that can lead to one man’s diagnosis of autism, while another man’s struggle was poverty and a lack of opportunity. Eventually, all three men’s lives are described as all are geniuses in mathematics.

As his professional life is explained, his brilliant skill in mathematics is revealed. This man, Mr. G. H. Hardy, was a part of the Royal Society, he conversed with many intelligent minds, like, “Whitehead and Russell,” (Dehaene, 18). In January of 1913, G. H. Hardy found an obscure letter in the post, from India. At one point he looks at a letter from a young man in India, finding scrolled on the paper many theorems he knows are already proven through his work, along with others that have yet to be found. Though he detests amateurs, he chose to read on, discovering in the letter countless professional terms and a request by the boy that he tells him his opinion on countless theorems.  

He finds that the young man is Srinavasa Ramanujan. Born in India, the boy came from a poor family. He discovers that many of the mathematical formulas used by this young man are not otherwise well-known, he also notes the boy’s attention to detail. He finds that the young man used a mixture of both well-established theories, while others are recently discovered and used in roundabout ways, and other formulas that seem to be a creation all his own, where the origin of such theories remain baffling. He, G. H. Hardy became rather intrigued began to work through the figures. Though he was uncertain about it, Hardy knew that they boy was a genius. He once dictated, “the formulas had to be true because, if they were not, no one would have the imagination to invent them,” (Dehaene, 18). This association soon became a wonderful relationship, leading to many discoveries. He decided immediately to bring Ramanujan to Cambridge, where he was later joined by the Royal Society.

As for Ramanujan himself, he could almost be viewed as higher than Isaac Newton, because he did not begin with a high standing, or others to lean on. He was born to a poor family and only received nine years of schooling and no university education and, at an early age, his genius was discovered. He discovered various theories that he had no knowledge of himself but found. He also mastered basic trigonometry by age twelve. He based his study on two books, but that was only the beginning as he expanded his knowledge and further discovered mathematics. As described in the article, he had an uncanny sense for creating the correct formulas. He also was quite good at envisioning, “arithmetical sequences,” (Dehaene, 19). Because of these great skills that he possessed his findings are just now being proven, his notebook was filled with mathematical material.

Ramanujan also described that he was visited by an Indian goddess named Namagiri. He says that he would often wake up in the night and quickly jot down ideas and formulas he had learned. The author does, however, refute this claim by saying that he does not fully agree with Indian religious figures being at the forefront of academic discovery. And, though he does not fully disagree, he explains that there could be a connection with neuropsychology. He mentions how psychology and neurology could be at the forefront of discovery in that field, hopefully explaining why Ramanujan had such a genius mind.

About fifty years after Ramanujan’s death, a boy was born by the name of Michael. Though similar to Ramanujan in the genius aspect of things, he was also different in a myriad of ways as he was both autistic and retarded. He was studied by two psychologists from England. He suffered from macrocephaly, where a child’s head is enlarged. It can sometimes be harmless if there is only a small amount of fluid present, but large amounts of fluid can be a hint at possible brain tumors, along with other issues. As a child, he was rather misbehaved and did not understand the concept of danger. He lived in his own detached world. He also never waved good-bye or pointed at objects, things children often pick up from observation and do.

He never has learned how to use words and is not even testable on a regular scale telling fluency in the language. He was nonverbal throughout his childhood. Even two decades later, he will not speak. He in fact never learned sign language and is what would be described as an idiot savant. Though insanely intelligent in mathematics, he never matured in certain ways. He is both autistic and retarded.f However, since age six he has loved basic mathematical functions such as multiplication, division, addition, and subtraction, and since then they have become his favorite hobbies. He also loves calendars, clocks, money and maps.

Though the comparison of two vastly different, but similar men is somewhat absurd, it outlines an important point. Both are skilled at mathematics. The point seems to be that, though Michael cannot name a rabbit from a car, he is clearly gifted. He would be described, as previously mentioned, an idiot savant. There are scores of people like him, though devoid of basic social understanding or language, they are insanely fast human calculators,  some able to tell the day of the week for any past day. How can a poor boy from India be so skilled? How can a mentally retarded man be so apt at mathematics? The only question should be, why not?

http://www.jstor.org.ezproxy.uvu.edu/stable/25678251?seq=1#page_scan_tab_contents

Genius, Mental Illness, and Conclusion

In an article titled, “Are Genius and Madness Related? Contemporary Answers to an Ancient Question,” the article initially describes how psychopathology or the study of mental disorders is related to creativity, and claims this idea originates with Aristotle. Many of the sources involve empirical research, which is study using observation and experience, not theory and logic. The four perhaps subtypes are that of historiometric, psychiatric, and psychometric.

