In this chapter I will give arguments to underpin the conclusion that the stringent splitting up of the educational system into religiously neutral State schools, on one hand, and religious or denominational affiliated schools, on the other hand, is pedagogically speaking non-defensible and, speaking from a societal perspective, undesirable. From a pedagogical point of view all children in all schools should have the full possibility to develop in a substantial way (that is not only cognitively but also experientially and practically) their religious identity as part of their broader identity. From a societal perspective, it is desirable that children already in the embryonic society of the school experience, or are confronted by and become acquainted with, other children’s religious backgrounds, ideas and practices. Seeing the impact of the religious domain on political, cultural and economic areas they can also benefit from such experiences and insights when they encounter religious ‘others’ in society at large. So, from a societal point of view, all schools should be obliged to foster a religious dimension to citizenship, and thereby bring about mutual respect and understanding.