404. SECTIONAL TRANSACTIONS.— L. 



(h) Dr. Crichton Millbb. 



The term ' psycho-analysis ' has been claimed as referring exclusively to the 

 theory and technique laid down by Professor Freud, and it is therefore necessary 

 to use a different term, if we wish to express a view that does not accept all 

 Freud's conclusions or coincide with his philosophy, however much it may owe 

 to his original discovery. The term ' analytical psychology ' will be used in this 

 paper. 



Our discussion raises first the question of the relation between teacher and 

 doctor. Analytical psychology appeared first as a method of treating 

 nervous disorders ; this, however, is not its final function. Its real scope and 

 value should be preventative ; its application as universal as the accepted prin- 

 ciples of hygiene ; and its propaganda carried on by all who have a stake in the 

 next generation. Hence its importance to teachers ; and hence the necessity for 

 teachers to understand and value it in their own experience. 



The advent of analytical psychology marks a new era in education because 

 it makes a new demand : that the teacher should know, not only his subject and 

 his pupil., but himself. It follows tliat the chief function of analytical psy- 

 chology in education is not to enable the teacher to analyse his pupils — a 

 technical task for which he cannot usually have either the time or the training ; 

 nor is ',': to provide a new set of pigeon-holes into which he may thrust his own 

 and other people's problems. Nor can analytical psychology supply purely 

 temperamental defects ; but it can help the teacher to recognise and to remedy 

 failures of character-development in himself : the inherent childishness, the 

 prejudice and self-deception which are the chief obstacles to understanding 

 children and handling them wisely. An attempt is being made at the Tavistock 

 Clinic in London to overcome the practical difficulty of making it possible for 

 the teacher to acquire knowledge of analytical psychology. 



Analytical psychology has a vital contribution to make to the problem of 

 discipline. It reveals the failure of the two different methods represented by 

 the training ship and the ultra-modern school : the problem cannot be solved 

 by over-emphasising or by ignoring the demands of the herd on the individual, 

 but only by interpreting them as wisely and patiently as possible. 



If there are still teachers who maintain that analytical psychology is irrelevant 

 to their work, they must be reminded that their failures will come to be judged 

 by analysts later, who have to attempt the re-education of the adult who might 

 have developed into a man, and instead developed into a neurotic. 



(c) Dr. E. A. Hamilton-Peabson. 



(d) Dr. E. G. Gordon. — The Difficult and Delinquent Child. 



The importance of the question — Causes of delinquency — Feeble-mindedness — 

 The psychopathic child — Pathological stealing, lying and truancy — The will to 

 power — Aggressiveness and display — Effects of neglect — Neuroses, drugs, crime — 

 Means of detection — Psychoanalysis, mental exploration. 



Importance to the individual : Possibilities of cure. 



Tests and routine examination : (1) Physical ; (2) intelligence ; (3) mental 

 reactions. 



Importance to the State : The Ohio Bureau of Juvenile Eesearch. 



The advantage of investigation — The necessity of qualification to conduct 

 such investigation — The function of such research clinics — Advisory and 

 executive. 



(e) Prof. T. H. Pear. 



6. Address upon Itirperial Citizenship by the Et. Hon. Lord Meston. 



(See p. 423.) 



Monday, September 11. 



7. Mr. Iveson S. Macadam. — International Students' Organisations. 



8. Discussion upon English as the Basis of National Education. 



