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SOME GIRLS DREAM OF BECOMING A MOM, but I wasn’t one of them. I wanted to play the piano ever since I was six years old and heard my Aunt Helen play Beethoven’s Moonlight Sonata.
I was nine when I started class piano lessons. In the beginning, I practiced at home on a cardboard keyboard my teacher gave me. I imagined a sound like Helen made. Dad eventually brought home a turn-of-the-century “upright grand” piano—a pizza-parlor cast-off covered in deep blue paint. When I first pressed down on the ebony and ivory keys, the sound I made resonated all the way through my bones.
That same year, one of my teachers at Byron Kilbourn Elementary School decided I was gifted. Had I attended fifth grade at Milwaukee’s magnet school for gifted children, there would have been accelerated math, special study projects, even violin lessons, to go along with class piano I’d just started.
We visited the magnet school, but my parents wanted to think it over before enrolling me. Dad was attending Marquette
Brighten any room with this graphic wall quilt with a contemporary twist. Super simple cutting and piecing make this quilt go together quickly and easily. This is a great project for beginning quilters.
¼ yard black for pieced blocks
2½ yards total assorted brights for pieced blocks
3½ yards for backing and binding
54″ × 54″ batting
Cut 25 squares 2½″ × 2½″ from the black for the pieced blocks.
Cut from the assorted brights for the pieced blocks:
25 squares 2½″ × 2½″
25 rectangles 2½″ × 6½″
25 rectangles 2½″ × 10½″
25 rectangles 6½″ × 10½″
1. Piece the block as shown. Press. Make 19 blocks.
2. Piece the block as shown. Press. Make 6 blocks.
1. Arrange and sew together the blocks in 5 rows of 5 blocks each. Press.
2. Sew together the rows to form the quilt top.
1. Layer the quilt top with batting and backing. Baste or pin.
(An inability to dream and hatred of common sense) implies
(destructive attacks on all linking and anti-social acting out) [see p. 58, discussion of symbol for ‘implies’, –)–].
The anti-social acting out is an attempt to destroy the common sense which the patient cannot get rid of. In analysis it contributes to the danger of murderous attacks on the analyst. The analyst's common-sense interpretations are attacked by being seen and felt as sexual assaults. But does the patient really feel them as sexual assaults, or is this an instance of anti-social, i.e. anti-common-sense, attacks on common sense, a sort of ‘You're another’ retort to someone who is felt to frustrate?
Social-ism versus Narcissism = Frustration of all instincts.
The aimless wandering is described in terms such as, ‘down the road’ and, ‘I don't know why’. But these terms also give a lively impression of the protesting and bewildered parent who is suspicious but can get no relief for anxiety either through confirmation of anxiety, or final or even temporary dismissal of doubts. Is this his conscience playing up both him and me by being delinquent, by being a delinquent super-ego which knows just how to produce the maximum anxiety?
The psychoanalysis of children was, from the outset, a domain of female analysts, being designated as such by Freud himself. Such women, moreover, were generally non-medical analysts, for no less a reason than by virtue of the fact that women were barred from studying medicine at the time. These women also took up the place of educators of children, both in the sense of raising children, but also literally as teachers. Such was the case of the woman whom we can situate as the first psychoanalyst of children, Hermine Hug-Hellmuth. These beginnings open up a question regarding the place of the analyst in regard to a child, the maternal relationship tending to be conflated, in the first instance, with the transference.
In addition, as is well known, many of the early analysts analysed their own children. Most prominent amongst this trend was Anna Freud’s analysis by her father Sigmund Freud. Melanie Klein also situated herself as analyst of her own children. The analysis of little Hans by his father, who was a member of Freud’s circle, is also a case in point. Freud explicitly articulates this position in relation to the case of little Hans, but puts it forwards as necessary: