The Mind of Mr Soames by Charles Eric Maine Page A

he wishes to do with his life. If he decides to choose a mistress or a wife, then that is his own responsibility.’
    He paused for a moment, coughing into his cupped hand, then continued: ‘It is certainly not for us to supply what you might term sexual facilities as an integral part of his educational curriculum.’
    ‘We must remember, too,’ Mr Gillings ventured, ‘that Mr Soames is the focal point of world-wide curiosity. Everything that happens to him is likely to be reported in newspapers all over the world. It would be most unwise to do anything that might invite criticism— public criticism—on grounds of morality. I feel sure that I am speaking for the Education Authority when I suggest that Mr Soames must be allowed to determine his own moral values when he is fit enough to leave the Institute.’
    ‘In how many years?’ Conway demanded.
    ‘That must surely depend entirely on the rate of educational progress. Naturally we hope it will not be too long.’
    ‘I think’, Mr Storey interposed, ‘that I am in broad agreement with my colleague, Mr Gillings, and also Dr Breuer and Dr Mortimer. Above all, we must be correct in our approach to the problem of Mr Soames.’ He smiled benignly at his audience. ‘Our attitude, after all, is academic rather than parental. We are concerned with the temporal rather than the spiritual side of Mr Soames’s life, and I think it is in the patient’s best interests, as well as ours, that we should pursue a formal, orthodox policy.’
    ‘I can’t see how one can be orthodox in an unorthodox situation,’ Conway said hotly, ‘nor as a psychiatrist can I differentiate between Mr Soames’s temporal and spiritual facets. Both are interlocked and interdependent. His spiritual self, whatever that might mean, is going to be conditioned by his temporal education, and that’s our responsibility.’
    ‘But orthodoxy...’ Mr Gillings put in apologetically.
    ‘Is it orthodox for Soames to be subjected to homosexual conditions and environment?’
    ‘Dr Conway, we have to be circumspect,’ Breuer stated firmly. ‘We have to protect Mr Soames from forces of an instinctive nature which could well destroy all that we are trying to create. The first priority for Mr Soames is communication, and that means the three “R’s”, just as in the case of any schoolboy. When he can read write and count, we can begin to consider the more mature aspects of his education. It may well be that in the course of a few months, when Mr Soames has achieved a stable and mature outlook, we shall be able to extend his horizons, as it were, and introduce him to the idea of sex.’
    ‘But in the nicest possible way,’ Conway said with heavy irony.
    ‘Yes,’ Breuer agreed, ‘in the nicest possible way—for the sake of Mr Soames. We are not denying the difficulties, but at least we can try to make the difficulties less difficult, if you understand my meaning.’
    He paused, scanning the assembly challengingly. ‘May I venture to suggest that at this stage we might reasonably get down to more detailed programme—an agenda, as it were—of Mr Soames’s proposed education.’
    ‘Agreed,’ said Gillings. ‘After all, I must have something concrete to put to my committee.’
    ‘And I shall need to show something to the Ministry,’ Mr Storey added.
    Breuer tapped his stubby fingers thoughtfully on the table top. ‘Very well, gentlemen. Let us concentrate on detail rather than general policy, bearing in mind that we can only outline a tentative programme at this stage. There are also a number of other authorities who may wish to make constructive comments and suggestions, and I happen to know that Dr Takaito himself is anxious to play an active if remote part in the education of Mr Soames. At any rate, we can certainly crystallise plans to cover the next few weeks, by which time we shall have coordinated the entire programme. I have already made a note of a number of personal observations which