Psychoanalysis and Education

These are days when everyone is concerned about the future of humanity. We hear talk on every hand about what the externality of our tomorrows will be like. New types of energy are to supplant those to which we are accustomed. We are led to marvel at the gadgets being prepared for our convenience and profit. In the farther reaches of externality, our statesmen are talking about our relatedness with other nations, cultures, and races. One aspect of that future, however, is conspicuously ignored. Where is the human element which must be present if relations, interrelations, are to be actual? Where are the livers of this life of tomorrow? Who are they who will live out these purposes, use these gadgets, rocket around the world, or conceivably off it? Who will inhabit this brave new world, if we get it to be new, and if we can be labeled “brave” in our acceptance of it?

This personnel is now in our schools and colleges. It is small wonder that we have not much noticed them for they are walled away from life, or at least a goodly portion of it. If we are asked why they are so immured, we should probably respond: that they are there in the interest of this very future, for which you and I hope. It is to this aspect of the future of humanity that I wish to address myself. Several million of them are so segregated. They spend the major portion of their waking hours in the hands of my profession, and as a member of that profession I have deep responsibility and grave concern for what is happening to them. They are my problem, and that of my profession, and it is my present purpose to point out to you and your profession how intricately they are also your problem and to point out further, if I may, the help we need from you, if we are in any measure to discharge our responsibility.

As preface to that, may I call your attention to the facts which are pertinent and which are also well known to you. We know that our institutions — governments, churches, schools, and family structu