Again, many teachers and parents waste the religious instinct and emotional vigour which are often so marked in adolescence, by allowing them to fritter themselves upon symbols which cannot stand against hostile criticism:  for instance, some of, the more sentimental and anthropomorphic aspects of Christian devotion.  Did we educate those instincts, show the growing creature their meaning, and give them an objective which did not conflict with the objectives of the developing intellect and the will, we should turn their passion into power, and lay the foundations of a real spiritual life.  We must remember that a good deal of adolescent emotion is diverted by the conditions of school-life from its obvious and natural objective.  This is so much energy set free for other uses.  We know how it emerges in hero-worship or in ardent friendships; how it reinforces the social instinct and produces the team-spirit, the intense devotion to the interests of his own gang or group which is rightly prominent in the life of many boys.  The teacher has to reckon with this funded energy and enthusiasm, and use it to further the highest interests of the growing child.  By this I do not mean that he is to encourage an abnormal or emotional concentration on spiritual things.  Most of the impulses of youth are wholesome, and subserve direct ends.  Therefore, it is not by taking away love, self-sacrifice, admiration, curiosity, from their natural objects that we shall serve the best interests of spirituality:  but, by enlarging the range over which these impulses work—­impulses, indeed, which no human object can wholly satisfy, save in a sacramental sense.  Two such natural tendencies, specially prominent in childhood, are peculiarly at the disposal of the religious teacher:  and should be used by him to the full.  It is in the sublimation of the instinct of comradeship that the social and corporate side of the spiritual life takes its rise, and in closest connection with this impulse that all works of charity should be suggested and performed.  And on the individual side, all that is best, safest and sweetest in the religious instinct of the child can be related to a similar enlargement of the instinct of filial trust and dependence.  The educator is therefore working within the two most fundamental childish qualities, qualities provoked and fostered by all right family life, with its relation of love to parents, brothers, sisters and friends; and may gently lead out these two mighty impulses to a fulfilment which, at maturity, embrace God and the whole world.  The wise teacher, then, must work with the instincts, not against them:  encouraging all kindly social feelings, all vigorous self-expression, wonder, trustfulness, love.  Recognizing the paramount importance of emotion—­for without emotional colour no idea can be actual to us, and no deed thoroughly and vigorously performed—­yet he must always be on his guard against blocking the natural channels of human feeling, and giving them the opportunity of exploding under pious disguises in the religious sphere.