How can children "develop" spiritually and how do their teachers know when spiritual "development" has occurred? This volume traces the roots and growth of school worship and spiritual development from Victorian times and earlier through the 1960s and beyond in order to see how we have reached the present situation. The subject is examined in various contexts: its historical and cultural background; politics and legislation; philosophy and values; and curriculum development. The book addresses the problem of how to define spiritual development and the contentious issue of compulsory school worship. It offers fresh insights and a thesis for the way forward.