Debates about religious schools can generate more heat than light. This book provides a way of thinking about the disagreements between defenders of religious schools and their critics that enables us to see more clearly what is at issue. It develops a framework that identifies the different kinds of normative considerations that are at stake and that need to be taken into account in any serious attempt to resolve these disagreements. It defends and employs amethod that involves moving from the normative considerations in play--especially the child's potential to acquire personal autonomy and to develop a capacity and disposition to treat others as equals--tospecific policy proposals for governing religious schools in England today.