About fifteen years ago, I was presiding over a meeting of the Institute Representative Workshop on Curriculum and Didactic Teaching, sponsored by the American Psychoanalytic Association's Committee on Psychoanalytic Education. A young woman introduced herself as the representative of the Columbia Psychoanalytic Institute. I was surprised and then delighted when she informed us that she was not the chair of the Curriculum Committee at Columbia, but was still a candidate—in fact, a research candidate. I was even more delighted when it turned out that the seasoned psychoanalytic educators in the room learned more that day about the psychoanalytic curriculum from this little slip of a girl than they did from each other.