A Critical Examination of Psycho-Analvsis
- Type:
Reviews and Abstracts.
- Author:
Wohlgemuth, D.Sc. u
G. Allen and Unwin, Ltd., Lon on. Pp. 250. Price 10s. 6d.
Although in this country the theories and practice of Freud have made appeal to ve y few leading psychiatrists, and even to ewe scientific psychologists, yet they have undoubtedly been seized upon with av id it} > < considerable number of the more ju^or an inexperienced practitioners, by still educationalists, and by a large section ? general public and certain sections o public press. This being the case, it 1S 0 * desirable and right that Freudism should oe object to a critical examination by someone competent to perform the task, and since t eie ^ no doubt that Dr Wohlgemuth is so qualified we welcomed his book and read it “wi 1 ^uch interest.
T-i *1 after & diS” it consists of ten chapters, ai ^ aUthor cussion of some preliminary p?m s’ nawtic deals with the basis of the psycho-ana eult, namely, the ‘?.US^? derstood arrives at the conclusion that, *=> . ,_?is for by Freud, this is a gratuitous ^T’tificawhich there is no scientific proo aresimpty tion whatever. “Unconscious idea nonsense.” “Although Freu docfollowers repeatedly protest tha Gf trine does not violate any concep en_ modern psychology, yet their w o ^ ^ clature and speech do so. H deals to the subject of Dreams, with w ic ^ at considerable length. He comes ?whatever elusion that there is no evidence , that the dream is a ‘ ‘wish fulfi mei:’ and that Freud’s doctrine regarding ‘ on a many other matters, is merely base p ^ confident assertion devoid of all proo ? criticises Freud’s method of reasoning as s quite illogical and merely consisting o argument in a circle. With regard to or interpretation as practised by the p Y analysts he very pertinently points ou a result of arbitrary selection of the events of a dream, aided by “symbolism,” it can be manipulated so as to allow of almost any interpretation according to the taste, ingenuity, and, dare we say it, mental complex, of the interpreter. Of this he gives a very amusing example. Other chapters deal with symbolism, the Oedipus complex, Homosexuality, and Methods and Suggestion. In this last chapter is given an account of the Psycho-analysis of a five year old child, performed under the guidance and supervision of Freud, which shows what an appalling and disgusting effect such a process must produce, and how the mind of a young child cannot fail to be polluted by this means.
We might say much more, but it is not easy to review a book of this kind at length, unless one is prepared to deal with the whole subject of Freudism, and space forbids this. It is evident, however, that the author has come to the conclusion that Freudism is not based upon any new scientific facts, it is not scientific at all, but merely a mystical cult, a religion, an article of faith. This being so, its professors will doubtless treat his work with silent and complacent contempt, pretty much as a religious fanatic regards one who is outside the true fold. But there are many who will not be thus satisfied and who will want to form their own opinions on the matter, and to these we strongly recommend its perusal. It is written by a man of standingwho has himself contributed to our knowledge of psychology, who originally approached the subject in no unsympathetic spirit, and who tells us that it was only when, owing to the propaganda of psycho-analysts in the press, the general public began to take an interest in the subject, but especially when he saw that some medical men, and worse still, educationalists appeared to be taken in by “the psycho-analytic confidence trick,” that he decided to warn the unwary. Personally, we have never read a more convincing and damaging criticism, and we do not think the warning has come any too A, F. Tredgold, soon.
Psychology of Early Childhood up to the Sixth Year of Age. By William Stern, supplemented by Extracts from the unpublished Diaries of Clara Stern. 3rd edition, revised and enlarged. Trans. Anna Barwell. Geo. Allen and Unwin. Pp. 557. 17s. net.
This book, first published in 1014, will in its present form take rank as the most comprehensive contribution to child-psychology that has appeared since the works of Wilhelm Preyer and Millicent Shinn. An idea of its scope can best be given by a brief statement of the contents of the several parts. Part I. A survey of the development of child-psychology with a general consideration of the methods. Part II. The Period before Speech. The first signs of intelligence and the beginnings of sense perception and memory are discussed; a critical attitude is assumed towards the theory of ‘infantile sexuality.’
