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(1914). Padägogium. Eine Methode-Sammlung fiir Erziehung und Unterricht Unter Mitwirkung von Prof. Dr. E. Meumann, Herausge-geben von Prof. Dr. Oskar Messmer. Band I. Die Psychoanalytische Methode Eine erfahrungswissenschaftlich-systematische Darstellung, Von Dr. O. Pfister, Pfarrer und Seminarlehrer in Zurich, mit Geleitwort von Prof. Dr. S. Freud. 1913. Verlag von Julius Klinkhardt, Leipzig und Berlin.. Psychoanal. Rev., 1(2):238-240.

(1914). Psychoanalytic Review, 1(2):238-240

Book Reviews

Padägogium. Eine Methode-Sammlung fiir Erziehung und Unterricht Unter Mitwirkung von Prof. Dr. E. Meumann, Herausge-geben von Prof. Dr. Oskar Messmer. Band I. Die Psychoanalytische Methode Eine erfahrungswissenschaftlich-systematische Darstellung, Von Dr. O. Pfister, Pfarrer und Seminarlehrer in Zurich, mit Geleitwort von Prof. Dr. S. Freud. 1913. Verlag von Julius Klinkhardt, Leipzig und Berlin.

Since psychoanalysis deals with the deeper strata of mental life and the exploration of infantile and child life for the purpose of determining the genesis of psychic manifestations, the intimate relationship between pedagogy and psychoanalysis is quite apparent. It was conclusively demonstrated what an immense value Freud's psychology had in understanding the human mind in all its phases and not only in the abnormal but in the normal. In early childhood, deviations in mental life may frequently occur, hence early corrections and direction of normal habits are extremely important in order to prevent the approach of a neurosis or a psychosis in adolescence or adult life. The more one examines abnormal mental states, the more he is convinced that a great deal could have been accomplished in the line of prevention for our patients if their early childhood could have been properly adjusted. It will not be far-fetched to state that psychoanalytic pedagogy is the foundation of the prophylaxis of nervous and mental diseases.

According to Freud, the difference between the physician and the pedagogue lies in the fact that the former deals with fixed psychic formations and attempts to give to the patient insight of his own limitations and creates a surety for his independence, whereas the pedagogue works with plastic and impressionable material and directs the child, not according to his personal ideals, but moulds him “according to the object of fixed dispositions and possibilities.”

The profound value of Pfister's book lies in the fact that it is based upon material gathered from school room and confessionals, and its results are utilized for educational and prophylactic purposes. While a few criticisms may be made to the effect that the case records are a bit too superficial and lack the completeness of medical polish, nevertheless the whole issue is strikingly well and lucidly outlined.

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