And note, that this spiritual life which we have here considered is not an aristocratic life.  It is a life of which the fundamentals are given by the simplest kinds of traditional piety, and have been exhibited over and over again by the simplest souls.  An unconditional self-surrender to the Divine Will, under whatever symbols it may be thought of; for we know that the very crudest of symbols is often strong enough to make a bridge between the heart and the Eternal, and so be a vehicle of the Spirit of Life.  A little silence and leisure.  A great deal of faithfulness, kindness, and courage.  All this is within the reach of anyone who cares enough for it to pay the price.

FOOTNOTES: 

[Footnote 129:  This doctrine is fully worked out in the last two sections of “Eternal Life.”]

[Footnote 130:  De Imit.  Christi, Bk.  II, Cap. 6.]

[Footnote 131:  “Six Theosophic Points,” p. 75.]

[Footnote 132:  “One Hundred Poems of Kabir,” p. 78.]

[Footnote 133:  Cl.  Ruysbroeck:  “The Mirror of Eternal Salvation,” Cap.  VIII]

[Footnote 134:  “In Librum B. Dionysii de Divinis Nominibus commentaria.”]

[Footnote 135:  Ennead III. 5, 4.]

[Footnote 136:  Boehme:  “Six Theosophic Points,” p. 75.]

[Footnote 137:  “The Interior Castle”; Seventh Habitation, Cap.  IV.]

[Footnote 138:  Boehme; “The Way to Christ,” Pt.  IV.]

[Footnote 139:  Ennead II. 9. 9.]

[Footnote 140:  “Streeter and Appasamy:  The Sadhu,” pp. 98, 100 et seq., 213.]

[Footnote 141:  “Theologia Germanica,” Cap.  III.]

[Footnote 142:  Hoeffding, “The Philosophy of Religion,” III, B.]

[Footnote 143:  There are, for instance, several striking instances in the Autobiography of the Maharishi Devendranath Tagore.]

[Footnote 144:  “Fox’s Journal,” Vol.  I, Cap. 2.]

[Footnote 145:  “Theologia Germanica,” Cap. 10.]

CHAPTER VII

THE LIFE OF THE SPIRIT AND EDUCATION

In the past six chapters we have been considering in the main our own position, and how, here in the present, we as adults may actualize and help on the spiritual life in ourselves.  But our best hope of giving Spirit its rightful, full expression within the time-world lies in the future.  It is towards that, that those who really care must work.  Anything which we can do towards persuading into better shape our own deformed characters, compelling our recalcitrant energy into fresh channels, is little in comparison with what might be achieved in the plastic growing psychic life of children did we appreciate our full opportunity and the importance of using it.  This is why I propose now to consider one or two points in the relation of education to the spiritual life.