Chapter II · (continued 2)

Not long after, Anna surprised her mother with the following performance: She stuck her doll under her clothes, then pulled it out slowly head downwards, and at the same time remarked, "Look, the baby is coming out, now it is all out." By this means Anna tells her mother, "You see, thus I apprehend the problem of birth. What do you think of it? Is that right?" The play is really meant to be a question, for, as we shall see later, this idea had to be officially confirmed. That rumination on this problem by no means ended here, is shown by the occasional ideas conceived during the following weeks. Thus she repeated the same play a few days later with her Teddy Bear, who stands in the relation of an especially beloved doll. One day, looking at a rose, she said to her grandmother, "See, the rose is getting a baby." As her grandmother did not quite understand her, she pointed to the enlarged calyx and said, "Don't you see it is quite fat here?"

Anna once quarrelled with her younger sister, and the latter exclaimed angrily, "I will kill you." Whereupon Anna answered, "When I am dead you will be all alone; then you will have to pray to God for a live baby." But the scene soon changed: Anna was the angel, and the younger sister was forced to kneel before her and pray to her that she should present to her a living child. In this way Anna became the child-dispensing mother.

Oranges were once served at table. Anna impatiently asked for one and said, "I am going to take an orange and swallow it all down into my stomach, and then I shall get a baby." Who does not think here of fairy tales in which childless women become pregnant by swallowing fruit, fish, and similar things?[148] In this way Anna sought to solve the problem how the children actually come into the mother. She thus enters into a formulation which hitherto had not been defined with so much clearness. The solution follows in the form of an analogy, which is quite characteristic of the archaic thinking of the child. (In the adult, too, there is a kind of thinking by metaphor which belongs to the stratum lying immediately below consciousness; dreams bring the analogies to the surface; the same may be observed also in dementia præcox.) In German as well as in numerous foreign fairy tales one frequently finds such characteristic childish comparisons. Fairy tales seem to be the myths of the child, and therefore contain among other things the mythology which the child weaves concerning the sexual processes. The spell of the fairy tale poetry, which is felt even by the adult, is explained by the fact that some of the old theories are still alive in our unconscious minds. We experience a strange, peculiar and familiar feeling when a conception of our remotest youth is again stimulated. Without becoming conscious it merely sends into consciousness a feeble copy of its original emotional strength.

The problem how the child gets into the mother was difficult to solve. As the only way of taking things into the body is through the mouth, it could evidently be assumed that the mother ate something like a fruit, which then grows inside her. But then comes another difficulty, namely, it is clear enough what the mother produces, but it is not yet clear what the father is good for.

What does the father do? Anna now occupied herself exclusively with this question. One morning she ran into the parents' bedroom while they were dressing, she jumped into her father's bed, lay face downwards, kicked with her legs and called at the same time, "Look! does papa do that?" The analogy to the horse of "little Hans" which raised such disturbance with its legs, is very surprising.

With this last performance the problem seemed to be at rest entirely, at least the parents found no opportunity to make any pertinent observations. That the problem should come to a standstill just here is not at all surprising, for this is really its most difficult part. Moreover, we know from experience that not many children go beyond these limits during the period of childhood. The problem is almost too difficult for the childish mind, which still lacks much knowledge necessary to its solution.

This standstill lasted about five months, during which no phobias or other signs of complex-elaboration appeared. After this lapse of time there appeared premonitory signs of some new incidents. Anna's family lived at that time in the country near a lake where the mother and children could bathe. As Anna was afraid to wade farther into the water than knee-deep, her father once put her into the water, which led to an outburst of crying. In the evening while going to bed Anna asked her mother, "Do you not believe that father wanted to drown me?" A few days later there was another outburst of crying. She continued to stand in the gardener's way until he finally placed her in a newly dug hole. Anna cried bitterly, and afterwards maintained that the gardener wished to bury her. Finally she awoke during the night with fearful crying. Her mother went to her in the adjoining room and quieted her. She had dreamed that "a train passed and then fell in a heap."

