IT is with a certain hesitation that I undertake the task
of presenting to you, in a brief lecture, the connexion between
the findings of analytical psychology and general problems
of education. In the first place, it is a large and extensive
field of human experience which cannot possibly be covered
adequately in a few weighty sentences. Furthermore,
analytical psychology deals with a method and a system of
thought, neither of which can one assume to be generally
known; hence their applicability to educational problems
is not easily demonstrated. An historical introduction into
the process of development of this, the youngest of the psycho-
logical sciences, is almost indispensable; for it enables us to
understand many things which, if we met them to-day for
the first time, would be most difficult to grasp.

Developing out of therapeutic experiences with hypnotism,
psycho-analysis, as Freud termed it, became a specific medical
technique for investigating the psychic causes of functional,
that is non-organic, nervous disorders. It was primarily
concerned with the sexual origins of these disorders, and its
value as a method of therapy was based on the assumption
that a permanent curative effect would result from bringing
the sexual causes to consciousness. The entire Freudian
school still takes this view of psycho-analysis and refuses
to recognize any causation of nervous disorders other than
the sexual. Although originally subscribing to this method,
I have, during the course of years, developed the conception
of analytical psychology which emphasizes the fact, that
psychological investigation along psycho-analytic lines has
left the narrow confines of a medical technique, with its restric-
tion to certain theoretical presuppositions, and has passed

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