In this way, young people would be made to realize the spiritual life; not as something abnormal and more or less conventionalized, but as a golden thread running right through human history, and making demands on just those dynamic qualities which they feel themselves to possess.

The adolescent is naturally vigorous and combative, and wants, above all else, something worth fighting for.

This, too often, his teachers forget to provide.
The study of nature, and of aesthetics--including poetry--gives us yet another way of approach.

The child should be introduced to these great worlds of life and of beauty, and encouraged but never forced to feed on the best they contain.

By implication, but never by any method savouring of "uplift," these subjects should be related with that sense of the spiritual and of its immanence in creation, which ought to inspire the teacher; and with which it is his duty to infect his pupils if he can.
Children may, very early, be taught or rather induced to look at natural things with that quietness, attention, and delight which are the beginnings of contemplation, and the conditions, under which nature reveals her real secrets to us.