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This anniversary volume offers concise and personal essays from across the globe, recounting the histories of the various centers of psychoanalytic learning and education. Each text is local in its perspective, diverse in its opinions, and protean in its significance. If ever we had to come to grips with plurality within unity, it is in the story of how psychoanalytic institutions grew in each area of the globe. The seedlings seemed to flourish by immigration and transplanted ideas. The authors each have their homeland in mind and their own view of history as they tell their stories. Some subscribe to the Great Man theory of history, some to the zeitgeist for innovation; some promote the dialectic of conflictual synthesis, while others show how schisms were accepted and avoided as emigrés challenged locals and how ideas spread from Freud to his disciples. Many held tenaciously to his central principles, while others sought new air and ideas in climates where Freud's authority was suspect.
At the founding Congress in Nuremberg in 1910 Freud prompted modification in technique to enhance education with the aim of dampening the anxious avoidance of new ideas. Educational models, however, did not multiply beyond the Eitingon tripartite paradigm except in minor attempts to free the student's analysis from the grip of the training program and to make the curriculum more flexible and selective. All the models seem to have maintained a devotion to the Freudian canon as the centerpiece of psychoanalytic education worldwide. The historical force of unplanned migration could not have been anticipated, and what an effect it had. Emigrés from the three major Continental wellsprings of psychoanalysis—Vienna, Berlin, and Budapest—came in growing