Therefore prayer ought to be regarded as a universal human activity, and its nature and difficulties should be taught, but always in the sense of intercourse rather than of mere petition: keeping in mind the doctrine of the mystics that "prayer in itself properly is not else but a devout intent directed unto God."[147] We teach concentration for the purposes of study; but too seldom think of applying it to the purposes of prayer.

Yet real prayer is a difficult art; which, like other ways of approaching Perfect Beauty, only discloses its secrets to those who win them by humble training and hard work.

Shall we not try to find some method of showing our adolescents their way into this world, lying at our doors and offered to us without money and without price?
Again, many teachers and parents waste the religious instinct and emotional vigour which are often so marked in adolescence, by allowing them to fritter themselves upon symbols which cannot stand against hostile criticism: for instance, some of, the more sentimental and anthropomorphic aspects of Christian devotion.

Did we educate those instincts, show the growing creature their meaning, and give them an objective which did not conflict with the objectives of the developing intellect and the will, we should turn their passion into power, and lay the foundations of a real spiritual life.

We must remember that a good deal of adolescent emotion is diverted by the conditions of school-life from its obvious and natural objective.