Historiometric is a way to study a topic based on, “objective and quantitative analysis” (Simonton). The focus is on those who create and whether there is a presence of mental illness symptoms. Creative types are twice as likely to experience symptoms of mental disorders. Some of the most common disorders are depression, alcoholism, and suicide. It is also important to note that not all creative professions experience these symptoms at the same rate, and, for example, artists rates are lower than that of scientists. Famous poets realize these symptoms at a rate of about 87%, while scientists only have symptoms at a rate of 28%, about the rate of the population. This shows that some of them are nearly normal. It is essential to realize the genetic component, of psychopathological disorders in relation to genius. Also noted is that more than one source mentions that family members that came before have these disorders.

As for Psychiatric research, the numbers are interpreted in a different way. It is based on both clinical diagnosis and therapeutic treatments for creators. Unlike a historiometric search, it does not require a look at past material in related studies. The study of mental illness reflects current standards. Psychiatric studies tend to find higher rates of mental illness, especially in that of artists. Like the historiometric study highlighted, the psychiatric study also found that disorders such as depression, alcoholism, and suicide. This sort of study also pointed a genetic component in relation to both mental illness and creativity.

In Psychometric research, common assessments are used. The group sampled with either include a control group or the creative group themselves will vary greatly. There are a variety of tests used to measure a group’s psychopathology. Generally, creative individuals possess above average for symptoms associated with mental illness. The testing seems to show that the more creative a person was, the higher the score on a clinical scale. Artists tend to have increased scores for psychopathology, while scientists have lower scores. However, the time for administering these “classic” tests is long gone, as most of them were completed in the 1950’s and 1960’s. One of the tests or studies done by a man named Eysenck, who did his study based on previous work. Nowadays, research focuses on certain components related to the general topic. The psychometric writings provide useful knowledge based on experience and observation, allowing for revelation in relation to mental disorders.

Though mental illness and genius are connected, they are not the same thing. It seems that mental health is negatively related to creativity. This is shown by the demonstrated historiometric, psychometric, and psychiatric evidence. This shows that mental illness does not assist creativity, but deters its growth. Also important is the fact that many creative or artistic people cannot truly be categorized as mentally. Significant to acknowledge is the fact that many creators do not express any sort of symptoms relating to psychopathology.

Surprising about this article is the fact that it claims that there is not a significant positive correlation between psychopathology and creativity. Furthermore, the fact that many creative types do not exhibit signs or symptoms of mental illness. Interesting is the fact that there are so many ways to accurately prove something. So, though there is a misconception that those who experience mental illness are geniuses, this is not true. However, that is not to discount the connection between mental illness and genius. It is significant to note that many more artists than scientists experience mental disorders. Perhaps it is the formulation of their brains, as it is clear that a pianist has developed different areas of their brain in comparison to a pharmacist. What also can be noted is the studies on Mr. Albert Einstein. As his brain was photographed and then cut into two hundred forty pieces, it became clear that his brain developed differently.

The surprising thing about this piece is the way that it spins itself towards the end. In the beginning, it convinces the reader of the link between mental illness and genius, only to explain later that it is not fully accurate and that it is not correctly proven. What is interesting is the way that it is done by the author. He writes rather convincingly, bringing credibility to his name, citing multiple sources, and bringing to light many surprising facts, only to deny all that he has written. In conclusion, it is crucial to fully read and understand what one is curious about and question it as such.

https://pro.psychcentral.com/are-genius-and-madness-related-contemporary-answers-to-an-ancient-question-2/00330.html

The Correlation Between Genius and Dyslexia

In an article entitled, “What Happened to the ‘Superior Abilities’ in Adults With Dyslexia and High IQs? A Behavioral and Neurological Illustration,” by Jeffrey W. Gilger and Olumide A. Olulade, they describe the differences between those with reading disabilities and those without them who are still described as geniuses. Throughout the article, they cite differences in cognition, test scores, and abilities. In the first few paragraphs, they explain how the “gold standard” of testing systems are not all that accurate. These tests are used to determine levels of function, grade placement, and the presence of disease in pathology. Methods commonly used in the past are standardized tests, the ACT or the SAT. It also mentions that those being tested can arrive at the correct answer, utilizing correct methods. However, it states that more accurate methods are, such as testing the abilities of a person’s brain while solving a spatial reasoning question, while in an MRI scanner and seeing if they have any skills in those areas.

   One of the most important things to take note of is the fact that research into Reading disabled people is not very advanced. There is also the opinion that Gifted RD individuals are very different from those that are simply Reading disabled or Gifted alone. Gifted Reading Disabled individuals are often overlooked in the school system. Unfortunately, those that are gifted, but that struggle with reading are often unable to reach their full potential. Instead of focusing on their strengths and gifts, they tend to be steered in different directions, rather than getting special help for problems such as dyslexia. Though this helps, it does not always fix the problem or improve outcomes.

