INTRODUCTORY LECTURES ON PSYCHO-ANALYSIS (1916-17)

1 3124 INTRODUCTORY LECTURES ON PSYCHO-ANALYSIS (1916-17) 3125 Intentionally left blank 3126 PREFACE What I am here offering the public as an Introduction to PSYCHO-ANALYSIS is not designed to compete in any way with such general accounts of this field of knowledge as are already in existence, those of Hitschmann (1913), Pfister (1913), Kaplan (1914), R gis and Hesnard (1914) and Meijer (1915). This volume is a faithful reproduction of the LECTURES which I delivered during the two Winter Terms 1915/16 and 1916/17 before an audience of doctors and laymen of both sexes. Any peculiarities of this book which may strike its readers are accounted for by the conditions in which it originated. It was not possible in my presentation to preserve the unruffled calm of a scientific treatise. On the contrary, the lecturer had to make it his business to prevent his audience s attention from lapsing during a session lasting for almost two hours.

2 The necessities of the moment often made it impossible to avoid repetitions in treating some particular subject - it might emerge once, for instance, in connection with dream-interpretation and then again later on in connection with the problems of the neuroses. As a result, too, of the way in which the material was arranged, some important topics (the unconscious, for instance) could not be exhaustively treated at a single point, but had to be taken up repeatedly and then dropped again until a fresh opportunity arose for adding some further information about it. Those who are familiar with psycho-analytic literature will find little in this Introduction that could not have been known to them already from other much more detailed publications. Nevertheless, the need for rounding-off and summarizing the subject-matter has compelled the author at certain points (the aetiology of anxiety and hysterical phantasies) to bring forward material that he has hitherto held back.

3 FREUD VIENNA, Spring 1917 INTRODUCTORY LECTURES On Psycho-Analysis3127 PREFACE TO THE HEBREW TRANSLATION These LECTURES were delivered in 1916 and 1917; they gave a fairly accurate account of the position of the young science at that period and they contained more than their title indicated. They provided not only an introduction to PSYCHO-ANALYSIS but covered the greater part of its subject-matter. This is naturally no longer true. Advances have in the meantime taken place in its theory and important additions have been made to it, such as the division of the personality into an ego, a super-ego and an id, a radical alteration in the theory of the instincts, and discoveries concerning the origin of conscience and the sense of guilt. These LECTURES have thus become to a large extent incomplete; it is in fact only now that they have become truly INTRODUCTORY . But in another sense, even to-day they have not been superseded or become obsolete.

4 What they contain is still believed and taught, apart from a few modifications, in psycho-analytic training schools. Readers of Hebrew and especially young people eager for knowledge are presented in this volume with PSYCHO-ANALYSIS clothed in the ancient language which has been awakened to a new life by the will of the Jewish people. The author can well picture the problem which this has set its translator. Nor need he suppress his doubt whether Moses and the Prophets would have found these Hebrew LECTURES intelligible. But he begs their descendants (among whom he himself is numbered), for whom this book is designed, not to react too quickly to their first impulses of criticism and dislike by rejecting it. PSYCHO-ANALYSIS brings forward so much that is new, and among it so much that contradicts traditional opinions and wounds deeply rooted feelings, that it is bound at first to provoke denial. A reader who suspends his judgement and allows PSYCHO-ANALYSIS as a whole to make its impression on him will perhaps become open to a conviction that even this undesired novelty is worth knowing and is indispensable for anyone who wishes to understand the mind and human life.

5 VIENNA, December 1930 INTRODUCTORY LECTURES On Psycho-Analysis3128 PART I PARAPRAXES (1916) INTRODUCTORY LECTURES On Psycho-Analysis3129 lecture I INTRODUCTION LADIES AND GENTLEMEN, - I cannot tell how much knowledge about PSYCHO-ANALYSIS each one of you has already acquired from what you have read or from hearsay. But the wording of my prospectus - Elementary Introduction to PSYCHO-ANALYSIS - obliges me to treat you as though you knew nothing and stood in need of some preliminary information. I can, however, assume this much - that you know that PSYCHO-ANALYSIS is a procedure for the medical treatment of neurotic patients. And here I can at once give you an instance of how in this field a number of things take place in a different way - often, indeed, in an opposite way - from what they do elsewhere in medical practice. When elsewhere we introduce a patient to a medical technique which is new to him, we usually minimize its inconveniences and give him confident assurances of the success of the treatment.

