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Not everything that is faced can be changed, but nothing can be changed until it is faced.
A steady stream of books and articles published by graduates of Anna Freud's psychoanalytic training in the past two decades has demonstrated the enduring legacy of her fourfold integration of training, treatment, research, and prevention (see, e.g., Baradon 2005; Edgcumbe 2000; Hurry 1998; Malberg and Raphael-Leff 2012; Midgley 2008; Miller and Neely 2008; Novick and Novick 2005; Zaphiriou Woods and Pretorius 2011, 2016). Nick Midgley's Reading Anna Freud is an accessible yet scholarly book that sets a frame around her most important ideas and how she put them into practice through her life's work and institution. The book of letters from Anna Freud to Humberto Nágera, edited by Daniel Benveniste, is a more sentimental reflection of Nágera's alliance with his friend and mentor. In addition to making valuable contributions to the child analytic literature, these recent publications serve as memorials at a time when the Anna Freud Centre has undergone massive transformation in a brief period. In what follows I discuss these two books, as well as the changes at the Anna Freud Centre, in the historical context of child analysis in the IPA. I will first give a rough outline of the history of child psychoanalysis, stressing the significant role women have played in that history, and then