Feeblemindedness in Children of School Age
- Type:
Book Reviews.
- Author:
Paget Lapage, M.D.
M.R.C.P. 2nd edition. Manchester. Pp. xv 309 with xiv plates, 1920. 10/6 net.
This book is published by the Manchester University Press, as No. XII in their “Med- ical Series.” It is not easy to deal with it, lnasniuch as it is not clear for what class of readers it is intended. The author, in his Preface to the first edition, stated that the book was suitable for school medical officers, teachers, and social workers. It seems to us that the book is too superficial for the former category, and too elaborate for the two latter.
The first edition was published in 1910, and the author very truly remarks in his preface t? the present edition that very great advances have been made during the past ten years. *-et the bibliography contains references to but one book and six articles published since 1914, There is no reference to Terman’s hook “The Measurement of Intelligence”; aud no mention of his revision of the Binet tests, although this scale is now being very widely used. Nor is there any notice of W. “ealy’s monumental work “The Individual ?^elinqUent.
The estimates of the number of mental defectives given before the Royal Commission are repeated here, although they were made at a time when no definite standard had been Set up. The estimate that from 10 to 20 per Cent. of prisoners are mentally defective Avould not be made to-day in the face of the present legal definition of that class.
One main defect in the book is the treatment ?f the vexed subject of moral defect. The author states, on page <S1, that moral defect ls generally associated with some slight limit - ation of intellect, and that moral defectives ?f the feeble-minded class are often mentally Very little below the average child. This surely implies the existence of a “moral sense” as apart from the intellect. The admission of such a position, and its corollary the certification and segregation of defectives on conduct, alone, would have very far-reach- ing results, and would end in measures which would be greatly in advance of present public opinion.
The oft-made statement that mental defec- tives arc abnormally prolific is again re- peated. There has never been any satisfac- tory statistical proof given for this statement. And it is inconsistent with the position that defectives are lacking in vitality, and tend to die early.
If a chapter 011 “stigmata” is to be given, the Wildermuth ear, in which the antihelix is more prominent than the helix, should be mentioned. It is of far more import than many of the described deformities.
On page 140 the author states that the men- tal degeneration in epilepsy depends on the frequency and severity of the fits. The first of these conditions is of vastly more impor- tance than the second.
The author well emphasises the absolute necessity for life-long care and control of defectives. And he points out that scholastic education is the least important part of their treatment.
An appendix contains a description of the daily routine, diet, etc., in vogue at the Sandlebridge Colony. It is written by Miss Mary Dendy, and will be useful to those who arc concerned with the administration of similar institutions.
M. Hamblin Smith, M.D. The Psychology of Phantasy. By Dr. Constance Long. Ballierc, Tindall and Cox. 10/6.
Dr. Constance Long’s book “The Psychol- ogy of Phantasy” consists of a most interest- ing series of papers on Psycho-Analysis, or as she prefers to call it Analytical Psychology, dealing with both from the medical and the teaching point of view. The authoress, in the preface, disarms criticism as regards the title, repetition and want of cohesion of the whole. She says moreover that it is open to readers to skip passages. This advice must be followed with care or strange theories may appear, such as:?
A child with only one or two parents is a mistake.” The context shows that this refers to school- teachers and others who act as “parent-dep- uties.
A debatable point which is touched upon is the question as to whether the unconscious is educable or not. Dr. Long dissents from this view. The argument however is not very clear, and it would be important and valuable if it could be elaborated in some future con- tribution by one so well qualified to judge from her own work and her knowledge of the literature of the subject; she says:?
“The unconscious has the appearance of being educable because it reflects the pro- gress, or the reverse, in the conscious. Analysis by revealing the meaning of sym- bols in dreams provides a view which is com- pensatory to the conscious. This is en- lightening, and when assimilated brings about a change in consciousness, which leads to an improved situation. This improvement is in turn reflected in subsequent dreams which represent the new psychological state. The real work is done in conscious- ness.
True?but does not this modification of the unconscious action in dreams mean something like education? An alteration of action due ultimately to conscious thought is suspici- ously like an educated result, but a definition of what is meant by education is needed. For example, John Stuart Mill included under it everything which “helps to shape the human being.” Does this not tend to shape the unconscious of a human being ?
Dr. Long’s criticism of the action of a head- master who broke windows to stop an epi- demic of window breaking in the school, will appeal to everyone’s commonsense. As also does the wisdom of the following:?
“In consideration that life is one whole, and that childhood is but a preparation for maturity , I would submit that we. should allow children to handle fear. What is bad for them is that fear should handle them.”
The papers dealing with children have much that is illuminating and fascinating in them- To the remark:?
“It does not do to be a Saint and Martyr, in the conscious and a were-wolf in the un- conscious.”
It might well be countered, that it is better than to be a were-wolf in both! The views held by Dr. Long on certain sex offences will not be universally endorsed. The book altogether is clear, readable and interesting.
Helen Boyle, M.D* Problems of Subnormality. By J. K. Wallace Wallin. Director of the Psycho- Educational Clinic, Board of Education, St. Louis. World Book Company.
In this work, the author has proved himself an accurate and careful investigator, making use of the opportunities for research that his position in St. Louis affords him, as well ?s his experience in all sections of school-work with the normal and subnormal child. The volume is large and comprehensive, and the statistics are numerous but we cannot afford to neglect the careful study of any part of it> or the recommendations he gives to meet each problem.
The outstanding problem discussed, is the “Diagnosis of the Subnormal Child.” “On the accuracy of this diagnosis depends the fundamental success of the Special Schools,’ and ‘ ‘the obsolete system of amateur examin- ation must be abolished’’ says the writer. It is due to each candidate for examination that the Trained Psychologist and the Trained Physician be the examiners, (1) deciding the decree and character of the deficiency of the child; (2) where he must be placed and (3) giving suggestions for his training. Dr. Wallin is very decided in his discussion of the place of Tests of Intelligence in the certifi- cation : ‘ ‘they are standardized tools by which the Psychologist may skilfully aid his work, and on no occasion to be used by an untrained examiner.”
It is ‘Dr. Tredgold’ who says the “social life of the child is. the criterion” in certifica- tion, and Dr. Wallin himself requires that the ^acher presenting the pupil has skill enough to fill in the necessary form with scientific accuracy in order to give assistance t? the Medical Officer.
Having determined the “degree of defect” next problem is that of Instruction, whether in “backward class or Special School. This is not met by increased amounts drill, individual attention, and assistance, ut such differentiated types of work as will Uleet the peculiar requirements and capabil- rties of the different pupils,” and to complete solution of this problem the author says, . Special-Class Teachers require special traili- ng not merely in differentiation or remedial Pedagogy of the subnormal, but also in educa- tional psychology, and the psychology of the abnormal, and where this is required the Problem of shortage of teachers arises in s?rne localities.”
Very pathetic reading is the chapter on ppilepsy. The epileptic requires appropriate tygienic and medical treatment not merely lor defects, and Dr. Wallin recommends a School or colony on the Cottage Plan for the Various grades of such children.
The great problem of After-Care is a social 0fte, and Dr. Wallin acknowledges it, as such, stating that, “all students of social problems, )VlU, at least concede that Mental Deficiency ls one of the fundamental causes of our numer- ous social ills” and last but by no means ?ast, is the ‘Prevention,’ by the Hygiene of Eugenics and Euthenics. A. H. Martin .
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