ABSTRACT
No subject is easy to teach, but some are harder than others. Perhaps the most difficult of all at the present time is that which is known as Religious Education or Religious Instruction. Religion, being the individual’s reaction to the mystery of life and creation and his attempts to solve its most inscrutable problems by answers which must be largely symbolical and metaphorical, appears, by its verynature, to have no demonstrable facts. The 1944 Education Act made religious instruction and religious observance a legally required ingredient of school life. The production and use of an agreed syllabus in each area was fundamental to the success of the religious provisions of the 1944 Education Act. The criticism directed at agreed syllabuses may be in part due to a misunderstanding of their nature by teachers and their consequent misuse. They were intended to be syllabuses, not lesson schemes.
