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Education is concerned with the substitution of the pleasure by the reality principle. It aids this exchange by opposing the immediate satisfaction
of instinctual drives and thus accustoming the psychic apparatus to endure tension. There are two methods of combating instinct, withdrawal of the object and addition of unpleasure, either by infliction of pain or by withdrawal of love. The latter is the only method effective in early infancy. It works through the anxiety roused by the absence of the mother, that is, by disturbing the intra-uterine mother-child identification which persists into the suckling stage. Education by rewarding with love (Liebesprämis) is effective only when the child has recognised its separation from the mother, and such a reward is felt as a temporary renewal of the original identification with her. Later the love-reward is sought from the outer world, in happy love relations, successful sublimations and manifold narcissistic gratifications. This third phase includes latency, puberty and the delayed adolescence which occurs in analysis. These phases may be described as stages of depersonalization of the love-reward.