And having discovered that opportunism does fail, I have been induced to look at it more largely, and in consequence to see that it must fail. I perceive that it is far more practical to begin at the beginning and discuss theories. I see that the men who killed each other about the orthodoxy of the Homoousion were far more sensible than the people who are quarrelling about the Education Act. For the Christian dogmatists were trying to establish a reign of holiness, and trying to get defined, first of all, what was really holy. But our modern educationists are trying to bring about a religious liberty without attempting to settle what is religion or what is liberty. If the old priests forced a statement on mankind, at least they previously took some trouble to make it lucid. It has been left for the modern mobs of Anglicans and Nonconformists to persecute for a doctrine without even stating it. For these reasons, and for many more, I for one have come to believe in going back to fundamentals. Such is the general idea of this book. I wish to deal with my most distinguished contemporaries, not personally or in a merely literary manner, but in relation to the real body of doctrine which they teach. I am not concerned with Mr. Rudyard Kipling as a vivid artist or a vigorous personality; I am concerned with him as a Heretic—that is to say, a man whose view of things has the hardihood to differ from mine. I am not concerned with Mr. Bernard Shaw as one of the most brilliant and one of the most honest men alive; I am concerned with him as a Heretic—that is to say, a man whose philosophy is quite solid, quite coherent, and quite wrong. I revert to the doctrinal methods of the thirteenth century, inspired by the general hope of getting something done.