of God. In simple forms of verse,
music, and rhythmical movement it can be encouraged--as the Salvation
Army has discovered--to give this happy adoration a natural, dramatic,
and rhythmic expression: for the young child, as we know, reproduces the
mental condition of the primitive, and primitive forms of worship will
suit it best.

It need hardly be said that education of the type we have been
considering demands great gifts in the teacher: simplicity, enthusiasm,
sympathy, and also a vigorous sense of humour, keeping him sharply aware
of the narrow line that divides the priggish from the ideal. This
education ought to inspire, but it ought not to replace, the fullest and
most expert training of the body and mind; for the spirit needs a
perfectly balanced machine, through which to express its life in the
physical world. The actual additions to curriculum which it demands may
be few: it is the attitude, the spirit, which must be changed.
Specifically moral education, the building of character, will of course
form an essential part of it: in fact must be present within it from
the first. But this comes best without observation, and will be found to
depend chiefly on the character of the teacher, the love, admiration and
imitation he evokes, the ethical tone he gives. Childhood is of all ages
the one most open to suggestion, and in this fact the educator finds at
once his best opportunity and greatest responsibility.

Ruysbroeck has described to us the three outstanding moral dispositions
in respect of God, of man, and of the conduct of life, which mark the
true man or woman of the Spirit; and it is in the childhood that the
tendency to these qualities must be acquired. First, he says,--I
paraphrase, since the old terms of moral theology are no longer vivid to
us--there comes an attitude of reverent love, of adoration, towards all
that is holy, beautiful, or true. And next, from this, there grows up an
attitude towards other men, governed by those qualities which are the
essence of courtesy: patience, gentleness, kindness, and sympathy. These
keep us both supple and generous in our responses to our social
environment. Last, our creative energies are transfigured by an
energetic love, an inward eagerness for every kind of work, which makes
impossible all slackness and dullness of heart, and will impel us to
live to the utmost the active life of service for which we are
born.[148]

But these moral qualities cannot be tau