ABSTRACT
I have a slightly difficult task today because I am supposed to talk about the role of child analysis in the psychoanalytic training of analysts, and this subject was debated at some length earlier in this Congress. Miss Freud kindly said she would be careful not to trample on the territory to be covered by this paper, and she did not; but when it came to the general discussion we did not just have trampling – it was a veritable stampede, and I saw the territory covered by this paper and the discussion disappearing from under my feet. So I have no ambition to say anything original or new today, and much of what I am going to say has already either been said or implied in the previous discussion. I hope, however, that it may be of some use if I bring together certain themes in my own way, and suggest some practical conclusions, this being something that has been touched on but not fully discussed at this meeting.
