Modern schools have been criticised by throngs of intellectuals, quite often with justice. Adding the prefix post-modern to some schools has done nothing to temper the validity of much of the criticism. Critics of schools have addressed, among other topics, low learning achievement of pupils and an insipid milieu, a debilitating school social structure and the spread of vile and, at times, criminal behaviour among pupils, a dire lack of genuine spirituality and the spread of a congealing stupidity. Quite a few critics have also discussed a host of rather irrelevant psychological, sociological, and anthropological issues related to schooling. Yet almost all of this criticism has not addressed the ontology of modern schools; nor has it considered the ontic developments that appeared with the burgeoning of schooling.