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The author, called in to assist a neurotic little girl of nearly ten to take an entrance examination apparently far beyond her powers, shews the extent of the help she was able to give the child both directly and indirectly, the latter chiefly in improving the mother's relation to the child and in gaining every possible advantage from the child's strong identification with the mother. The author was careful not to carry her analytical
pædagogy into analysis proper, and does not claim that the good results would remain in unfavourable circumstances.