From Birth to Maturity
- Author:
Dr Charlotte
Buhler, Professor at the University of Vienna. Kegan Paul. 7/6.
From the very outset, this book gives one re-assurance. First?because it deals with the formal child, and second?because it is written y Professor Charlotte Buhler, the sanity of v^’hose outlook, and the carefulness of whose ^ ies are well known. We feel certain, there- ore, that the book will fill a long-felt want in reading of parents, teachers and students, ,vhile those who have had the pleasure of meet- Dr Buhler and hearing her lecture will e glad to have at least some of her observations and deductions in a more permanent form.
Dr Buhler’s method is that of observation and collation of facts, from which certain con- Usions are deduced. Never does one feel in fading her records that facts have been rtably presented in order to prove or illustrate n ln theories held by some one school of Psychology. Here the method of investigating ls really scientific.
*he book, as it promises, deals with the 00rrnal child from birth to maturity. About e half of the volume is devoted to the com- aratively short pre-school period. This division, is, in our opinion, justified, since so much less research has been done on these early years than on the later stages of childhood. To the uninitiated, almost any means of test- ing the development of an infant seems little short of miraculous?the avenues of approach are so few. It is fascinating, therefore, to watch not only how that approach is made, but how the tendencies and development of very young children are gauged. The testing for ” matura- tion ” covers six fields of activity. The tests are careful, comprehensive and thorough-going, so that there is little danger of a wrong con- clusion being reached owing to lack of sufficient evidence. According to the results of these tests, those who are in charge of the child are advised as to what stimulus may be necessary for its all round harmonious development?thus the possibility of any unwitting neglect of any part of the child’s ” maturation ” is likely to be checked. By these tests, too, any retardation or neurotic trouble is quickly noted, and the cause of such investigated.
In the study of early childhood, one or two points come out with extraordinary clearness. One of these is the importance of environment. Again and again it is shown how children who are brought up in an Institution are likely to suffer in intellectual development. They are well cared for physically, but that whole world of interest and intercourse which is a child’3 right in an ordinary home, is not open to those children, and the effect of this lack of stimulus is very marked. The evidence arising out of these tests, too, is made the basis for the choice of home for the adopted child. This is a point which has been overlooked too long. How often has one seen the wrong child sent to the wrong home, which is either incapable of giving it the stimulus it requires, or else provides a stimulus to which the child is incapable of re- acting.
Another interesting point is the evidence that children are better to develop at their own rate. With a bright child many parents and teachers are inclined to ” force the pace,” but the foolishness of such a step is clearly shown since development which comes at its own time is not only quicker in the end, but stronger and surer also. At the same time it is made clear that the right opportunity should be given to en- courage development at the right time, otherwise reaction is apt to be slow, and performance clumsy and unsure.
The latter half of the book deals with the school child and the adolescent. Here also, the findings are interesting, but of course have not the novelty of those dealing with the earlier years. It is significant that the sign that a child is ready to go to school is its ability to pass from mere activity to ” work maturity,” i.e., constructive work with a purpose, leading to some definite end, not just mere entertainment. Embedded here lies a big educational truth which many would be well to lay to heart., Emphasis is laid also on the effect of good health and sufficient nutrition as these have a very direct bearing on the development of the school child. In the study of this early school period, there are some interesting remarks on the sub- ject of the child’s powers of criticism and self- criticism, which should make parents and teachers to pause. Too often do we assume that the young school child is capable of sharing our point of view regarding its own work and that of its schoolmates. According to this psychological study, which we are inclined to trust, it would appear that we were thus wasting much time and energy in dealing with matters which the young child simply cannot under- stand.
The pre-adolescent stage is wisely and sym- pathetically treated, and the tendencies of the adolescent, together with all the troubles and dangers of this stage of development are described clearly, but without that element of hysteria that is so apt to creep into such dis- cussions. The growth of the personality, and the need for its enrichment by contact and friendship are brought out. There is an interest- ing chapter also on Heredity.
This is a book which ought to find its way into the hands of all parents and teachers who are impressed with the delicacy of the task en- trusted to them in the bringing up of children. M.J.C.
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