MODERN AGE

A QUARTERLY REVIEW

Intrusion into the Soul of a Child

M A X P I C A R D

Translated by Henry Regnery

I of the abnormal also affects the observer:

IT IS CHARACTERISTIC of our time that edu-
cational problems as a rule are considered
only in relation to the ungifted or ab-
normal child; one has the impression that
everything starts with the abnormal and
that the normal child is considered a spe-
cial case. This fits the contemporary preoc-
cupation with the exceptional, the out of the
ordinary. Almost all phenomena have be-
come formless, so blurred that only the ab-
normal makes itself evident; it is the ab-
normal alone that catches the eye.
Only those things seem to matter which
are in a state of crisis, are conspicuous;
only then do we believe them worthy of dis-
cussion. Marriage, for example, is regarded
not in its integrity, as something valid in
itself which is only secondarily dependent
on what happens within it, but as an oc-
casion for crises; marriage is seen solely
from the standpoint of crisis. We have de-
veloped a special language of crisis, and it
is only in this terminology that discussion
takes place.
The fact, however: that one considers
phenomena purely from the point of view
one perceives only the fragmented, the dis-
turbed aspect, one creates what one looks
for. To take an example from classical
psychiatry: it is well known that Charcot
first described hysteria, and also that many
neurotics then formed their neuroses to fit
his description. Or take a pupil who is dis-
turbed; under the disruptive eye of the ob-
server he becomes still more disrupted. He
may, perhaps, have been only slightly dis-
turbed; then his difficulty is diagnosed, the
presence of the observer is sensed, the child
unconsciously accommodates the observer
by behaving as he is expected to behave.
It is, of course, also true that the dis-
turbed child, because of his difficulty, feels
himself isolated, and therefore craves atten-
tion; he needs and wishes the company of
others, of that one person who searches him
out. Mere observation, therefore, can be
helpful to him. The experience of being
brought out of isolation by the attention of
the observer can of itself bring about a
cure. Sympathy alone can heal without any
special therapy.
It should be mentioned also that many
pupils today are not themselves disturbed,

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but merely reflect the disturbance around
them. This has its reasons in the structure
of our time: a phenomenon is not only frag-
mented in itself, it spreads disintegration
around it, there is no barrier to halt the dis-
integration of its surroundings.
I1
HOWDOES analytical psychology function?
( I include under this term the psycho-
analysis of Freud, Jung's depth psychol-
ogy, Adler's individual psychology, existen-
tial analysis, etc.)
Analytical psychology attempts to put the
child's disorder into relationship with some-
thing, with his family surroundings or with
some early impression; it sets up a causal
relationship between some specific event
and the defect in question. Perhaps a pupil
has stolen something. The analytical
psychologist discovers through his analysis
that the pupil has a stepmother who has
mistreated him and concludes that the sup-
pressed ego wanted, in compensation, to
prove to itself by a daring theft that it
could indeed be free. The whole, closed ex-
perience which existed in the pupil before
the analysis is taken apart, one experience
is explained in terms of another, until
finally the theft is explained as the end of
this long causal relationship. The pupil
comes to understand that it is not necessary
for him to steal and is, perhaps, freed of the
disturbance.
This breaking down of a unified experi-
ence into its many successive elements is
destructive of the psyche of a child. The
psyche of a child lives from its wholeness,
it absorbs an experience out of its own
wholeness and what it absorbs i t retains as
a whole. No matter how intense an in-
dividual experience may be, it does not re-
main isolated. It has been observed how
little the shock of a bombardment i n the
war affected the pysches of children. A
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violent individual experience is dissolved
in the wholeness of the psyche, it disap-
pears in the whole, and if it cannot be com-
pensated for, it changes the whole; the
whole then has a different orientation than
before. In this way a single calamitous
event might become the center, and could
as a consequence result in a disturbance in
the child. But this center then dominates
the psyche, becomes the whole, so that the
psyche of the child is always, even under
such circumstances, a whole.
