If we have never before realised its importance we must surely do so now.

A one-sided training, even when its one-sidedness takes the form of specialising in theology, is a non-religious, and may well become an irreligious training, for it does not lead to, and may well lead away from, knowledge of God.
And if we have never before realised how great are the opportunities and responsibilities of the teacher, we must surely do so now.

For a certain number of years--the number varies with the social standing of the child, and the financial resources of his parents--the teacher can afford to disregard utilitarian considerations and think only of what is best for the child.

What use will he make of those years?
Will he lead the child into the path of self-realisation, and so give a lifelong impetus to the growth of his soul?
Or will he, in his thirst for "results," lead him into the path of mechanical obedience, or, at best, of one-sided development, and so blight his budding faculties and arrest the growth of his soul?
On the practical answer that he gives to this question will depend the fate of the child.
For to the child the difference between the two paths will be the difference between fulfilling and missing his destiny, between knowledge and ignorance of God.
If any of my readers have imagined that I am an advocate of what is called "secular education," they will, I hope, now realise that they have misread this book.

Far from wishing to secularise education, I hold that it cannot be too religious.