nalyze the psychology of men,
to prove that, try as we may, we can find nothing in ourselves which
we do not share with animals, and with what enthusiasm did their
pupils applaud them! When professors of psychiatry removed the brains
of pigeons and monkeys by vivisection, and, after curing the
creatures, exhibited them at international psychological congresses,
devoting the most sincere attention to the study of their psychical
reactions, observing the attitudes of their bodies, their activity of
perception, and similar things--all really believed that an animal
without a brain could throw light upon the psychology of man!

When we think that this was the epoch of _positivism_--that is to say,
of those who could not believe without touching, we are profoundly
impressed by this reflection: The intelligence, then, is threatened by
dangers, like the spirit. It may be obscured, it may contain a
contradiction, an "error," without perceiving it, and as a result of a
single unnoticed error it may rush into a species of delirium, a
mortal aberration. Like the spirit, then, it has its way of salvation,
and it _needs to be sustained_ lest it should perish. The support it
requires is _not that of the senses_. Like the spirit, it needs a
continual purification, which, like the fish of Tobias, heals the eyes
of their blindness. That "self-care" which the hygiene of to-day
prescribes for the body, and which makes us spend so much time even on
cleaning and polishing our nails, should be extended to the inner man,
that this may preserve its health and its integrity.

This should be the object of "the education of the intelligence." To
educate the intelligence is to save it from its peculiar perils of
disease and death; it is to "purge it of its offenses." We shall not
educate the intelligence if we weary it by making it learn things.
This is patent in these days of ours, when the victims of nervous
disorders and lunacy abound, and when, even among those who are
considered healthy, the material consequences of madness may explode,
threatening the whole of humanity with ruin.

Our care of the child should be governed, not by the desire "to make
him learn things," but by the endeavor always to keep burning within
him that light which is called the intelligence. If to this end we
must consecrate ourselves as did the vestals of old, it will be a work
worthy of so great a result.

IX

IMAGINATION

=The creative imagination of