Obviously psychoses occur in children
which are similar in form to the psychoses
of adults. In their nature, however, they are
entirely different, because their locus is the
soul of a child. The child lives from his
wholeness out to the elements which come
to him. It is not so with adults: here the in-
fluence of the whole is constantly less. The
adult lives from part to part, he connects
a new experience to the chain of existing
experiences, and the wholeness of his
psyche is hardly more than something
which encloses this chain of experiences
and gives them a definite quality.
When the analytical psychologist extracts
a single experience from the soul of a
child's psyche, he takes his own adult
psyche as his starting point. But such a
procedure is alien to the psyche of a child,
from which no single thing can be sepa-
rated.
I do not say that a child cannot be helped
by such methods; I do say that such
methods are a trauma for the childish
psyche, even if by the use of them the
psyche is freed of a defect. The child is
forced into the adult state; he is ta!cen out
of his own world and brought perhaps into
a better one, but in so doing something is
lost: the unique world of the child. Con-
sider the psyche of the child in its unity-
because of it the child is a child, because
of this unity the children of all races be-
long to each other, because of this unity the
Fall 1972
soul of the child believes, and because it al-
ways has this unity as a whole it can turn
itself into a piece of wood, into a doll, a
character in a fairy story and yet always
remain itself, independent of time and
place; a closed, whole world is always
present. And it is necessary that man in his
childhood should have such a closed,
formed, inner world as a pattern for a
closed and formed world later on. The
world of the child is a distinct, primary
phenomenon, a given, that is to say,
beyond all human experience, a priori,
transcendent; man cannot deprive himself
of that which was pre-given for him.
The analytical psychologist, by his
method, takes the child away from the
world of the child into the world of the
adult. That is also the danger in present
day education, that the educator draws the
child too much to himself, that he breaks
off the world of youth for the sake of that
of the adult. The educator should bring the
new to the child in such a way that he pro-
tects the psyche of the child. The whole-
ness of the psyche ought not to be broken,
it should only be broadened; the new must
be sensed as an increase of the whole-
of the whole, not of the individual.
111
I HAVE SPOKEN of the child whose act of
stealing the psychologist explained by his
family circumstances. What happens as a
result of such an explanation? A distinct
act against morals, a theft, is represented
to be the result of accidental family circum-
stances, almost as though the family cir-
cumstances could be exchanged for the
theft. The individual is no longer the cause
of a situation, but merely a result; he no
longer causes something, he is merely
caused. The immediate connection of a per-
son to a given situation is eliminated; the
individual is only one of the many possi-
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bilities of an external situation. A dishonest
act, an error, that which one used to call
a sin, through a purely psychological ex-
planation is no longer an act of an in-
dividual exercising his freedom. Through
such a psychological explanation the indi-
vidual stands before his act as though in
front of something for which he has no re-
sponsibility; he stands before it as a
stranger. The fact of his being a man has
been taken from him together with his free-
dom to do what he had, indeed, wanted to
do. His freedom and his humanity have
been thrown into an imaginary room be-
hind him.
Often, to be sure, a psychic or physical
cause can be given for a wrong act and
further wrong acts prevented by making
the wrongdoer aware of the cause, but con-
sider what the individual looses thereby!
Where the individual chooses between good
and evil or at least stands as one who can
choose even if he cannot bring himself to
do so, he is in the same situation as the
figures of the great tragedies. He does not
himself partake of great tragedy, but he is
at least in the place where greatness occurs.
This place in a great world is taken from
him by psychology. Richard 111, for the
psychologist, did not become a murderer
because he had decided to become and re-
main a king, but because he was a hunch-
back. But murder and a crooked back are
obviously not equivalent. What a man
loses by analytical psychology one can see
by observing Richard 111 psychologically:
he is deprived of the connection with great-
ness and the world of values.