Part III. Development of Speech, including a suggestive though too brief chapter on tests and measurement of power of speech. Part IV. Looking at Pictures gives an extremely interesting and valuable account of the developments of the child’s poAver of interpreting pictures along with a description of certain standardised tests bearing on the recognition of pictures.
Part V. Memory. This part includes a short criticism of the Montessori Method, some remarkable examples of little children’s verbal memory, discussion of the early forms of remembrance, and an account of memory tests by means of observation and description of pictures.
Part VI. Fantasy and Play, including Dream Fantasy. Part VII. Enjoyment and Creative Activity. This treats the introductory stages and initial forms of aesthetic feeling. It deals with the child and the fairy-tale, the child and music, with creative and imitative drawing. Part VIII. Thought and Intelligence treats of judgment and reasoning in childhood and devotes a chapter to experimental tests of mental power.
Part IX. Effort,?Emotion?Will?the Various Forms and Directions of Endeavour. This part, which includes such topics as wilfulness in childhood, nervous fears, hate, envy, cruelty, necessity of punishment and appropriate forms of punishment, will certainly prove of great value to those who seek help in the difficult task of training the little child.
The criticism of the Montessori method found in Part V. contains nothing new and would probably be better omitted. It is purely theoretical and there is no evidence that the writer has any experience of a Montessori school or any realisation of the character training which results from an intelligent application of Dr Montessori’s principlesThe enormous part that pictures may pla}’’ in the education of very young children is, however, rightly stressed by Stern, and it is true that Dr Montessori does not appear to have realised this.
Stern’s criticism of the psycho-analytlC doctrines of child development is directed mainly against the sexual interpretation which is put upon the activities of the child. The Freudian account of infantile activities and interests is in a general way accepted, but “if two people do the same thing it is not the same thing,” and Stern claims that the representation of the childish mental condition is distorted by the application to it of terrns appropriate to mature human beings. His arguments will leave the psycho-analysts cold, but no doubt will prove a support to those who have already adopted his conclusion. There is an extensive bibliography chiefty of German contributions to the subject. Its usefulness would have been much increased had the names of publishers been added to the titled listed.
Margaret Drummond. —————–Mental Tests and the C”s?E?OM^ctor of By Virgil E. Dickson, Ph.D., un Bureaus of Research and Guidan , Oakland and Berkeley, California, ? 6s.
Improving Schools by Standardised ests. By Samuel S. Brooks, District Supeiin tendent of Schools, Winchester, U.b.A. 6s.
Measuring Devices in Composition, Spell ing and Arithmetic. ByWm. y ? M A B Sc. D.Phil. Lecturer in belt cation in the University of Glasgow. 4s. 6d.
Measuring Intelligence. By Har a Cameron Hines, Associate Prof, ot cation, University of Washington, 3s. 6d.
We have received from Messrs. Harrap ^ Co., these four of their latest publica ion. objects connected with Mental Tes in0The first three?as their titles indicate are intended primarily for teachers.
“Mental Tests and the Class-room eac deals generally with the use of tes s in school-their value for purposes of classifica and school organisation, their applica the kindergarten, the elementary sc 100 the high school?their help in s0^n^tt._ edueational problems presented by ie ferior” and the “superior” child.
The author of “Improving Schools y Standardised Tests” gives an enthusia ai*d spirited account of the results o experiment, which, with the co-opera 10*the teachers concerned, he was able to ms 1 ln his district consisting of 26 ‘ ‘rural ungra ?ne-roomed schools,” in all of which a pr gramme of standardised tests was intro uc ai*d systematically followed. After two Ye^ he claims its success to be established and i Popularity testified to by teachers and pup1 , ke. Not only has the outcome been better Ossification, the adoption of a more uniform and a less subjective standard of estima mg ability and progress, and greater general educational efficiency, but the results revealed bv the tests have led to practical reforms in methods of teaching, especially in teaching reading to which subject several chapters of the book are devoted.
