self-preservation and those relating to the preservation of the race.
The note of fear, the exaggerated longing for shelter and protection,
the childish attitude of mere clinging dependence, fostered by religion
of a certain type, are all oblique expressions of the instinct of
self-preservation: and the rather feverish devotional moods and
exuberant emotional expressions with which we are all familiar have,
equally, a natural origin. Our task in the training of young people is
to evoke enthusiasm, courage and love, without appealing to either of
these sources of excitement. Generally speaking, it is safe to say that
for this reason all sentimental and many anthropomorphic religious ideas
are bad for lads and girls. These have, indeed, no part in that austere
yet ardent love of God which inspires the real spiritual life.

Our aim ought to be, to teach and impress the reality of Spirit, its
regnancy in human life, whilst the mind is alert and supple: and so to
teach and impress it, that it is woven into the stuff of the mental and
moral life and cannot seriously be injured by the hostile criticisms of
the rationalist. Remember, that the prime object of education is the
moulding of the unconscious and instinctive nature, the home of habit.
If we can give this the desired tendency and tone of feeling, we can
trust the rational mind to find good reasons with which to reinforce its
attitudes and preferences. So it is not so much the specific belief, as
the whole spiritual attitude to existence which we seek to affirm; and
this will be done on the whole more effectively by the generalized
suggestions which come to the pupil from his own surroundings, and the
lives of those whom he admires, than by the limited and special
suggestions of a creed. It is found that the less any desired motive is
bound up with particular acts, persons, or ideas, the greater is the
chance of its being universalized and made good for life all round. I do
not intend by this statement to criticize any particular presentation
of religion. Nevertheless, educators ought to remember that a religion
which is first entirely bound up with narrow and childish theological
ideas, and is then presented as true in the absolute sense, is bound to
break down under greater knowledge or hostile criticism; and may then
involve the disappearance of the religious impulse as a whole, at least
for a long period.

Did we know our business, we ought surely to be able to en