"Yes, but by the proper moral instruction I do not mean quite the same thing that most people mean by that. It all depends on the way in which the instruction is given. Many of these patients are the mental slaves of convention. They have been terrified by it; its weight crushes them; when they discover that their own impulses or behavior are in conflict with what they regard as absolute standards, they cannot bear the shock. They do not know how to use morality; they simply condemn themselves; they seek reconciliation by all sorts of crazy ideas which develop into the psychoneurosis. And the only hope there is of cure for them is re-education. The physician, when it is not too late, often to do any good has to become an educator." The practice of psychoanalysis as a therapeutic method is really hardly anything more than re-education. The patient must first be led to face the fact of himself as he really is; then he must be taught to revalue conventional ideas in such a way that he can use these ideas as instruments with which he may adjust himself in the various relations of life. This process of education, in a word, is humanistic. It is pragmatic; the patient is taught that his thinking is a way of functioning; that ideas are instruments, ways of acting. He learns to value these tendencies to act and to find himself through the mastery of his own thinking. Now we have seen that the neurosis is but one path of escape from this conflict of self with the imperatives and abstract ideas through which social control is exercised. The second way is to deny, unconsciously, the true meaning of these ideas, and this, as we have seen, is crowd-thinking. Here, as in the other case, the education which is needed is that which acquaints the subject with the functional nature of his own thinking, which directs his attention to results, which dissolves the fictions into which the unconscious takes refuge, by showing that systems of ideas have no other reality than what they do and no other meaning than the difference which their being true makes in actual experience somewhere. We have previously noted the connection between the intellectualist philosophies with their closed systems of ideas, their absolutists, and the conscious thinking of crowds. The crowd finds these systems ready-made and merely backs into them and hides itself like a hermit crab in a deserted seashell. It follows that the humanist, however social he may be, cannot be a crowd-man. He, too, will have his ideals, but they are not made-in-advance goods which all must accept; they are good only as they may be made good in real experience, true only when verified in fact. To such a mind there is no unctuousness, by which ideas may be fastened upon others without their assent. Nothing is regarded as so final and settled that the spirit of inquiry should be discouraged from efforts to modify and improve it.