The author?as is pointed out in an editorial preface?accepts that tests themselves uncritically, but the vigour with which the experiment is recorded as well as the experiment itself should make the book of considerable interest.
The title of the third book?”Measuring Devices in Composition, Spelling and Arithmetic”?is in itself an explanation of its content. It was written?the author explains in his preface?primarily to help Scottish teachers of “Qualifying Classes” to arrive at a correct non-subjective standard for determining which of their pupils should be recommended for enrolment in the Secondary School, as well as to supply them with some means of estimating the efficiency of their educational methods. The measuring devices offered are limited for use with children at this particular period of their school career, viz., those from 10 to 14.
Measuring Intelligence’’ is a small volume giving a resume of the general aims and present position of Mental Tests, and written to tell parents, teachers and citizens “what ought to be known about the most important single movement in our current educational life.’’
On the Symptoms and Home Treatment of Mentally Defective Infants and Young Children. By John Thomson, M.D., LL.D., F.R.C.P.Ed., Consulting Physician to the Royal Edinburgh Hospital for Sick Children and to the Royal Scottish National Institution, Larbert. Obtainable from the Offices of the C.A.M.W. Price Is., post free.
Our readers may remember that some months ago we reviewed a valuable little pamphlet by Dr John Thomson intended 70 STUDIES IN MENTAL INEFFICIENCY. especially for the guidance of mothers in training and managing young defective children.
We now have the pleasure of announcing a further pamphlet by the same author, who this time treats the subject from the point of view of the medical man in general practice,? the person “to whom the mentally defective baby in a special sense belongs’’ to whom he is taken when his condition is first suspected, to whom his mother looks throughout his life for advice and help. But though written specially for doctors, and though forming part of the Morison Lectures delivered to an audience of doctors, the pamphlet is couched in terms well within the understanding of the lay reader, and Secretaries and Visitors of Mental Welfare Associations should find it of no less value that its predecessor.
The symptoms of Mental Deficiency in infancy and early childhood are dealt with very clearly and comprehensively whilst the pages devoted to the treatment and training which should follow diagnosis contain information which should form part of the equipment of every Mental Welfare worker. The information is conveyed moreover in a way that lends the subject a charm not found in ordinary text-book treatment, and to which even those who are completely uninitiated must be susceptible.
“When we examine mentally defective children after the first year or two of life,’’ Dr. Thomson writes, “we very often find that many of their unpleasant ways are only partly due to the morbid state of their brains, and are to be regarded much more as the result of lack of discipline and the prolonged spoiling which has characterised their mother’s treatment of them.’’
This faith that the M.D. child has potentialities which can be released through training, reveals itself on every page of the pamphlet and gives to its teaching that touch of hope and idealism which alone can provide the inspiration so indispensable if they arc to be successfully applied.
For this and for his Opening Doors the C.A.M.W. feels that all Mental Welfare workers owe to Dr Thomson a debt of gratitude?a debt which can only be discharged by securing for both pamphlets all the publicity that is possible.
The Diagnostic Findings from Seven Years of Examining in the Same School Clinic. By J. E. W. Wallin, Ph.D., Director Bureau of Special Education and Psycho-Educational Clinic and Professor of Clinical Psychology, Miami University.
This pamphlet contains the results of Dr. Wallin’s seven years’ experience as Director of the St. Louis Psycho-Educational Clinic, and is presented as being the only summary of the kind for an equal number of years that has so far been published.
His data is derived from the examination of 2,774 cases, which he classifies as follows: Per cent. Normal.. Retarded Backward Borderline Diagnosis Deferred Undetermined Morons Imbeciles Idiots Special types subjected to a Supplementary Diagnosis are further class portant divisions being: 3-2 3-8 25-2 28-1 33 ?2 23-2 12-3 ?2 35-7 fied, the most lffi” Speech Defectives (545) Delinquents (444) Epileptics(47).. Psychopathies (33) Unstable and Neurotic (194) Mongolians (23) Cretins (8) ., ,, Per cent. 19-64 1600 1-69 1-18 6-99 8-6 ?28
The statistical findings in each o groups are analysed and discussed, and u subdivided on a basis of Intelligence. The Mongol group is subjected to par larly detailed analysis, tables being comp as to position in family, average ageo Pare ‘ size of familes, etc., which though q tentative on account of the small num ers c cerned, Dr Wallin hopes will lead to ur experimental investigations on a larger sca Meanwhile it is of interest to note is c? elusions that neither advanced age m parents nor the size of the families m w 1C Mongols appear, are in themselves impor an causative factors. All he can affirm is Mongolism is due to a perversion 01 arres foetal development, the exact agencies c0.1 eerned in its production being as yet qul ^perfectly understood.”
