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As might be expected from Dr. Pfister, we find in this latest translated volume of his work, the theme of which is the application of Freudian principles to education, the same care, accuracy, and sincerity which marks all his previous work. The present book is rather what the sub-title suggests (an 'Introduction to Psycho-Analysis') than an educational work in any narrow sense. Indeed, Dr. Pfister is careful to say that he by no means supports the idea of every teacher embarking upon analysis of his pupils: 'Psycho-analysis is an edged instrument which it is dangerous to wield awkwardly. We cannot too often warn people against thoughtless application of the treatment, and we must consider as an abuse every treatment that is not fully aware of the possible consequences and dangers. It is better to leave the analysis of children severely alone than to launch upon a semi-quack system' (p. 155). This is a timely warning, for the tendency to-day would appear to be in the direction of hasty attempts to apply to educational work ill-digested fragments of Freudian theory (often mixed up with quite irrelevant matter), in the form of actual practice or of misleading discourses to teachers.
Dr. Pfister has confined himself mainly to the exposition of general psycho-analytical principles, but always keeping in mind the bearing of these upon education: he shows how psycho-analytical findings are to be traced, how to interpret the psychic phenomena presented, and the chief significance of these, illustrating largely by vivid and homely examples which will appeal to most readers.
In his first section (pp. 1-32) we are given some exposition of the significance of psycho-analysis and the spheres in which it operates, a few vivid and apt illustrations bringing before us the kind of problems—physical,