In a previous article it was assumed that the English segregated school school system based on selection at eleven years and the intellectual theories sustaining it were passing away and were being succeeded by various forms of comprehensive secondary education. If this be so, and the events of last summer on the political, social and academic scenes would seem to add confirmation, can the Church sit idly by without examining the meaning that this educational revolution may hold for Catholics and the general community? Understandably the Catholic administrator is concerned, at parish and diocesan level, with providing adequate places for the increasing numbers of children committed to his care; nevertheless the Church has a primary concern for the education of youth whether inside or outside the Church and he will surely wish to ascertain whether any assets of permanent value to Christian life may be obtained from a re-organization of our own sector paralleling the changeover to comprehensive systems in state schools.

Catholic authorities may be reassured that, from the known achievements of comprehensive schools, the adoption by them of the new pattern could have an extremely favourable outcome, if cast within the mould of Christian ideals, on the development and character of the English Catholic community. Initially it may be noted that at such schools a far greater proportion than normal remain on beyond the usual leaving age: for example, in some London comprehensive schools between 40% and 60% is quite common, compared to a national average of 20 % in Local authorities which operate a separate school system.