reform. The Education Act 1944, relating to England and Wales, was authored by Conservative Rab Butler and known as "the Butler Act", defined the modern split between primary education and secondary education at age 11. The Butler Act was also an historic compromise between church and state. Three new categories of schools were created. The first were Voluntary Controlled schools whose costs were met by the State, and would be controlled by the local education authority. The school kept the title deeds to the land, but taught an agreed religious education syllabus. These schools were favoured by the Anglicans: over half their schools chose this status, and were soon effectively absorbed into the state system. The second were Voluntary Aided schools, which retained greater influence over school admission policies, staffing and curriculum, and which were preferred by the Roman Catholics and by some Anglican schools. They would have all of their running costs met by the State, but their capital costs would only be 50% state funded (later increased to 75% by the Education Act 1959, and now 90%). The third were Direct Grant Schools: former independent schools, often town grammar schools and predominantly in the north of England, who accepted a state grant in return for providing free education to many students but still charging for others. The state had little control on syllabus or admissions policy. The schools kept their title deeds. The elite system of public schools was practically unchanged; Butler assembled a committee which produced the Fleming Report of July 1944, recommending that places at public schools be made available to state-funded scholarships, but its recommendations were not implemented. The school leaving age was raised to 15 under the Butler Act, with an aspiration to raise it in time to 16, although this did not take place until the early 1970s (see below). The Act also recommended compulsory part-time education for all young people until the age of 18, but this provision was dropped so as not to overburden the post-war spending budget (as had happened similarly with the Act of 1918). Changes in government approaches towards education meant that it was no longer regarded adequate for a child to leave education aged 14, as that is the age when they were seen to really understand and appreciate the value of education, as well as being the period when adolescence was at its height. It was