The Psychology of Medicine
STUDIES IN MENTAL INEFFICIENCY. 21 Book Reviews. ” By T. W. Mitchel 1, M .D. Methuen & Co. Ltd., London, 6s. net.
This is a pleasantly written book, free from he objectionable features which have marred sorrie recent publications on psychology. It ^ay therefore be put without misgiving in he hands of those “who have had no proessional training in either medicine or psychology5 but who are anxious to keep themselves abreast of modern thought in these departments of knowledge.” They are the readers whom the writer primarily had in view. Those readers however should be told, hat although the book contains much inter? fcting and useful information, it is an incomplete and somewhat biased guide.
The author makes the mistake of stressing he therapeutic rather than the psychic side, and does not seem to have thoroughly assimilated the doctrines of Freud, which form the chief theme of the book. The theory of ^eterniinism is insufficiently elaborated.
therefore, when he comes to Jung, the fundamental difference implied by the Free Will theory of the Zurich school is not emphasised. he other differences between the two chief Modern schools are dealt with, but some degree of Freudian fixation leads to a failure, obviously unintentional, to do full justice to ^Ung. Some Freudian theories are stated as Iacts; Jung’s are never so presented nor do we think it satisfactory to put Adler and Jung lr the same class, and label them “postFreudians.” Such a term is misleading in Regard to both, for both are dissociated from *reud, and being no longer on the same line, should not be described as “post” any more than “ante.” Besides Jung is more dissociated from Freud than Adler, and his school seems to have attracted more followers than that of Adler. What we have said about the incomplete assimilation of Freudian doctrines applies with greater force to Jung’s w?rk; possibly this may be due to the author n?t knowing where to go for help, because in the extremely short list of “post-Freudian” ^ritings recommended for further reading we ?? not see the names of either Dr Constance ?Long or Dr Maurice Nicoll. Having indicted these short-comings we would again say that in many ways the book is an attractive one.
The New Psychology and the Teacher. ———————————By H. Crichton Miller, M.A., M.D. (Jarrolds, 6s. net.)
Although Dr Crichton Miller expressly states that this ‘book is intended for one particular group of readers, and that two similar volumes for 4’The Parent” and “The Preacher’’ are shortly forthcoming .it is obvious that the work will be interesting and useful to a wide field of readers. In so far as his reach is so much wider than his aim, it has been difficult to help the teacher to the analytical point of view to any considerable extent. His views on the importance and aim of psychology in education are vital and interesting, and will be of considerable value to the teacher.
The New Psychology offers many points of difference from the old. Formerly one studied definite principles, and utilized these in the preparation of lessons; and noted certain responses from children and deduced laws of normal reaction. Psychology was a tool for the teacher to use in the performance of his duties. The new psychology appears to be rather a tool for the teacher’s use in strengthening his own hand. Dr Miller depreciates the idea of the teacher analysing the children he teaches, or assuming the functions of psycho-analyst.
To the student, the parent or the thinker in any sphere of profession this is a book dealing in a clear and erudite manner with what is far from being a simple subject. It is illustrated by concrete examples from the vast experiences of the writer and seems to embrace not only child life, but life in many other stages and complexities.
The chapters on the emotional development of the Boy and of the Girl are strikingly illuminating, and should be carefully and thoughtfully read by all parents, particularly those who have been mystified and disappointed by the apparently failing affection of their children.
“Unconscious Motive” is always a fascinating theme, and should be particularly useful to teachers who will doubtless be able to supply many examples for themselves even in the healthy normal children around them.
One notices it frequently as a normal response to instinct quite apart from any morbid situation. This work suggests a happy via media to the teacher who looks with some dismay on the tenets of those who would develope the ego in the child without discrimination and without deference to the claims of the society.
Most teachers will regret that only one chapter, the last, is devoted to educational methods and will wish that Dr Miller had further explained his ideas on the attainments of Huxley’s purpose of education with regard to thought and action in the light of the new psychology.
“An Introduction to Psychology.” By Susan S. Brier ley. Methuen & Co., Ltd. 5s.
