Today everybody admits that something is wrong with the world, and the critics of Christianity are the very people who feel this most. The most violent attacks on religion come from those who are most anxious to change the world, and they attack Christianity because they think that it is an obstructive force that stands in the way of a real reform of human life. There has seldom been a time in which men were more dissatisfied with life and the more conscious of the need for deliverance, and if they turn away from Christianity it is because they feel that Christianity is a servant of the established order and that it has no real power or will to change the world and to rescue man from his present difficulties. They have lost their faith in the old spiritual traditions that inspired civilization in the past, and they tend to look for a solution in some external practical remedy such as communism, or the scientific organisation of life; something definite and objective that can be applied to society as a whole.
Classical education was only half the old system of European education--below it and above it there was the religious education that was common to the whole people, and the higher theological education that was peculiar to the clergy, who provided the majority of the teachers in both the other departments of education. Now the lowest level of this structure, which has been least studied and least regarded, was the most important of them all. It is true that it differed considerably in different parts of Europe, but for the religious rather than material reasons. In Protestant Europe it was founded on the Bible and the catechism, whereas in Catholic Europe it was based on the liturgy and on religious art and drama and mime, which made the Church the school of the people. But in either case it provided a system of common beliefs and moral standards, as well as the archetypal patterns of world history and sacred story which formed the background of their spiritual world.
For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.
...the establishment of a universal system of public education inevitably changed the relations of education to the state. It is this above all else which has caused the mind of our society to lose its independence, so that there is no power left outside politics to guide modern civilization, when the politicians go astray. For in proportion as education becomes controlled by the state, it becomes nationalized, and in extreme cases the servant of a political party.