With regard to the general group oi minded” (994 cases) Dr Wallin emphasise^ t^o important conclusions he has reached: (1) That there is a larger amount of pedagogical retardation than men a intellectual retardation among sc o children, obviously because pe ago& cal proficiency depends on many ac o other than intelligence.
(2) That the percentage of feeble-minded ness amongst school children is co siderably less than has been assume^ on the basis of arbitrary standards ana brief intelligence surveys in schools. According to his ‘ only about one-half of 1% can classified as such.
this connection Dr Wallin takes the ?Pportunity of protesting anew against t ie year old standard of feeble-mindedness upon ^hich the U.S.A. Army Tests were worked, an<* re-affirms his contentions that if an 111 ividual possesses an intelligent e^e ?Ven no higher than 10 years, it ‘ ‘consti u es mcontrovertible evidence that he is no feeble-minded, whatever else he may be,” and that feeble-mindedness is fundamentally a “socio-legal” concept and cannot be diagnosed merely by intelligence tests. These contentions, he says, have been everywhere assailed and repudiated, but he claims that “time has brought swift vindication” of their truth.
This pamphlet has been added to the Mental Welfare Library and anyone who is anxious to study the statistics it presents in detail is invited to apply to the Librarian.
Mothercraft. A Selection from Courses of Lectures on Infant Care, delivered under the auspices of the National Association for the Prevention of Infant Mortality. 4th edition, revised and enlarged. Published by the National League of Health, Maternity and Child Welfare, 117, Piccadilly, London, W. 1. 4s. 6d. post free. Although it is to Infant Welfare Workers and Health Visitors that this little volume will make its primary appeal, it well repays study by all those whose work takes them in and out of the homes of the people and not least by Mental Welfare workers; for the physical care of a mentally defective child varies in essentials no whit from that necessary for the normal child and “the more knowledge that is possessed by the visitor to the home of a young defective as to the principles of modern child hygiene the more helpful will her visits be. Moreover amongst the lectures incorporated in this book are two directly bearing on the special problems, viz., “The Backward Child,” by Dr Tredgold, and the “Nervous Child” by Sir Maurice Craig. For these two chapters alone the book could fittingly be placed by the Secretary of a Voluntary Association in the hands of new voluntary helpers to whom it should serve as a useful introduction to further study.
The Howard Journal. A Review of Modern Methods for the Prevention and Treatment of Crime and Juvenile Delinquency. Vol. 1. No. 3. Published by the Howard League for Penal Reform, 18, Savoy Street, W.C.2. Price 2s. 6d. (by post, 2s. 10d).)
The third number of this journal has recently been published and contains much that is of special interest to the Mental Welfare Worker.
We would instance particularly Miss Margery Fry’s paper, A Belgian Psychological Laboratory, describing her visit to an “Observation School” for the treatment of juvenile delinquents at Moll, Dr Hamblin Smith’s paper on the Medical Examination of Delinquents, and a critical note on the Report of the Committee on Insanity and Crime. Amongst the reviews, that of ? publication on Juvenile Delinquency in France,* gives much useful information as to methods of procedure in that country. No one who is interested in the general question of Penal Reform can afford to be without this journal which constitutes a fund of up-to-date information presented in a form at once concise and eminently readable.
*”Le Tribunal pour Enfants. Etude sur Ie Traitement de l’Enfance d^liquante en France.” Chloe Owings, Docteur de l’Universite Paris (Letters). With a preface by M. Henri Rollet, Judge of th? Children’s Court, Paris.
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