Education and schooling are not the same thing. Education, correctly understood, is a lifelong process. Schooling occupies our young days. Although it is a generalisation, I think it is true to say thal modern schooling is the product of the Industrial Revolution.’ Education, by contrast has a longer pedigree. We have schooling because an industrialised nation requires skills best imparted by a schooling process. Recent education reforms (1988 onwards) — particularly under the influence of Toryism — have tried to cement schooling to current economic theory.

The Catholic Church cannot afford to dedicate too many of her resources to reinforcing a particular economic or social theory. Indeed, history shows that the Church has demonstrated wary resistance to such trends. A turning-point arose at Vatican II. In the Decrec Gravissimum Educafionis we read: “Holy Mother Church … is under an obligation to promote the welfare of the whole life of man.” (In modern — politically correct — speech, we would say person, of course). Many, though not all, diocesan education departments concentrate on schooling. This falls under the spell of a myth. The myth suggests that schooling educates. Reality suggests that schooling may open avenues, but education is a most complex process. As the Church slowly climbs out of the shadows of medievalism, we are discovering the need for broader minds, broader concepts of formation. Trends are gradually changing.