whole "apperceptive mass," is its own religious sense, it is
abundantly clear that the path of self-realisation is the only path
which leads to knowledge of God, and through knowledge of God to
salvation. For self-realisation is the only scheme of life which
provides for the growth of the soul in its totality, for the
harmonious, many-sided development of the soul as such. I have often
dwelt on this point. 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. And, far from wishing to limit
its religious activities to the first forty minutes of the morning
sessions, I hold that it should be actively religious through every
minute of every school session, that whatever it does it should do to
the glory of God.

But how does knowledge of God show itself? Knowledge, so far as it is
real, always shows itself in right bearing, and (if action is called
for) in right action. Knowledge of arithmetic and of other more or
less abstract subjects, shows itself in the successful workin