Mrs. Brier ley’s book is to be commended as an introduction which really is an introduction, giving the would-be student a bowing acquaintance with many of the problems which he will meet in embarking upon the study of psychology at the present time, and she wisely warns him at the outset against the too common confusion between the study of human nature as it is and as it ought to be, i.e. between psychology and ethics. The style is clear and purposely simple and her brief description of the various schools and branches of the subject is particularly useful to the beginner, apt to be bewildered by the apparently sharp disagreements between psychologists of the present day. Perhaps the least satisfactory of these descriptions is that of social psychology, always a difficult branch to define, for the simple reason that it is almost impossible to draw a distinction between “individual” and “social” psychology?indeed I am not sure that we shall not some day adopt a different classification and study the individual in relation to his environment according to the degree of consciousness possessed by that environment.
Her distinction between analysis proper and the broader conception of human nature which is the result of analytic work is both clear and timely. The former is a specialised method of psychotherapy, the latter a broad conception of the basis of human behaviour, a distinction frequently missed by those whose knowledge of the subject is gathered from superficial discussions in the press.
The book covers so much ground so well and clearly that it is perhaps to be regretted that room was not found for a reference to imitation, suggestion (other than hypnotic) and sympathy, especially as habit is well and fully treated. The author seems to make a definite distinction between instinct and emotion, going so far as to say that it is difficult to know where one ends and the other begins, but if emotion is, as it appears to be, inherent in the instinctive process itself, such a boundary seems hardly allowable. Another point which seems debatable is her conception of the relation of the self regarding sentiment to the ideal. Is it not the minimum or average rather than the maximum standard of conduct with which the sentiment is concerned? We may grieve over an unattained ideal but it is the sense of inferiority to what we actually believe ourselves to be, which is so detrimental to our mental well-being and so productive of mental abnormalities.
The last part of the book is a sympathetic account of modern developments in the study of the unconscious and their bearing on psychotherapy. In pointing out the value of sublimation it might have been noticed that the substituted activity should bear a definite relation to the instinct stimulated, a mere change of object is not sufficient, a point worthy of notice both in education and in psychotherapy.
There is no doubt that such a comprehensive and well balanced little book will fill a very real need and should prove of much value both to those who contemplate a further study of the subject and also to those who seek some slight knowledge of the many questions involved.
Moral Imbecility. —————-We commend the attention of our readers to two recent contributions to the literature on this subject.
In a pamphlet entitled “The Element of Character in Mental Deficiency,” reprinted from “School Hygiene” November, 1921 (Adlard & Son & West Newman, Ltd.), Dr. Herd. Senior Assistant School Medical Officer to Manchester Education Committee, discusses the nature of Moral Imbecility, protesting against the view that it consists in the lack of a “moral sense.” He maintains father that its essence lies in ‘ ‘the uncontrolled action of strongly developed or perverted |nstincts” together with a defective “social instinct,” rather than in an inability to distinguish right from wrong. He would in fact So so far as to abolish the term “Moral Imbecile” altogether, on the ground that it does not correspond to reality, for the possession abnormal instincts is only one form of Cental defect. If, however, a separate definit*on has to be used, Dr Herd considers that ^?r practical purposes the one given in the 1913 Act would be satisfactory provided that the words “characterised by” were substituted for “coupled with,” Moral Imbeciles thus being described as “persons who display some permanent mental defect characterised by strong, vicious and criminal propensities, ?n which punishment has had little or no deterent effect.”
Dr W. Norwood East, Senior Medical Officer, H.M. Prison, Brixton, has recently contributed to the “Lancet” a graphic and detailed account of the career of a typical floral Imbecile who was at one time under his Prolonged observation. (“A Case of Moral Imbecility” “The Lancet”, 1921, II., 1052.) It merits, we think, close attention, not only for its intrinsic interest, but because it affords a touchstone by which to test the theories on the subjcct such as those expounded by Dr. Herd. The article has been reprinted, but Unfortunately we understand that the limited number of copies published is now exhausted. We should also like to take this opportunity ?f noting that Dr Tredgold has recapitulated his views on the nature of Moral Imbecility in an article contributed to the “Clinical Journal” of Sept. 28th, 1921.
Mental and Scholastic Tests. Report by the Education Officer of the L.C.C. submitting three memoranda by Mr. Cyril Burt, Psychologist. P. S. King, 21s. A review of this important book will appear ln our April number. We regret the postponement, but considerations of time have rendered it unavoidable.
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