Recent British Approaches to Problems of Early Mental Development1

In a well-known critical paper published several years ago, Edward Bibring2 discussed the theories of the "so-called English School." It is not entirely clear however, how far the term "so-called" refers to his evaluation of the analytic thought and how far to the national origin of its authors. Although all three books discussed in this review were published in England, only one of the six authors concerned may properly be described as English. With the exception, moreover, of Fairbairn's very individual Scottish approach, the views expressed did not originally develop in the British Isles. The fact, however, that two of these controversial volumes have been published in the International Psycho-Analytical Library, edited by Ernest Jones and published by the Institute of Psycho-Analysis, reflects one very important characteristic of British psychoanalysis—namely, its capacity to contain within its existing framework controversial and possibly divergent views and their proponents. Certain hypotheses expressed in these volumes might well have led to overt schisms in the United States. This point is particularly well illustrated by Balint's work, which derives from some of Ferenczi's controversial propositions. In this country Ferenczi's pupils, as is well known, have developed modifications both of theory and technique, which have actually led to the development of new groups. Balint, in contrast, remains active in the scientific life of the London Institute of Psycho-Analysis.