through the same courses of study.
Examples of the thoroughgoing application of this principle can be found
in every grade of education from the elementary school to the
university. But the term "Co-education" is sometimes used in a wider
sense, in order to include cases in which boys and girls, or young men
and young women of university age, are admitted to membership of the
same school or college but receive instruction wholly or in part in
separate classes and in different subjects. Other variable factors in
co-educational systems are the extent to which men and women are mixed
on the teaching staff, and the freedom of intercourse permitted between
pupils of the two sexes in class, in games and in other activities of
school life. In another form of combined education (preferred by Comte,
_Systeme de politique positive_, iv. 266), pupils of the two sexes are
taught successively by the same teacher. By the English Board of
Education, a distinction is drawn between mixed schools and dual
schools. "Mixed schools" are those in which, for most subjects of the
curriculum, boys and girls are taught together by the same teachers: in
"dual schools" there are separate boys' and girls' departments under a
single principal, but with separate entrances, classrooms and
playgrounds for the two sexes.

_History._--Co-education in early times was occasional and sporadic. For
example, women were admitted by Plato to the inner circle of the Academy
on terms of equality with men. The educational endowments of Teos
provided that the professors of literature should teach both boys and
girls. It is uncertain whether the Roman schools in classical times were
attended by both sexes. A tombstone found at Capua represents a
schoolmaster with a boy on one side and a girl on the other. Probably
co-education was practised in country districts for economical reasons;
and also in the home schools organized by wealthier families (Wilkins,
_Roman Education_, pp. 42-43). At Charles the Great's Palace School at
Aachen (A.D. 782 onwards), Alcuin taught together the young princes and
their sisters, as well as grown men and women. The Humanists of the
Renaissance made the full development of personality a chief aim of
education, and held up literary accomplishment as a desirable mark of
personal distinction both for men and women. This led to the scholarly
education of girls along with boys in the home schools of some great
families. Thus, at Mantua (1423