together, under appropriately simple forms. Concrete
application of the child's energies, aptitudes and ideals must from the
first run side by side with the teaching of principle. Young people
therefore should constantly be encouraged to face as practical and
interesting facts, not as formulae, those reactions to eternal and
this-world reality which used to be called our duty to God and our
neighbour; and do concrete things proper to a real citizen of a really
theocratic world. They must be made to realize that nothing is truly
ours until we have expressed it in our deeds. Moreover, these deeds
should not be easy. They should involve effort and self-sacrifice; and
also some drudgery, which is worse. The spiritual life is only valued by
those on whom it makes genuine demands. Almost any kind of service will
do, which calls for attention, time and hard work. Though voluntary, it
must not be casual: but, once undertaken, should be regarded as an
honourable obligation. The Boy Scouts and Girl Guides have shown us how
wide a choice of possible "good deeds" is offered by every community:
and such a banding together of young people for corporate acts of
service is strongly to be commended. It encourages unselfish
comradeship, satisfies that "gang-instinct" which is a well-known
character of adolescence, and should leave no opening for
self-consciousness, rivalry, and vanity in well-doing or in abnegation.

Wise educators find that a combined system of organized games in which
the social instinct can be expressed and developed, and of independent
constructive work, in which the creative impulse can find satisfaction,
best meets the corporate and creative needs of adolescence, favours the
right development of character, and produces a harmonized life. On the
level of the spiritual life too this principle is valid; and, guided by
it, we should seek to give young people both corporate and personal work
and experience. On the one hand, gregariousness is at its strongest in
the healthy adolescent, the force of public opinion is more intensely
felt than at any other time of life, that priceless quality the spirit
of comradeship is most easily educed. We must therefore seek to give the
spiritual life a vigorous corporate character; to make it "good form"
for the school, and to use the team-spirit in the choir and the guild as
well as in the cricket field. By an extension of this principle and
under the influence of a suitable teacher,