Introductory lectures on psycho-analysis : $b a course of twenty-eight lectures delivered at the University of ViennaFreud, Sigmund
Science
Introductory lectures on psycho-analysis : $b a course of twenty-eight lectures delivered at the University of Vienna
Freud, Sigmund
Psychoanalysis
Now you will see the perversions in an altogether different light and no
longer ignore their connection with the sexual life of mankind; but what
distressing emotions these astonishing and grotesque revelations will
provoke in you! At first you will certainly be tempted to deny
everything—the fact that there is anything in children which can be
termed sexual life, the accuracy of our observations, and the
justification of our claim to see in the behaviour of children any
connection with that which in later years is condemned as perverted.
Permit me first to explain to you the motives of your antagonism and
then to put before you a summary of our observations. That children
should have no sexual life—sexual excitement, needs, and gratification
of a sort—but that they suddenly acquire these things in the years
between twelve and fourteen would be, apart from any observations at
all, biologically just as improbable, indeed, nonsensical, as to suppose
that they are born without genital organs which first begin to sprout at
the age of puberty. What does actually awake in them at this period is
the reproductive function, which then makes use for its own purposes of
material lying to hand in body and mind. You are making the mistake of
confounding sexuality and reproduction with each other and thus you
obstruct your own way to the comprehension of sexuality, the
perversions, and the neuroses. This mistake, moreover, has a meaning in
it. Strange to say, its origin lies in the fact that you yourselves have
all been children and as children were subject to the influences of
education. For it is indeed one of the most important social tasks of
education to restrain, confine, and subject to an individual control
(itself identical with the demands of society) the sexual instinct when
it breaks forth in the form of the reproductive function. In its own
interests, accordingly, society would postpone the child’s full
development until it has attained a certain stage of intellectual
maturity, since educability practically ceases with the full onset of
the sexual instinct. Without this the instinct would break all bounds
and the laboriously erected structure of civilization would be swept
away. Nor is the task of restraining it ever an easy one; success in
this direction is often poor and, sometimes, only too great. At bottom
society’s motive is economic; since it has not means enough to support
life for its members without work on their part, it must see to it that
the number of these members is restricted and their energies directed
away from sexual activities on to their work—the eternal primordial
struggle for existence, therefore, persisting to the present day.
Public-domain text, read in full here on John Shaqi.
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