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The author finds that analytical pedagogues, fully convinced of the truth and value of analytical theory, tend to fall into three groups in their method of applying it: (a) those who are appalled by their increased
knowledge of children's difficulties, and seek to avoid adding to conflicts by trying to make life in school and kindergarten as pleasant as possible, with few demands; (b) those who see the difficulties clearly and sharply, with a good eye for symbolic actions and for reading the child's unconscious, and trust to interpretation while unprepared for a stormy transference as the chief result; (c) those who, wishing to understand the child from all sides, particularly the home background, end in frequently unsuccessful attempts to send the mother to be analysed. The difficulty of keeping the balance between the needs of the individual child and the needs of the group of children has an addition in the differing requirements of children from 'non-analytical' and from 'analytical' homes. The teacher, by an analytical attitude to a neurotic child, should help to prepare the ground for an analysis proper.