IV
LET us RETURN to the pupil who was
psychoanalyzed because of a theft. The im-
pulse to steal is taken from him by the
treatment; he is not punished either rnoral-
ly or by imprisonment, but he is reduced
341
as a person, because, again, his connection
to greatness and the world of values has
been severed. Such a pupil has not been
healed; all that has happened is that he has
been made operational again, he has been
repaired. In saying that, however, I do not
wish to say that merely to retain his whole
human character with its quota of blame
and repentance I would not subject a pupil
who had gotten into trouble to psychologi-
cal analysis-to leave him in his state of ill-
ness to preserve the whole person would be
tile most inhumane course of all. This
would have been the aesthetic approach. I
myself, iE I knew of no other therapy,
would choose psychological analysis, but
in so doing I would, I hope, suffer greatly,
because I had been able to heal an in-
dividual only by making him into a lesser
person. And through my suffering, through
the recognition of my own insufficiency and
my responsibility the suffering and the re-
sponsibility which the other could not feel
would be replaced-but I would always be
certain that m y suffering would be in-
sufficient. I do not mean, therefore, that it
is better not to free a person from a djs-
order than to psychoanalyze him, I mean
that one must always be aware of the
danger in this form of therapy.
A contrast to the psychoanalytical treat-
ment of the erring pupil: In the recently
published third volume of Hegels letters
the following is reported: Hegel had an il-
legitinlate son, Ludwig. whom he took into
his faniily when he Iater married. The il-
legitimate son, however, felt ill at ease in
the faniily, arid became self-centered and
crafty. He was sent as a merchants ap-
prentice to Stuttgart, where he embezzled
eight groschen and was no longer per-
mitted to use the name Hegel. This ini-
bittered hini intensely and he reacted by
going as a niercenary to the Dutch East
Indies, whether sent by his father or by his
own decision to escape his troubles is not
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known. A contemporary of Hegels, Pro-
fessor Leo, reported that Hegel, through
this turn of events suffered deeply, and
what he had done, even though convinced
of its necessity, was a source of bitter strug-
gle and constant reproach.
In the case of the boy who was treated
psychoanalytically, suffering was driven out
as a defect: suffering, which belongs to the
highest category of human phenomena-
for love, goodness, death is there where
suffering is-suffering was analyzed away;
just as a growth is removed by an opera-
tion so was suffering reduced to a manage-
able degree. The boy was freed of his dis-
turbance, but at the same time lost sonie-
thing of the highest category; he gained
something, but probably lost more. In the
case of Hegels son suffering was not taken
away. His burden was shared by the father,
not only out of love for the son, but also for
the sake of the order of the world, to which
suffering belongs. Hegel, who understood
the human spirit and human history only
as idealistic abstractions, here realized con-
cretely and on his own person that the fact
of immediate suffering and the remote ab-
stractions of idealistic observation belong
together.
The suffering which has been artificially
removed perhaps gathers somewhere in
secret and then, separated from love, good-
ness: God, isolated and therefore boundless,
breaks loose over humanity in some
monstrous way, as in a war more terrible
than ever or in some horrible form of
cruelty.
Another danger of psychological-analyti-
cal therapy must be mentioned. Gecause it
fragments the whole of the psyche of the
child and destroys its unity in order to
reach the cause of the disturbance, what is
the limit to which one may go i n penetrat-
ing the psyche of another? Individual
means indivisible: at what point does the
investigator reach the idivisible, where he
Fall 1972
 must stop? In all men, behind all con-
sciousness and all unconsciousness, there
is an area of silence into which no one is
permitted to speak, into which one can
penetrate only with silence, from whence
only silence comes, and into which even
that One higher than mere man enters with
silence. This area is untouchable, it is so by
virtue of itself, it is so an sich. It is un-
touchable without reason, but also with
reason, because from this area of silence in
man emanates the power of healing and
salvation unto man. This area of silence,
however, can be disturbed, destroyed, by
the mere fact of analysis. It is probable
that many cases of disturbance, without its
having been noticed, have been healed by
this area of silence. Perhaps we should en-
trust more to this area of silence and to the
wholeness of the psyche than we do. We
should trust to their power more than to
psychotherapy, but who has the neces-
sary courage? Our time respects activity
above all else, and believes only in living
actively; it is not waiting that counts,. but
immediate action. Only what is done visibly
seems real. Quiet, invisible activity, the ac-
tivity of non-activity, which is equivalent
to the area of silence, counts no longer.
A UNESCO official told me that his or-
ganization had sent questionnaires to vari-
ous schools. They wished to know how six-
teen to eighteen year old students felt about
death, what they were prepared to die for.
