The method of experimental introspection as applied to experiences whose physical conditions are very incompletely controlled, is still in its infancy.

The first-named is fundamental since experiment always involves observation.

From ordinary scientific observation introspection is distinguished solely by its object which is a psychic not a physical nor a logical object.

The individuality, or uniqueness of each self, is the character which distinguishes it from every other: all self psychologists, and often even those who deny the self, agree that "psychic facts belong to individuals " that "a feeling is either mine or somebody else's."

The self is often bowed out of psychology on the ground that scientific introspection has failed to discover it.

I hope, ladies and gentlemen, that I have shown you what complicated psychic processes the psychanalytic investigation reveals in the child, and how great is the significance of these processes for the mental well-being as well as for the general psychic development of the child.

During the forenoon she kept very noticeably away from her mother; this was the more striking as she was usually much attached to her mother. But once when her mother was alone she ran into the room, embraced her and said, "Well, aren't you going to die now?" This explains a part of the conflict in the child's psyche. Though the stork theory was never really taken seriously, she accepted the fruitful re-birth hypothesis, according to which a person by dying assisted a child into life. Accordingly the mother, too, must die; why, then, should the newborn child, against whom she already felt childish jealousy, cause her pleasure? It was for this reason that she had to ascertain in a favorable moment whether the mother was to die, or rather was moved to express the hope that she would not die. With this happy issue, however, the re-birth theory sustained a severe shock. How was it possible now to explain the birth of her little brother and the origin of children in general? There still remained the stork theory which, though never expressly rejected, had been implicitly waived through the assumption of the re-birth theory. The explanations next attempted unfortunately remained hidden from the parents as the child stayed a few weeks with her grandmother. From the grandmother's report we learned that the stork theory was often discussed, and it was naturally re-enforced by the concurrence of those about her. When Anna returned to her parents she again on meeting her mother evinced the same mixture of despair and suspicion which she had displayed after the birth. The impression, though inexplicable, was quite unmistakable to both parents. Her behavior towards the baby was very nice. During her absence a nurse had come into the house who, on account of her uniform made a deep impression on Anna; to be sure, the impression at first was quite unfavorable as she evinced the greatest hostility to her. Thus nothing could induce her to allow herself to be undressed and put to sleep by this nurse. Whence this resistance originated was soon shown in an angry scene near the cradle of the little brother in which Anna shouted at the nurse, "This is not your little brother, it is mine!" Gradually, however, she became reconciled to the nurse and began to play nurse herself, she had to have her white cap and apron and "nursed" now her little brother and now her doll.

I should properly begin by giving you the content of that analysis, so that you might be in a position to compare for yourselves the results of Freud with those obtained by me, and to observe the marked, even astonishing, similarity between the unconscious creations of the two children.

I purposely chose this case as an illustration because it is simple, obvious, and quite typical of many marriages which are crippled through the neurosis of the wife. The unhappiness always lies in a too firm attachment to the parents. The offspring remains in the infantile relations. We can find here one of the most important tasks of pedagogy, namely, the solution of the problem how to free the growing individual from his unconscious attachments to the influences of the infantile milieu, in such a manner that he may retain whatever there is in it that is suitable and reject whatever is unsuitable. To solve this difficult question on the part of the child seems to me impossible at present. We know as yet too little about the child's emotional processes. The first and only real contribution to the literature on this subject has in fact appeared during the present year. It is the analysis of a five-year-old boy published by Freud.

This consideration seems to me to be of importance for the conception of the influence of environment and education.

If the daughter imitates this situation she does the same thing as her mother, she seeks to obtain emotions from the outside. But for a girl of 16 such an emotional state is to say the least quite dangerous; like her mother she reacts to her environment as a sufferer soliciting sympathy. Such an emotional state is no longer dangerous in the mother, but for obvious reasons it is quite dangerous in the daughter. Once freed from her father and mother she will be like her-mother; i.e., she will be a suffering woman craving for inner gratification. She will thus be exposed to the greatest danger of falling a victim to brutality and of marrying a brute and inebriate like her father.

The mother is 45 years old and the daughter 16 years. Both have a very distinct predicate type expressing personal judgment, and differ from the father in the most striking manner. The father is a drunkard and a demoralized creature. We can thus readily understand that his wife perceives an emotional voidness which she naturally betrays by her enhanced predicate type. The same causes cannot, however, operate in the daughter, for in the first place she is not married to a drunkard, and secondly life with all its hopes still lies before her. It is distinctly unnatural for the daughter to show an extreme predicate type expressing personal judgment. She responds to the stimuli of the environment just like her mother.

If we translate this elementary observation into the psychology of everyday life, it signifies that the test person has a tendency constantly to give to others more feeling than is required and expected. According to Freud, this is a sign of a reinforced object-libido, that is, it is a compensation for an inner unsatisfaction and voidness of feeling.

'sentiment d'incomplêtude,'

Disease is an imperfect adaptation; hence in this case we are dealing with something morbid in the psyche, - with something which is either temporary or persistently pathological, that is, we are dealing with a psychoneurosis, with a functional disturbance of the mind. This rule, however, as we shall see later, is not without its exceptions.

It all depends on how the test person reacts to this situation. The situation "bride" or "bridegroom" will not evoke a simple reaction in a young lady; but the reaction will be deeply influenced by the provoked strong feeling tones, the more so if the experimenter be a man. 

In a certain sense it is even still more than that. Words are really something like condensed actions, situations, and things. When I present a word to the test person which denotes an action it is the same as if I should present to him the action itself, and ask him, "How do you behave towards it? What do you think of it? What do you do in this situation?" If I were a magician I should cause the situation corresponding to the stimulus word to appear in reality and placing the test person in its midst, I should then study his manner of reaction. The result of my stimulus words would thus undoubtedly approach infinitely nearer perfection

The illustrations below (pp. 224 ff.) show the course of the reaction time in hysterical individuals. The light cross-hatched columns denote the locations where the test person was unable to react (so-called failures). The first thing that strikes us is the fact that many test persons show a marked prolongation of the reaction time. This would make us think at first of intellectual difficulties, - wrongly, however, as we are often dealing with very intelligent persons of fluent speech. The explanation lies rather in the emotions.

Before the experiment begins the test person receives the following instruction: "Answer as quickly as possible the first word that occurs to your mind." This instruction is so simple that it can easily be followed by anybody. The work itself, moreover, appears extremely easy, so that is might be expected that any one could accomplish it with the greatest facility and promptitude. But contrary to expectation the behavior is quite different. 

In my first lecture I shall try to present to you the view points of my association methods; in my second lecture I shall discuss the significance of the familiar constellations; while in my third lecture I shall enter more fully into the psychology of the child.