It is recorded that a priest once presented to Saint Teresa a young girl who wished to become a Carmelite nun, and who, according to him, had angelic qualities. Saint Teresa, accepting the neophyte, replied: "See, my father, our Lord has given this maiden devotion, but she has no judgment, and never will have any; and she will always be a burden to us." One of the greatest of contemporary theologians, who during the proceedings to obtain the canonisation of Joan of Arc had made a profound study of her personality, says, in reference to the suggestion that she was simply the instrument of divine inspiration: "Let no one deceive himself. Joan of Arc was no blind and passive instrument of a supernatural power. The liberator of France _had entire command of her personality_; she gave proof of this by her independent action, both in decisions and in deeds." I believe that the work of the educator consists primarily in protecting the powers and directing them without disturbing them in their expansion; and in the bringing of man into contact with the spirit which is within him and which should operate through him. VIII INTELLIGENCE Let us pause a moment to consider what is the "key" by means of which we may bring about the realization of the liberty of the child; that key which sets in motion the mechanisms essential to education. The child who is "free to move about," and who perfects himself by so doing, is he who has an "intelligent object" in his movements; the child who is free to develop his inner personality, who perseveres in a task for a considerable time, and organizes himself upon such a fundamental phenomenon, is sustained and guided by an intelligent purpose. Without this his persistence in work, his inner formation, and his progress would not be possible. When we refrain from guiding the subjugated child step by step, when, liberating the child from our personal influence, we place him in an environment suited to him and in contact with the means of development, we leave him confidently to "his own intelligence." His motor activity will then direct itself to definite actions: he will wash his hands and face, sweep the room, dust the furniture, change his clothes, spread the rugs, lay the table, cultivate plants, and take care of animals. He will choose the tasks conducive to his development and persist in them, attracted and guided by his interest towards a sensory material which leads him to distinguish one thing from another, to select, to reason, to correct himself; and the acquirements thus made are not only "a cause of internal growth" but a strong propulsive force to further progress. Thus, passing from simple objects to objects of ever increasing complexity, he becomes possessed of a culture; moreover, he organizes his character by means of the internal order which forms itself within him, and by the skill which he acquires.