"When I see a right man," said Jacob Boehme, "there I see three worlds standing." Since our aim should be to make "right men" and evoke in them not merely a departmental piety but a robust and intelligent spirituality, we ought to explain in simple ways to these older children something at least of that view of human nature on which our training is based. The religious instruction given in most schools is divided, in varying proportions, between historical or doctrinal teaching and ethical teaching. Now a solid hold both on history and on morals is a great need; but these are only realized in their full importance and enter completely into life when they are seen within the spiritual atmosphere, and already even in childhood, and supremely in youth, this atmosphere can be evoked. It does not seem to occur to most teachers that religion contains anything beyond or within the two departments of historical creed and of morals: that, for instance, the greatest utterances of St. John and St. Paul deal with neither, but with attainable levels of human life, in which a new and fuller kind of experience was offered to mankind. Yet surely they ought at least to attempt to tell their pupils about this. I do not see how Christians at any rate can escape the obligation, or shuffle out of it by saying that they do not know how it can be done. Indeed, all who are not thorough-going materialists must regard the study of the spiritual life as in the truest sense a department of biology; and any account of man which fails to describe it, as incomplete. Where the science of the body is studied, the science of the soul should be studied too. Therefore, in the upper forms at least, the psychology of religious experience in its widest sense, as a normal part of all full human existence, and the connection of that experience with practical life, as it is seen in history, should be taught. If it is done properly it will hold the pupil's interest, for it can be made to appeal to those same mental qualities of wonder, curiosity and exploration which draw so many boys and girls to physical science. But there should be no encouragement of introspection, none of the false mystery or so-called reverence with which these subjects are sometimes surrounded, and above all no spirit of exclusivism.