I have taken but little direct part in certain other applications of psychoanalysis, though they are none the less of general interest. It is only a step from the phantasies of individual neurotics to the imaginative creations of groups and peoples as we find them in myths, legends and fairy tales. Mythology became the special province of Otto Rank; the interpretation of myths, the tracing of them back to the familiar unconscious complexes of infancy, the replacing of astral explanations by a discovery of human motives, all of this is to a large extent due to his analytic efforts. The subject of symbolism has also found many students among my followers. Symbolism has brought psychoanalysis many enemies; many enquirers with unduly prosaic minds have never been able to forgive it the recognition of symbolism, which followed from the interpretation of dreams. But analysis is guiltless of the discovery of symbolism, for it had long been known in other regions of thought (such as folk-lore, legends and myths) and plays even a larger part in them than in the “language of dreams.” I myself have contributed nothing to the application of analysis to education. It was natural, however, that the analytic discoveries as to the sexual life and mental development of children should attract the attention of educators and make them see their problems in a new light. Dr. Oskar Pfister, a protestant pastor at Zurich, led the way as a tireless pioneer along these lines, nor did he find the practice of analysis incompatible with the retention of his religion, though it is true that this was of a sublimated kind. Among the many others who worked alongside of him, I may mention Frau Dr. Hug-Hellmuth and Dr. S. Bernfeld, both of Vienna. The application of analysis to the prophylactic education of healthy children and to the correcting of those who, though not actually neurotic, have deviated from the normal course of development, has led to one consequence which is of practical importance. It is no longer possible to restrict the practice of psychoanalysis to physicians and to exclude laymen from it. In fact, a physician who has not been through a special training is, in spite of his diploma, a layman in analysis, and a non-physician who has been suitably trained can, with occasional reference to a physician, even carry out the analytic treatment of neuroses. By a process of development against which it would have been useless to struggle, the word “psychoanalysis” has itself become ambiguous. While it was originally the name of a particular therapeutic method, it has now also become the name of a science—the science of unconscious mental processes. By itself this science is seldom able to deal with a problem completely, but it seems destined to give important contributory help in a large number of regions of knowledge. The sphere of application of psychoanalysis extends as far as that of psychology, to which it forms a complement of the greatest moment.