This tallies with the "stage coach" of "little Hans." These incidents showed clearly enough that fear was again in the air, i.e. that a resistance had again arisen preventing transference to the parents, and that therefore a great part of her love was converted into fear. This time suspicion was not directed against the mother, but against the father, who she was sure must know the secret, but would never let anything out. What could the father be doing or keeping secret? To the child this secret appeared as something dangerous, so that she felt the worst might be expected from the father. (This feeling of childish anxiety with the father as object we see again most distinctly in adults, especially in dementia præcox, which lifts the veil of obscurity from many unconscious processes, as though it were following psychoanalytic principles.) It was for this reason that Anna came to the apparently absurd conclusion that her father wanted to drown her. At the same time her fear contained the thought that the object of the father had some relation to a dangerous action. This stream of thought is no arbitrary interpretation. Anna meanwhile grew a little older and her interest in her father took on a special colouring which is hard to describe. Language has no words to describe the quite unique kind of tender curiosity which shone in the child's eyes.

Anna once took marked delight in assisting the gardener while he was sowing grass, without apparently divulging the profound significance of her play. About a fortnight later she began to observe with great pleasure the young grass sprouting. On one of these occasions she asked her mother the following question: "Tell me, how did the eyes grow into the head?" The mother told her that she did not know. Anna, however, continued to ask whether God or her papa could tell this? The mother then referred her to her father, who might tell her how the eyes grew into the head. A few days later there was a family reunion at tea. When the guests had departed, the father remained at the table reading the paper and Anna also remained. Suddenly approaching her father she said, "Tell me, how did the eyes grow into the head?"

Father: "They did not grow into the head; they were there from the beginning and grew with the head."

A.: "Were not the eyes planted?"

F.: "No, they grew in the head like the nose."

A.: "Did the mouth and the ears grow in the same way? and the hair, too?"

F.: "Yes, they all grew in the same way."

A.: "And the hair, too? But the mousies came into the world naked. Where was the hair before? Aren't there little seeds for it?"

F.: "No; you see, the hair really came out of little grains which are like seeds, but these were already in the skin long before and nobody sowed them." The father was now getting concerned; he knew whither the little one's thoughts were directed, but he did not wish to overthrow, for the sake of a former false application, the opportunely established seed-theory which she had most fortunately gathered from nature; but the child spoke with an unwonted seriousness which demanded consideration.

Anna (evidently disappointed, and in a distressed tone): "But how did Freddy get into mama? Who stuck him in? and who stuck you into your mama? Where did he come out from?"

From this sudden storm of questions the father chose the last for his first answer. "Just think, you know well enough that Freddy is a boy; boys become men and girls women. Only women and not men can have children; now just think, where could Freddy come out from?"

A. (Laughs joyfully and points to her genitals): "Did he come out here?"

Father: "Yes, of course, you certainly must have thought of this before?"

A. (Overlooking the question): "But how did Freddy get into mama? Did anybody plant him? Was the seed planted?"

This very precise question could no longer be evaded by the father. He explained to the child, who listened with the greatest attention, that the mother is like the soil and the father like the gardener; that the father provides the seed which grows in the mother, and thus gives origin to a baby. This answer gave extraordinary satisfaction; she immediately ran to her mother and said, "Papa has told me everything, now I know it all." She did not, however, tell what she knew.

The new knowledge was, however, put into play the following day. Anna went to her mother and said, "Think, mama, papa told me how Freddy was a little angel and was brought from heaven by a stork." The mother was naturally surprised and said, "No, you are mistaken, papa surely never told you such a thing!" whereupon the little one laughed and ran away.

This was apparently a mode of revenge. Her mother did not wish or was not able to tell her how the eyes grew into the head, hence she did not know how Freddy got into her. It was for this reason that she again tried her with the old story.

I wish to impress firmly upon parents and educationists this instructive example of child psychology. In the learned psychological discussions on the child's psyche we hear nothing about those parts which are so important for the health and naturalness of our children, nor do we hear more about the child's emotions and conflicts; and yet they play a most important rôle.

