In a number of cases of children with inhibitions in learning, the author undertook direct work with the child in the field of his special difficulty. This was carried on concurrently with an ordinary analysis. We are told that the child should be induced to wrestle with his inhibition. The analyst has to render such assistance in this contest as may be appropriate to the needs of the individual child. An analogy is drawn between this separate treatment of an ego inhibited in its functions and ordinary medical treatment of organic disease accompanying analytical treatment of it. The relation between the ordinary analytical work and the special treatment of the inhibition would, however, appear to be closer than this analogy implies. On the one hand, the latter gives an impetus to the former, to some extent makes it possible; and on the other, the interpretative work of analysis often remains without effect until it has been reinforced by an actual experience in the auxiliary treatment.