One single answer, he thought, was signifi-
cant. It came from a class of girls: they
didnt want to think about death, and what
they were prepared to die for was a private
matter, and should remain so. I was
touched by this, still more by the fact that
the gentleman from UNESCO told me that
he felt ashamed of himself after receiving
this letter, ashamed that he had tried to vio-
late the inner privacy of these girls.
The psyche is endangered when one tries
to bore into it by analysis. It is endangered
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also because one person, by such boring in,
can dominate another. One can turn the
inner life of another person not only in a
direction with which that person agrees,
but also in a way in which that person does
not wish to go at all. The method of
analytical psychology penetrates into the
other person before any therapy begins;
it goes deeper than any other form of
therapy, and its effect depends on such
penetration. There is something totalitarian
about such a method: boring into the life
of a person belongs to the totalitarian
system, it is akin to the totalitarianism of
politics. Just as in the totalitarian system
a man is no longer secure in his own house
from invasion by the almighty state, SO the
inviolability of the psyche is no longer safe
either.
It is true that the therapist must himself
go through analysis before he is permitted
to psychoanalyze others. It is assumed that
he thereby receives the authorization to en-
ter the psyche of another. But this is not a
genuine authorization. Only he who is
aware that at every moment he must prove
himself before One who stands higher than
man really has such authority. The analysis
which the psychotherapist goes through is
nothing more than the secularization of the
religious act by which man test himself
before God.
One enters the inner life of another-
that is merely a continuation of the general
expansion of our time. In the external
world there is nothing left to conquer, so
now one takes on the inner world. External-
ly, everything is too bright, one is blinded
by the brightness of the innumerable ob-
jects; in the darkness and emptiness of the
inner life one is exposed to no such harsh-
ness. Emptiness and darkness place no
limits on expansion.
Psychoanalysis takes place in time, that
is to say, a certain measure of time passes
until the state of thc psyche has been in-
343
vestigated, but that is not time in which one
person shares the fullness of his life with
another. Here he lives only in a part of time
with another, in that part which involves
the symptoms of the disturbance. It can
take a long time before the meaning of
these symptoms has been determined, but
such a time is still only a prolonged
moment, for this time has no depth, it is not
filled with the fullness of shared life. Time
is merely touched on the surface by some-
thing with a purpose, and only that is ad-
mitted which belongs to the diagnosis. The
analyst is with the other only because of the
demands of his method. Thus the soul is
cheated of time, it is offered only purpose-
ful, clock time. Analytical psychology is a
reduction of mutuality to a methodological
process without love. It may perhaps hap-
pen now and then that an analyst over-
comes his method through love, but what
person who professionally analyzes one dis-
turbed person after another can trust him-
self to offer love to each? The analytical
method serves as a substitute for love.
v tries consciously to regain this closed world
ANALYTICAL PSYCHOLOGY concerns itself not
only with the disturbed pupil, but with the
healthy pupil as well. It subjects him to
tests to determine whether, how and to
what extent he is gifted. Such tests, how-
ever, cannot really determine whether a
child is gifted, since the psyche of a child
is treated in such testing as nothing more
than a psychological apparatus, which
registers whatever is brought to it. This
psychology proceeds from the entireIy false
assumption that the psyche of a child sim-
ply waits for an opportunity to react, that
it exists only when it reacts. The psyche
of a child, however, is not at all prepared
to register impressions. It is closed in it-
self; round, so to speak, turned into itself,
not in an egoistical sense, but fulfilling it-
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self, existing in itself, depending on itself.
A psyche so organized cannot react at
once; it is much too much complete in it-
self. It is nowhere so incomplete, as is the
case with adults, that it can take to itself
something coming from outside. The
psyche of a child doesnt add, but as-
similates; it doesnt adapt itself to a new
experience, but encompasses the experi-
ence. If it encounters a new experience,
however, which it cannot assimilate at
once, then it must first go out of itself, leave
itself. It must leave much behind before it
can approach something new. A whole
world is risked in order to take the new ex-
perience to itself, so that the movement
away from this world is clumsy, slow. The
child holds fast to itself.
