For some time now, the idea of secularism has been the subject of renewed scrutiny. Statistical portraits, representing a simple, if relentless, narrative have been increasingly disparaged by scholars as unhelpful. Statistical secularism, as we may call it, tells a story of decline and little else. It is incapable of telling the real story which is one in which religious experience becomes hyper-fragmented. The memoirs and reminiscences of those English intellectuals who came to maturity in the interwar period have a contribution to make to this discussion. These pieces of life-writing reveal both the march of secularism in action but also the emergence of new religious experiences. At the heart of these radical changes was a widespread dissatisfaction with the way in which they were taught their religious faith. Where the experts of their day cautioned against teaching students doctrine, students like Evelyn Waugh, W. H. Auden and John Betjeman were particularly critical of that very concession. Thus, we get the chance to tease out an attitudinal pattern towards the religious education of the period and its contribution to the growing experience of secularism.