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I APPRECIATE THIS OPPORTUNITY TO WRITE A PAPER HONORING Marianne Kris. She was a valued teacher, a uniquely loyal friend, and one to whom I owe much in many ways. With the passage of time, I have been able to perceive with increasing clarity how much the theory and technique of child analysis to which I, and I am sure others also, adhere are basically consonant with the principles which Dr. Kris instilled in us novices at the Child Development Center in 1947 and in her continuing supervision of our work with older children outside the center. Further, she was among the first to assimilate new findings as they came into being, and, with those of us who moved forward with her into the 1950s, she shared the enrichment of her knowledge gained through her sustained contact with Anna Freud and the Hampstead Clinic and through her continuing grasp of the contributions of Hartmann, Ernst Kris, and Loewenstein to the expanding ego psychology of that period. I well recall, for instance, a supervisory hour when, as I was describing a child's play, Dr. Kris helped me to perceive firsthand, as it were, the act of neutralization.
For the moment, however, I shall turn back to the period from 1947 to 1950 and summarize how in those days, and with Marianne Kris as our chief illuminant, we defined and practiced