Owing to the difficulties of grading, this system is being gradually introduced in many places where it was not originally contemplated; but the typical Welsh school, according to the first plan, was the dual. This was to consist of two distinct schools, one for boys and one for girls, built side by side, in such a way that they might have assembly hall, gymnasium, laboratory, etc., in common, and by the economy thus effected in site, buildings, apparatus, etc., it was hoped that the efficiency of small schools would be maintained. Unfortunately, the advocates of this system went a step further, and arranged to complete their economies by appointing a single head for both schools, to take the superintendence of both boys and girls. Obviously this head must be a man. Though some schemes contain the words ‘headmaster or head-mistress,’ it is at once explained to feminine applicants that the words are a mere matter of form. Indeed, it would be far better to omit them. The most ardent advocates of women’s equality would hardly propose to give a mistress full authority over boys of twelve to seventeen. However excellent feminine influence may be in a boys’ school, no one wants to see it supreme there. Though paramount masculine influence in a girls’ school is anything but desirable, it seemed the lesser of two evils; and both custom and convenience pointed to the selection of a master. This initial injustice paved the way for many others. Though most schools appoint a senior mistress, who is supposed to have a general control over the girls, it is out of the managers’ power, when once they have made the headmaster supreme, to make her position one of any authority. Like all the rest, she is appointed by the headmaster; she has no place in the scheme, nor status in the school, except what may be given her by courtesy. She has no voice in choosing her assistants, nor in making the time-table; her position is often inferior to that of a second mistress in an English high school. This kind of dual school was a new experiment, and it cannot be pronounced a successful one. Where the two departments were kept distinct, except for an occasional interchange of teachers, the real difficulties of classification were not obviated; and one set of managers after another took the final step, availing themselves of the permission accorded in most schemes, to ‘make arrangements for boys and girls being taught together in all or any of the classes.’ The forms are then mixed throughout, and assigned in turn to men and women teachers. Here the senior mistress loses even her semblance of authority, and the school is under the supreme and undisturbed sway of the headmaster. What number of schools have already taken this final step is nowhere definitely stated, but, as far as can be ascertained, it appears to be a majority. It is in fact the logical outcome of the dual plan, and since the tendency of the