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The reader who is enticed by the title of this book may be surprised to find that it is a collection of heterogeneous papers. He may also find the author's opening remarks in the Foreword misleading. She says, 'This collection of papers is made up of old and new papers. Some of the old papers have been revised [the book jacket says "extensively revised"] and for the purpose of continuity, rewritten to a certain extent. They represent my experiences and development in the areas of child analysis and education.'
There are only two new papers, Activity and Aggression in Children and Problems of Kibbutz Children. Fourteen old papers, published between 1935 and 1966, make up most of the book and only minor editorial changes of phrasing and organization have been made in most of them. There are some cross references to clinical cases and to certain concepts developed by the author (e.g., the effect of interferences in the practicing stages of learning a new activity). There is a brief Foreword and a detailed Index but no further supplementary material has been introduced into the collection. About half of the old papers originally appeared in psychoanalytic, and half in psychiatric and other publications concerning children. In this volume they are arranged, without regard to chronology or to the originally intended reader, into three overlapping sections: I, Theoretical Considerations (seven papers); II, Clinical Case Illustrations (five papers); III, Psychoanalysis and Education (four papers).
In the final paper, Three Great Psychoanalytic Educators, the author has written a personal note. 'I had the good fortune of being acquainted with and learning from Bernfeld, Aichhorn, and Anna Freud. I might add that knowing them had a decisive influence on my choice of career' (p. 307). That Dr. Buxbaum's career spans the development of child analysis from its origins to the present day is the raison d'être for this collection. But the reader, recognizing