ABSTRACT
We have gained a realistic picture of the nature of the pupils we teach, the limitations which affect their religious growth and the kind of religious teaching they appear to be ready to receive during their continuing development. Much of the inspiration for the religious settlement of 1944 emerged from a period in wartime when democratic society needed a dynamic sense of national purpose with which to confront totalitarian idealogies. It is a common view that religion and morals are closely related, morals stemming directly from the values believed in an accepted religious faith. Although it is illegal to teach ‘any catechism or formulary of any particular religious denomination’ it is true to say that the Churches welcomed the act as an expression of their missionary purpose. A major contribution to the intellectual needs of pupils is the bridging of the two worlds, religious and scientific, which are beginning to grow apart by the end of the junior school.