It very often happens that children are erroneously treated as quite imprudent and irrational beings. Thus on indulgently remarking to an intelligent father, whose four-year-old daughter masturbated excessively, that care should be exercised in the presence of the child who slept in the same room as the parents, I received the indignant reply, "I can absolutely assure you that the child knows nothing about sexual matters." This recalls that distinguished old neurologist who wished to deny the attribute "sexual" to a childbirth phantasy which was represented in a dreamy state.

On the other hand, a child evincing neurotic talent exaggerated by neurosis may be urged on by solicitous parents. How easy and tempting it would have been, e.g. in the present case, to admire, excite, and develop prematurely the child's eager desire for learning, and thereby develop an unnatural blasé state and a precociousness masking a neurosis! In such cases the parents must look after their own complexes and complex tendencies and not make capital out of them at the expense of the child. The idea should be dismissed once for all that children are to be held in bondage by their parents or that they are their toys. They are characteristic and new beings. In the matter of enlightenment on sexual things it can be affirmed that they suffer from the preconceived opinion that the truth is harmful. Many neurologists are of opinion that even in grown-ups enlightenment on their own psychosexual processes is harmful and even immoral. Would not the same persons perhaps refuse to admit the existence of the genitals themselves?

One should not, however, go from this extreme of prudishness to the opposite one, namely that of enlightenment à tout prix, which may turn out as foolish as it is disagreeable. In this matter I believe much discretion is advisable; still if children come upon an idea, they should be deceived no more than adults.

I hope, ladies and gentlemen, that I have shown you what complicated psychic processes psychoanalytic investigation reveals in the child, and how great is the significance of these processes for the mental health as well as for the general psychic development of the child. What I have been unable to show is the universal validity of these observations. Unfortunately, I am not in a position to demonstrate this, for I do not know myself how much of it is universally valid. Only by accumulation of such observations and further penetration into the problems broached shall we gain a complete insight into the laws of psychical development. It is to be regretted that we are at present still far from this goal. But I confidently hope that educators and practical psychologists, whether physicians or deep-thinking parents, will not leave us too long unassisted in this immensely important and interesting field.

Literature.

1. Freud. "Die Traumdeutung," II Auflage. Deuticke, Wien, 1909.

2. —— ——. "Sammlung kleiner Schriften zur Neurosenlehre," Band I & II. Deuticke, Wien.

3. —— ——. "Analyse der Phobie eines 5 jahrigen Knaben," Jahrbuch für Psychoanalytische u. Psychopathologische Forschungen, Band I. Deuticke, Wien, 1908.

4. Freud. "Der Inhalt der Psychose," Freud's Shriften zur angewandten Seelenkunde. Deuticke, 1908.

5. Jung. "Diagnostische Associationsstudien," Band I. Barth, Leipzig, 1906.

6. —— ——. "Die Psychologische Diagnose des Thatbestandes." Carl Marhold, Halle, 1906.

7. Jung. "Die Bedeutung des Vaters für das Schicksal des Einzelnen." Deuticke, Wien, 1908.

8. Jung. "The Psychology of Dementia Præcox," translated by Peterson and Brill, Journal of Mental and Nervous Diseases, Monograph Series, No. 2.

9. Fürst. "Statistische Untersuchungen über Wortassoziationen und über familiäre Übereinstimmung im Reactionstypus bei Ungebildeten," X. Beitrag der Diagnost. Assoc. Studien, vol. II.

10. Brill. "Psychological Factors in Dementia Præcox," Journal of Abnormal Psychology, vol. III., No. 4.

11. —— ——. "A case of Schizophrenia," American Journal of Insanity, vol. LXVI., No. 1.

12. "Le Nuove Vedute della Psicologia Criminale," Rivista de Psicologia Applicata, 1908, No. 4.

13. "L'Analyse des Rêves," Année Psychologique, 1909, Tome XV.

14. "Associations d'idées Familiales," Archives de Psychologie, T. VII., No. 26.