   However, as it seems to be common, there are many famous or successful Reading Disabled people who are business leaders, artists, or scientists, that happen to be dyslexic. The specific professions they choose are often, art, mathematics, architecture, physics, and more. The Reading Disabled also lean toward high non verbal aptitudes. Nonetheless, studies show that the relation between high nonverbal aptitudes and Reading Disabilities is not always positive and is not majorly correlated with such a disability.

   As for the methods for their study that led them to these conclusions, it is apparent that they decline to accept these things as facts. Basically, they used fourteen English-speaking participants with no past diagnosis of a psychiatric disorder. The Genius Reading Disabled group show significantly lower scores on reading, spelling and fluency tests, as compared to the Genius group. The results seem to show that those who are nonverbal Gifted Reading Disabled adults were not like those adults seen as similarly gifted on the measurement of both.

As for the brain itself, the Gifted Reading Disabled adults and the Gifted use basically the same area of the brain to complete tasks, though it can be interpreted differently if one were to look at the brain scans of such individuals. The study was on brain activity in individuals categorized as either simply Genius, or Genius Reading Disabled. When one looks at the image or scan of their brains, it shows that each individual shows the use of similar parts of the brain. However, they are not exactly the same. The Genius Reading Disabled shows that more of the brain is used to complete a “Spatial Visualization Task,” while the so-called Genius individual does not use as much of the brain.

   This Academic Journal’s results seem to undoubtedly prove that dyslexia or reading disabled people can be extremely intelligent in certain areas, but that not all areas will be absolutely perfect. As for general conclusions about research up to this point, it is apparent that mental disorders do of course play a role and those that have them can still be successful, genius or not.

   As for dyslexia on its own, it accounts for almost seventy of some one hundred sixty learning styles, not the classic seven or eight one may learn about in seventh grade CTE. In a TED talk by a man named Scott Sonnon, he chronicles much of his life from early childhood up to adolescence. He described how his parents would fight, his dad often beating his mother. The conclusion he came to after doing some research was that violence at an early age can cause dyslexia. He also explained his stay in a psychiatric institution and how traumatizing it was to be taught how to behave when he did not understand why. When he returned to school, he found many people bullied him and made fun of him as they had overheard a discussion between some teachers and the principal, a conversation that should have remained private. Once he discovered martial arts, he was able to learn and excel, propelling him towards a career. In the end, his point was that genius and intelligence are suppressed by current systems and attitudes and that he truly was intelligent but had to discover that himself.

   Dyslexia is something that many are required to struggle through. However, it is not always a bad thing, there are many creative geniuses who were dyslexic. As for being reading disabled and genius, this often comes with major skill in spatial reasoning.

Mental Illness and Creativity

Not surprising is the fact that creativity and mental illness are a controversial topic. Various studies on this correlation tend to point to the fact that it is not fully relevant or true. Though in some cases it is true, most sources say that generally it is not. Creativity and genius are not related. This will cover how this correlation is proved through a study of a large population, finding that bipolar disorder is associated with creativity and that authors are more likely to be mentally ill. There is also the parallel between anxiety and depression specifically and their potential association with mental illness.

In a study I read, it explained the possible correlation between creativity, therefore genius, and various mental disorders. Surprisingly, it is not as connected as one would think. The study explains using a large number of people to come to some interesting conclusions. It states that a certain profession is matched to multiple disorders. Interestingly, there is also a slight genetic component between a creative individual and their family lines.

It is commonly known that mental illness and creativity are related. A group of scientists decided to test this premise. Though many studies of this kind include a small data set, they chose to inquire on a larger scale. They had 1,173,763 patients. The purpose of this study is to discover if all psychiatric disorders are associated with creativity, or it is limited to psychotic elements, while also looking at authors in accordance with psychopathology.

They did a nested-case study, using a Swedish population, they looked at the occurrence of patients with diagnosed mental disorders and their relatives in comparison to controlled body. In the study, they chose to evaluate all sorts of psychiatric diagnoses, including, schizophrenia, schizoaffective disorder, bipolar disorder, unipolar depression, anxiety disorders, alcohol abuse, drug abuse, ADHD, anorexia nervosa, and suicide.

In this study, creative occupations were those considered with Art and Science. The findings were rather surprising. Besides an association with bipolar disorder, those in creative occupations were not more likely to have a psychiatric disorder than the control. However, those employed as authors were more likely to have disorders schizophrenia, bipolar disorder, anxiety disorders, and suicide, among others. They also found an association between creative professions and close relatives having the disorders of, schizophrenia, bipolar disorder, anorexia nervosa, and for siblings of patients with autism.

