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 intelligently. The sins committed against favourite children by the undue love of the parents could perhaps be avoided through a wider knowledge of the child’s mind. For many reasons I find it impossible to say anything of general validity concerning the bringing up of children as it is affected by this problem. We are as yet very far from general prescriptions and rules; indeed we are still in the realm of casuistry. Unfortunately, our knowledge of the finer mental processes in the child is so meagre that we are not yet in any position to say where the greatest trouble lies, whether in the parents, in the child, or in the conception of the milieu. Only psychoanalyses of the kind that Professor Freud has published in the Jahrbuch, 1909, will help us out of this difficulty. Such comprehensive and profound observations should act as a strong inducement to all teachers to occupy themselves with Freud’s psychology. This psychology offers more values for practical pedagogy than the physiological psychology of the present.

EXPERIENCES CONCERNING THE PSYCHIC LIFE OF THE CHILD

Ladies and Gentlemen: In our last lecture we saw how important the emotional processes of childhood are for later life. In to-day’s lecture I should like to give you some insight into the psychic life of the child through the analysis of a four-year-old girl. It is much to be regretted that there are few among you who have had the opportunity of reading the analysis of “Little Hans” (Kleiner Hans), which was published by Freud during the current year. I ought to begin by giving you the content of that analysis, so that you might be in a position to compare Freud’s results with those obtained by me, and observe the marked, and astonishing similarity between the unconscious creations of the two