In attempting to teach religion to sixth-formers in a live fashion one becomes aware of a temptation to go to extremes. We may be so much aware of the needs the boy will experience within a few years of leaving school and the tests to which his faith will be put that we bow to necessity and equip him with a set of slick answers to all the questions with very little understanding of the underlying theological principles; we teach him apologetics rather than theology. On the other hand we may be so aware of the limitations of the ready-made answer that we embark on a long-term policy of teaching theology which of its nature can never be finished in a school life and which, much more disastrous, might easily be confined to a speculative study of principles with little linking up with personal and contemporary problems.