How, then, should we begin this most delicate of all tasks; this education of the most sacred and subtle aspect of human nature? We must be careful; for difficulties and dangers crowd the path, cranks lie in wait at every corner. I have spoken of the moral preparation. That is always safe and sure. But there are two other safe ways of approach; the devotional and æsthetic. These two ways are not alternative, but complementary. Art, says Hegel, belongs to the highest sphere of spirit, and is to be placed in respect of its content on the same footing as religion and philosophy; and many others—seers and philosophers—have found in the revelation of beauty an authentic witness to God. But the love and realization of beauty, without reverence and devotion, soon degenerates into mere pleasure. So, too, devotion, unless informed with the spirit of beauty, becomes thin, hard and sterile. But where these two exist together, we find on one hand that the developed apprehension which discovers deep messages in nature, in music, in all the noble rhythms of art, makes the senses themselves into channels of Spirit: and this is an apprehension which we can foster and control. And on the other hand the devotional life, rightly understood as a vivid, joyful thing—with that disciplining of the attention and will which is such an important part of it—is the most direct way to an attainment of that simple and natural consciousness of our intangible spiritual environment which all ought to possess, and which the old mystics called by the beautiful name of the “practice of the Presence of God.” This linking up of the devotional life with the instinct for beauty and wonder, will check its concentration on the more sentimental and anthropomorphic aspects of religion; and so discourage that religious emotionalism which wise educationalists rightly condemn. Hence these two ways of approach, merged as they should be into one, can bring the self into that simple kind of contemplation which is a normal birthright of every soul, but of which our defective education deprives so many men and women; who cannot in later life quicken those faculties which have been left undeveloped in youth. As logic is a supreme exercise of the mind, so contemplation is a supreme exercise of the spirit: it represents the full activity of that intuitional faculty which is our medium of contact with absolute truth. Before the inevitable smile appears on the face of the reader, I say at once that I am not suggesting that we should teach young children contemplation; though I am sure that many brought up in a favouring atmosphere naturally practise it long before they know the meaning of the word. But I do suggest that we should bring them up in such a way that their developed spirits might in the end acquire this art, without any more sense of break with the normal than that which is felt by the developed mind when it acquires the art of logic.