It is not as with adults, where nothing
is risked, where the most recent new ex-
perience meets another hardly less recent
experience. With a child, as I have said, a
world is risked, which is much: a whole
world in which every part is really not a
part, but represents the whole, so much is
everything tied together. The adult later
of the child, which is a divine natural gift.
But without once having had this world of
the child, the adult would not even have the
desire to form his inner and outer life as
a world to himself. The longing of the hu-
man spirit for a world created by itself
comes from the memory of the world of the
child. This world of the child undergirds
the world of the adult, it is necessary to the
adult. Only when infinite variety has been
experienced can grace find its way in once
more. (Kleist)
A child, enclosed in its round world, can-
not react quickly and with clever combina-
tions. Its shyness makes it hesitate to go out
of its closed world, and it is essential that
a child have such shyness, for shyness i s
among the most valuable attributes a per-
son can have. In the psychological tests
Fall 1972
that we have been discussing, however, the
child does best that is least shy, the child
that is most prepared to react quickly to
everything. The world of the child on the
one hand, the psychological testing ap-
paratus on the other-these are not equiva-
lent. The testing apparatus has little regard
for shyness, it proceeds as though such shy-
ness did not exist, it deprives the adult al-
ready present in the child of its shyness.
The shyness, however, which a man has
from his childhood is an essential part of
the man.
One cannot say that the reactions to
psychological testing are not true. They are
indeed true, but not of the whole person,
only of that part of the person that is noth-
ing more than the object of the psychologi-
cal apparatus. If one wishes through the
process of education to obtain not the whole
person, but a partial person, then one can
indeed operate in accordance with the test-
ing apparatus of psychology. Consider for
example how many pathological or neurotic
symptoms could have been found in Goethe
or Bismarck. They could all have been de-
termined by the testing apparatus of
psychology, but that would not have been
the whole Goethe or the whole Bismarck.
The apparatus of psychology can experi-
ence something only in part.
It is indeed a most disturbing thing,
one of the many frightening examples
of the fact that the knowledge and un-
derstanding that have been gained by
human association are replaced by
quantitative observation, and responsi-
ble choice by the counting of points.
What a great transformation the mean-
ing of the word test has gone through,
from having to do with personal
achievement, with accomplishment,
therefore with risk and life, to rational-
ized testing, which measures a person
like a robot. (Wilhelm Stahlin in
Quatember. )
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Psychoanalysis belongs in its intellectuar
structure to the positivistic psychologistics
of the nineties, as does the individuaI
psychology of Adler and the depth
psychology of Jung, the latter being a
pseudo-romantic psychologistic. This psy-
chologistic has long been superseded, above
all by the phenomenonology of Husserr.
But it is always true that when a philo-
sophic doctrine has been superseded its
practical influence continues. This does not
mean that a new pedagogy should be based
on Husserl's phenomenonology alone ; what
I mean is that it must again begin with the
whole phenomenon, with the whole being
of the child, primarily with that, and only
secondarily with the reactions of this being.
VI
MAN HAS INDEED a psychological struc-
ture, but he is not thereby characterized as
a man; he is characterized by the act of
freedom by which he chooses to live above
this structure, A man can be as his struc-
ture determines, but he does not have to be.
An animal must be as it has been created,
a man need not be ; man can live above his
structure, can live beyond it. A person first
begins to be a person when he lives beyond
this structure. Perhaps he was given such
a structure only as a challenge to live
beyond it. I can believe that the psy-
chological structure wishes its owner to live
beyond it, presses him to live beyond it. For
this reason one can never say that on the
basis of his psychological structure a per-
son in a certain situation will react in a pre-
determined way. When a person is faced
with a certain situation he may make a de-
cision which he would never have believed
himself capable of, to say nothing of what
the apparatus of psychology might have
predicted. There is the moment of the
psychological reaction, which is a moment
of the apparatus of psychology, and there
345,
is the moment of eternity, when a person,
through the act of free choice confronts
eternity.
It is difficult today to complete the act
of freedom, since our whole existence is no
longer one of action so much as reaction.
