Such training to be complete must, as we have seen, begin in the nursery and be given by the atmosphere and opportunities of the home.

It will include the instilling of childish habits of prayer and the fostering of simple expressions of reverence, admiration and love.

The subconscious knowledge implicit in such practice must form the foundation, and only where it is present will doctrine and principle have any real meaning for the child.

Prayer must come before theology, and kindness, tenderness and helpfulness before ethics.
But we have now to consider the child of school age, coming--too often without this, the only adequate preparation--into the teacher's hands.
How is he to be dealt with, and the opportunities which he presents used best?
"When I see a right man," said Jacob Boehme, "there I see three worlds standing." Since our aim should be to make "right men" and evoke in them not merely a departmental piety but a robust and intelligent spirituality, we ought to explain in simple ways to these older children something at least of that view of human nature on which our training is based.

The religious instruction given in most schools is divided, in varying proportions, between historical or doctrinal teaching and ethical teaching.