But that is just the trouble; from the Renaissance till now, the crowd-mind, whether interested politically, morally, or religiously; whether Catholic, or Protestant, or merely Rationalist, has done its level best to keep the student from "catching on." Educational tradition, which is for the most part only systematized crowd-thinking, has perverted the classics into instruments for producing spiritual results of the very opposite nature from the message which these literatures contain. Latin and Greek are taught for _purposes of discipline_. The task of learning them has been made as difficult and as uninteresting as possible, with the idea of forcing the student to do something he dislikes, of whipping his spirit into line and rendering him subservient to intellectual authority. Thus, while keeping up the external appearance of culture, the effect is to make the whole thing so meaningless and unpleasant that the student will never have the interest to try to find out what it is all about. I have said that the sciences and classics should be approached in the "humanistic" spirit. The humanist method must be extended to the whole subject-matter of education, even to a revaluation of knowing itself. I should not say _even_, but _primarily_. It is impossible here to enter into an extended discussion of the humanist theories of knowledge as contrasted with the traditional or "intellectualist" theories. But since we have seen that the conscious thinking of the crowd-mind consists in the main of abstract and dogmatic logical systems, similar to the "rationalizations" of the paranoiac, it is important to note the bearing of humanism upon these logical systems wherever they are found. A number of years ago, while discussing certain phases of this subject with one of the physicians in charge of a large hospital for the insane, the significance of education for healthy mental life was brought out with great emphasis. It was at the time when psychiatrists were just beginning to make use of analytical psychology in the treatment of mental and nervous disorders. "The trouble with a great many of our patients," said my friend, "is the fact that they have been wrongly educated." "Do you mean," I said, "that they have not received proper moral instruction?"