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.

Therefore, when we leave the child to himself, we leave him to his
intelligen