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My paper is not in any way focused on the practical or administrative procedures in operation at the moment in the training of psychoanalysts throughout the world, in the different Societies and Institutes which comprise the I.P.A. Besides, the pre-published papers which set out amply, precisely and very responsibly the procedures in use in the different Societies and Institutes, enable you to pursue your personal reflexions on these training procedures and their respective advantages and disadvantages. Furthermore, the synthesis of them by R. Wallerstein (this issue) gives an overview which highlights the essential lines governing the doctrines of the different Institutions and puts you in a position to discuss the different options, the unusual aspects and the results. This prior exchange of information gives me the licence, I think, to attempt to outline for you a way into new avenues of thought based on the following elements: (a) How does an analyst function? (b) Who is he? (c) How does he contribute to the elaboration and transmission of analytic knowledge and how can our training enable him to acquire such ability and knowledge?
It goes without saying that, in the time allotted, I can only set out the chapter headings, so to speak, and barely make a start upon an account which would do justice to the complexity of the various points upon which this paper focused. Rather, my aim is confined to presenting them as such, dry and schematic as they are, for your own reflexion during the coming days' work and perhaps beyond that, at least I venture to hope so.
The three basic propositions which I set out above hinge around the following four aspects: (1) the therapeutic ambitions for the candidate; (2) What can be expected of him? (3) How can he be helped? (4) Who is to do it?
As far as the first point is concerned, I will not return to the well-known and widely debated problem of the contra-indications and methods of selection. On the whole I think that toda