In another study, they looked at the correlation between anxiety and depression and aspects of creativity, such as divergent thinking, creative self-concepts, everyday creative behaviors, and creative accomplishments. Generally speaking, the severity anxiety, depression, or social anxiety symptoms were of small consequence in a person's creative ability. This again points to the quality of these studies as they both justify this correlation.

In conclusion, it is not a surprise that certain disorders are associated with certain creative professions. However, it is not as widespread as I originally thought. Unlike popular belief, not every genius is crazy, nor is every mentally ill person a genius. It is important to realize that bipolar disorder is the only disorder specifically associated with genius and creativity. As for the remaining disorders, they can be seen in relation to certain professions, but not all. Lastly, the familial relation is an interesting concept where an individual can be closely related to someone with a disorder, but not have it themselves. As for the correlation between depression and anxiety with creativity, there is nearly none. Possessing a mental illness does not mean a person is a genius or creative type, they are generally unrelated.

http://www.journalofpsychiatricresearch.com/article/S0022-3956(12)00280-4/abstract

http://psycnet.apa.org/journals/aca/4/1/2/

Genius, Creativity, and Mental Illness

Surprisingly, though not completely unbelievable is that genius and creativity are related. Geniuses generally create new things, whether that is a physical product, a new math equation that solves a problem, or a machine, the list is endless. There is, of course, the question of where creativity comes from. Psychologists debate about multiple factors in creativity, some of them being intelligence, unconscious processing, and mental illness. It is also commonly known that many intelligent or "genius" people are crazy, so it's no surprise that this is mentioned in the book.

Genius is a continued example of the idea that success does not occur overnight, that a number of so-called geniuses work for years to prepare for the perfect experiment to work. Though it appears to be a sudden realization by the creator, it instead is the result of tireless efforts over a number of years. One example is Leonardo Da Vinci, for The Last Supper. He began preparations as early as 1481, though the painting was completed in 1498. Obviously what has become apparent is the fact that it does not come easily to them. They work many of their waking hours on these projects, inventions, and writings. It is not simply a gift, but an obsession. Even geniuses have to work hard.

As previously stated, mental illness is said to be a factor. Many of the most mentally ill people have created work that baffles the mind. These people have minds that work differently, a mind, unlike the rest. Not to refute the past claim, but to examine the possibilities. In my experience, many genius people do not operate well in social situations. As a teacher once told me, “though these students are extremely intelligent, they will likely end up working at a desk by themselves and rarely communicating with others.” The important thing to examine here is their rate of success.

One woman, Mary Temple Grandin, is a great example of this. Around the age of four, her mother decided to visit a specialist who diagnosed her with autism. He stated that it could be because of a lack of nurture from the mother. She refuted his claim, explaining that she had treated her other daughter in much the same way. He also suggested that she institutionalize the child, as she would likely not develop like other children. However, she did, with intense therapies and the efforts of her mother to teach her manners, she was able to develop considerably normally. Her struggle remains. She chronicles how she is sensitive to certain sights and sounds, how she does not understand why girls like boys, and common social cues. In the end, she was able to receive various degrees.

Many of these people would work at an insane rate, creating work faster than it could be processed. Not surprisingly, Thomas Edison owned 1,093 patents, Bach composed 20 pages of completed music in a day, and Picasso created more than 20,000 works. They each would work the majority of their waking hours and their lives.

There is also the concept of eureka or epiphanic moments. Eureka moments are where a person experiences a “pivotal revelatory experience.” As for epiphanic experiences, they are where the person has found the idea they mean to create. There are a variety of these so-called “experiences.” A sound example is Mozart when he was composing a score of music and completed it in about six weeks. Though it is debated about whether it is true. The only person to have mentioned it is his librettist Da Ponte, a man by the name of Wren.   

The thought that genius is all inspiration is false. However, it can be viewed in different ways. As Thomas Edison himself said, “Genius is one percent inspiration and ninety-nine percent perspiration.” Another man, by the name of George Bernard, said, “ninety percent perspiration, ten percent inspiration.” This, of course, rings true. Any successful person around will tell you that, among other important factors, hard work is number one. When all else will fail you, hard work will help you win.

These examples all go on to show us that genius is not simply a special or unique brain, but also a mound of work. Though my initial assumption was that these people are born with “special” brains, it is, in fact, the culmination of many factors, starting at a young age. As they grow to adulthood, their success is determined by their work ethic. This also requires inspiration, resulting in the work of the greatest geniuses, Albert Einstein, Charles Darwin, Leonardo Da Vinci, Wolfgang Amadeus Mozart, and Thomas Edison.