ear Alton, Hants. In
1873 Mr W. H. Herford began the Ladybarn school for boys and girls at
Withington in the suburbs of Manchester. The passing of the Welsh
Intermediate Education Act 1889 led to the establishment of a
considerable number of new mixed or dual secondary day-schools in Wales.
Many English teachers gained experience in these schools and
subsequently influenced English education. The work and writings of Mr
J. H. Badley at Bedales, Petersfield, a co-educational boarding-school
of the first grade, gave greatly increased weight to the principle of
co-education. Important additions have also been made to the fund of
co-educational experience by the King Alfred's school (Hampstead),
Keswick school, and West Heath school (Hampstead). In 1907 a Public
Co-educational Boarding School was opened at Harpenden.

Since the Education Act 1902 became law, there has been a rapid increase
of co-educational secondary day-schools of the lower grade, under county
or borough education authorities, in all parts of England. This increase
is due to two chief causes, viz. (1) The co-educational tradition of
some of the higher grade board schools, many of which have become
secondary schools; and (2) the economy effected by establishing one
co-educational secondary school, in place of two smaller schools for
boys and girls separately.

The idea of co-education in secondary schools has spread in several
other European countries, especially in Holland, Norway, Sweden and
Denmark. In Scandinavia, the new practice appears to have begun with the
establishment of a private higher secondary school, the Palmgremska
Samskolan, in Stockholm, in 1876. A similar school, Nya Svenska
Laroverket, was founded upon the same model in Helsingfors, Finland, in
1880. In Norway, the law of 1896 introduced co-education in all state
schools. In Denmark, as in Norway, co-education was begun in private
schools; on its proving a success there, it was introduced into the
state schools, with two exceptions; and it is now obligatory in most
state schools but optional in private schools (J. S. Thornton, _Schools
Public and Private in the North of Europe_, 1907, p. 97). In Holland,
there is now a good deal of co-education in lower secondary schools of
the modern type. For example, at Utrecht, the state higher burgher
school provides the same course of instruction, except in gymnastics,
for boys and girls. At Almeloo, the municipal higher burgher school,
though c