ABSTRACT
If schools are required to provide for the ‘spiritual and moral development’ of pupils and officials are required to inspect their provision, what conception of this development should prevail? Is there a common conception, equally acceptable to religious and non-religious teachers? How, for instance, can secular humanists, without hypocrisy, and knowing that hypocrisy always shows, help to provide for the spiritual development of their pupils, if they believe that the idea is tied up with religion? Need it be so tied up? And, if not, why should it command the consent of religiously committed colleagues?
