ondary schools rest their case
upon the danger of the intellectual or physical overstrain of girls
during adolescence; and upon the unequal rate of development of boys and
girls during the secondary school period, the girls being more forward
than the boys at first, but as a rule less able to work as hard at a
somewhat later stage. The critics further complain that co-education is
generally so organized that the girls' course of study is more or less
assimilated to that of the boys, with the result that it cannot have the
artistic and domestic character which is suitable for the majority of
girls. Complaint is also made that the head of a co-educational school
for pupils over the age of 10 is usually a man, though the health and
character of girls need the care and control of a woman vested with
complete authority and responsibility. While demurring to the view that
co-education of the sexes would be a moral panacea, the critics of the
system admit that the presence of the girls would exert a refining
influence, but they believe that on the whole the boys are likely to
gain less from co-education than the girls are likely to lose by it. In
all these matters carefully recorded observation and experiment are
needed, and it may well be found that co-education is best for some boys
and for some girls, though not for all. Temperaments and dispositions
differ. Some boys seem by nature more fitted for the kind of training
generally given to girls; some girls are by nature fitted for the kind
of training generally given to boys. The sex division does not mark off
temperaments into two sharply contrasted groups. The introduction of
girls into boys' secondary schools may remove or mitigate coarse
traditions of speech and conduct where such persist. But it would be
unfortunate if stiff and pedantic traditions of secondary education were
now fixed upon girls instead of being reconsidered and modified in the
interests of boys also. In any case, if co-education in secondary
schools is to yield the benefits which some anticipate from it, great
vigilance, careful selection of pupils and very liberal staffing will be
necessary. Without these securities the results of co-education in
secondary schools might be disappointing, disquieting or even
disastrous.

BIBLIOGRAPHY.--Plato in the _Republic_ (v. 452-456) and _Laws_ (vii.
804-805) argues that women should share as far as possible in
education with men. Mary Wollstonecraft, _A Vi