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This collection of essays by twenty-one distinguished psychoanalytic educators celebrates the twentieth anniversary of the New Orleans Psychoanalytic Institute and bears witness to the time and perseverance involved in the growth of a small study group into a fully
developed autonomous training center. The volume begins with an article by Helen Ross on psychoanalytic education. In it she emphasizes a topic that is continually on the agenda of education committees for review and elaboration: the current attitudes toward the relationship of training analyst and candidate within the framework of an institute. Miss Ross's paper traces the development of psychoanalytic education from the informal meetings conducted by Freud to the present-day organized training centers.
Joan Fleming refers to the dilemma that often faces the analyst. Shall he be teacher or healer? The question implies that the two roles are incompatible in the same person. She wisely points out that the psychoanalyst performs as physician-educator and as physician-healer in conducting a training analysis, the 'foundation on which further development of a young analyst is built'. In particular, it offers the student an opportunity to work through transference-countertransference reactions far more completely than the self-analysis Freud had advocated in the days before formal training institutes were created.
The second part of the book is devoted to essays on childhood and adolescence. One deals with Anna Freud's invaluable diagnostic profile. In this section there are particularly cogent commentaries on the phases of psychic development by Peter Blos, David A. Freedman, Albert J. Solnit, and Van Spruiell.
The third section, on dreams, offers one of the clearest reviews of the investigators of the past decade on the biology of sleep and dreaming. In his paper Jay T. Shurley remarks that although Freud's original concept of the function of the dream as the guardian of sleep is under attack, it i