When we teach meditation to children, as we do in many countries, and it is a priority in many of our national communities, we have come to learn that meditation can make a difference to children, that they like to meditate, they can meditate, and they ask for meditation. And schools, where meditation is built into the life of the teachers in the schools and the timetable, report a change in the atmosphere, in the culture of the school. It seems to me, more and more, that meditation is not an optional extra for children facing the kind of world that we are giving them. It is an absolutely necessary life skill, because their powers of attention are often damaged at a very early age.
( Attention and Love 1 by Laurence Freeman OSB )
