 An earthquake in Lacan’s professional and personal histories hit him in 1963. For ten years (1953–1963), the SFP, following its creation after the defections from the SPP, was being scrutinized at length by the IPA as a training institute applying for IPA membership. To cut a long story short, the IPA ended up offering the SFP an ultimatum: It could be admitted only if Lacan was struck from its list of training analysts. Lacan’s non-standard “variable-length sessions,” deviating from the fixed-length session rules of IPA orthodoxy, was the main reason for the IPA’s withholding of its recognition from him. The SFP accepted this condition, stripping Lacan of his standing within it. In the aftermath of what he understandably experienced as a deeply wounding betrayal, he abandoned his original plans for a 1963–1964 seminar on The Names-of-the-Father (only its opening session of November 20, 1963 was given), relocated his teaching from the Hôpital Sainte-Anne to the École Normale Supérieure, and conducted his deservedly renowned eleventh seminar of 1964, The Four Fundamental Concepts of Psychoanalysis (with Lacan identifying these four concepts as the unconscious, repetition, the transference, and the drive). This seminar’s opening session involved Lacan discussing his SFP-brokered “excommunication” from the IPA, with him comparing himself to Baruch Spinoza and the latter’s expulsion from the Jewish community for being a heretic. However traumatic this blow, it seemed to prompt Lacan to come even more into his own, to forge a distinctly Lacanian battery of ideas and terms—and this by contrast with the more familiar Freudian language and apparatus of the first decade of le Séminaire (1953–1963). Although not without many precedents in his prior work, a Lacanianism distinct from Freudianism began to emerge clearly into view in the mid-1960s. In the shadow of his rejection by the IPA and departure from the SFP, Lacan founded his own analytic organization, the École freudienne de Paris. This new institutional framework (and freedom) provided him with a setting in which to experiment with novel approaches to analytic teaching and training.