ABSTRACT
Formal religious education is inappropriate in early childhood. At this stage philosophical and theological ideas are quite beyond the pupil and ultimate questions will not trouble him. In the junior school the pupil has reached a maturer understanding and is beginning to think operationally rather than instinctively, but in terms of the concrete and the particular. Perhaps the most important factor in attitude development is that the pupils should feel personally involved in the subject. In an era of religious certainty it is possible for religious education to be the transmission of an accepted body of doctrine, known by the teacher and to be learned by the pupil. Religious education varied little in content or method between the upper infant school and the sixth form, with the result that in the earlier stages it was too abstract and in the later stages too elementary.