6 I think we are justified in this, since by doing so we are increasing the probability of success. But when we take a neurotic patient into psycho-analytic treatment, we act differently. We point out the difficulties of the method to him, its long duration, the efforts and sacrifices it calls for; and as regards its success, we tell him we cannot promise it with certainty, that it depends on his own conduct, his understanding, his adaptability and his perseverance. We have good reasons, of course, for such apparently wrong-headed behaviour, as you will perhaps come to appreciate later on. INTRODUCTORY LECTURES On Psycho-Analysis3130 Do not be annoyed, then, if I begin by treating you in the same way as these neurotic patients. I seriously advise you not to join my audience a second time. To support this advice, I will explain to you how incomplete any instruction in PSYCHO-ANALYSIS must necessarily be and what difficulties stand in the way of your forming a judgement of your own upon it.

7 I will show you how the whole trend of your previous education and all your habits of thought are inevitably bound to make you into opponents of PSYCHO-ANALYSIS , and how much you would have to overcome in yourselves in order to get the better of this instinctive opposition. I cannot, of course, foretell how much understanding of PSYCHO-ANALYSIS you will obtain from the information I give you, but I can promise you this: that by listening to it you will not have learnt how to set about a psycho-analytic investigation or how to carry a treatment through. If, however, there should actually turn out to be one of you who did not feel satisfied by a fleeting acquaintance with PSYCHO-ANALYSIS but was inclined to enter into a permanent relationship to it, I should not merely dissuade him from doing so but actively warn him against it. As things stand at present, such a choice of profession would ruin any chance he might have of success at a University, and, if he started in life as a practising physician, he would find himself in a society which did not understand his efforts, which regarded him with distrust and hostility, and unleashed upon him all the evil spirits lurking within it.

8 And the phenomena accompanying the war that is now raging in Europe will perhaps give you some notion of what legions of these evil spirits there may be. Nevertheless, there are quite a number of people for whom, in spite of these inconveniences, something that promises to bring them a fresh piece of knowledge still has its attraction. If a few of you should be of this sort and in spite of my warnings appear here again for my next lecture , you will be welcome. All of you, however, have a right to learn the nature of the difficulties of PSYCHO-ANALYSIS to which I have alluded. I will begin with those connected with instruction, with training in PSYCHO-ANALYSIS . In medical training you are accustomed to see things. You see an anatomical preparation, the precipitate of a chemical reaction, the shortening of a muscle as a result of the stimulation of its nerves. Later on, patients are demonstrated before your senses - the symptoms of their illness, the products of the pathological process and even in many cases the agent of the disease in isolation.

9 In the surgical departments you are witnesses of the active measures taken to bring help to patients, and you may yourselves attempt to put them into effect. Even in psychiatry the demonstration of patients with their altered facial expressions, their mode of speech and their behaviour, affords you plenty of observations which leave a deep impression on you. Thus a medical teacher plays in the main the part of a leader and interpreter who accompanies you through a museum, while you gain a direct contact with the objects exhibited and feel yourselves convinced of the existence of the new facts through your own perception. INTRODUCTORY LECTURES On Psycho-Analysis3131 In PSYCHO-ANALYSIS , alas, everything is different. Nothing takes place in a psycho-analytic treatment but an interchange of words between the patient and the analyst. The patient talks, tells of his past experiences and present impressions, complains, confesses to his wishes and his emotional impulses.

10 The doctor listens, tries to direct the patient s processes of thought, exhorts, forces his attention in certain directions, gives him explanations and observes the reactions of understanding or rejection which he in this way provokes in him. The uninstructed relatives of our patients, who are only impressed by visible and tangible things - preferably by actions of the sort that are to be witnessed at the cinema - never fail to express their doubts whether anything can be done about the illness by mere talking . That, of course, is both a short-sighted and an inconsistent line of thought. These are the same people who are so certain that patients are simply imagining their symptoms. Words were originally magic and to this day words have retained much of their ancient magical power. By words one person can make another blissfully happy or drive him to despair, by words the teacher conveys his knowledge to his pupils, by words the orator carries his audience with him and determines their judgements and decisions.