No one any longer does anything of his own
accord, everyone waits until the other does
something so that he can react to it. The
whole productive process is based on psy-
chological tests, and the miserable part of
it is that the productive apparatus can
make use of a person only as a function of
a psychological process. The school, how-
ever, should help the individual to be a
whole person irrespective of the demands
of the productive process, which can only
use the reduced person delivered by the ap-
paratus of psychological evaluation. To be
a whole person means not to be as deter-
mined by the apparatus of psychology, but
to live beyond and above it. If this were
done, the productive process will change
of itself.
The point, then, is to live beyond the
psychological structure. The completeness,
the closedness, therefore, of the psyche of
the child must be protected against the ag-
gressiveness of psychology. The psyche of
the child is something original, primary, a
given, but it is so only when close to other
primary, given phenomena.
Such a primary phenomenon, such a
given, is represented above all by the
parents. It is not enough that the father
appears to the child merely as the provider
of food and shelter, the primary element of
the paterna1 must become evident to him.
(Both Joachim Bodamer and Gabriel Mar-
cel have pointed this out). The paternal as
the symbol of the provider existed before
the providing father, as did the paternal as
the symbol of authority before paternal au-
thority was exercised ; the father must exist
as more than merely the older, the more ex-
perienced. That, however, is only possible
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when the actual paternal, fatherly role has
a relationship to the Father who is father
of all. In the same way the mother must ap-
pear as the symbol of care and protective-
ness before there is any occasion for actual
care and protection. The fact of the exis-
tence of the mother is what makes care and
protection possible-that is a fact which
corresponds to the psyche of a child. For
the teacher it is exactly the same: he exists
not merely as one who knows more than
his pupils, but as one who is a teacher
beyond the mere fact of teaching, as one
from whom teaching emanates before he
actually begins to teach. The true physician
is one for whom the process of healing be-
gins the moment he enters the sick room,
before he examines or prescribes, and just
as healing emanates from the true physi-
cian so must teaching emanate from the
teacher as soon as he opens the door of the
schooI room, before he has explained any-
thing. The concrete act of teaching only
catches up to what, through the manner of
the teacher, was accomplished in advance.
The teacher-pupil relationship cannot be
created through subject matter, it can only
be strengthened, confirmed by it.
This is how the psyche of the child, this
primary given, exists in connection with
the other primary, given phenomena with
which it is related. These primary, given
phenomena are not pure factualities
(Holderlin), they go beyond the factual,
even beyond the personal, they are an ob-
jective quality, and so long as the child
stands in a relationship to this objective
quality he is safe. The all too subjective
is absorbed by the objectivity of these phe-
nomena, the dislocations and anormalities
of the subjective can be neutralized.
From the following example one will rec-
ognize the difference between analytical
psychology and a conception which arises
from the whole being. A boy rebelled
against any task given him by his father or
Fall 1972
his teacher. Analysis made the boy aware
that his father was tyrannical and, in his
tyrannical fashion, gave the boy orders un-
reasonably. As a result of the analysis the
boy became more tractable, resistance
stopped, and he was able to get along in
school. That was much, but soon after he
relapsed into a much more serious state-
he had not been healed by analysis, only
temporarily repaired.
Healing came about when the boy later
discovered that his father was more than
someone who gave orders, that he was
father first of all, and through the discovery
of this primary phenomenon the boy on
his own found his way to other primary
phenomena, to goodness, loyalty, to God.
The son no longer stood before his father
on the narrow basis of the factual, but in
the broad relationship of many primary
phenomena which transcend the factual.
Father and son now encounter one another
from this broad base, no longer in narrow
opposition. The boy is given substance and
Motlerri Age
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a sense of mutuality in this broad world of
primary phenomena. His psyche is ab-
sorbed into the wholeness of this world; he
is now really healed. Analytical psychology
merely repairs, which is often much, but
healing is something quite different from
repairing.
One should not remove a psychic defect
from a person by analysis, one must help
him so that he can live with his psychosis,
or so that his life and it are shared, with-
out his being aware of it, by others.
It is strange, that the inner life of man
has been observed in such a paltry
fashion and treated with so little
imagination. What we call psychology
is one of those masks which have as-
sumed the places in the sanctuary where
real images of the gods should stand.
(Novalis)
Originally published under the title Einbruch
in die Kinderseele, Eugen Rentsch Verlag, Erlen-
bach-Zurich, Switzerland.
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