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Education is concerned with the conscious mind and with the external world, psycho-analysis with the internal, psychical world.
To understand the very careful and specialized technique of psycho-analysis, we need also to understand the intensity of the child's struggle
with anxiety, and the feeling of aggressive danger which he attributes not only to the restraints of external authority, but also to his own internal forces of control. No technique directed to the conscious mind can fundamentally affect this situation, there exists a gulf between emotional fears and reality such as can easily be perceived in an 'unreasonably' terrified child.
The educator keeps his relation with his pupils as free as may be from disturbing effects, while the analyst, far from avoiding, is out to discover them; since the child's personal experience that they are not inevitably dangerous, even when most aggressive, can alone bridge this gulf.
It is the considered opinion of a group of psycho-analysts and educators that the experience of psycho-analysis has a far higher value for the educator than mere knowledge of the theory, which in certain cases can even be a disadvantage. But this experience of a deep and thorough personal analysis would not lead to a fusion of the functions of the psycho-analyst and the educator; these must remain distinct. A systemic study of psycho-analysis can, however, furnish important data on which a scientific pedagogy may be based.