change is to diminish the proportion of girls, we may look upon these schools as organised for boys, but admitting girls as well. The whole question of co-education is so exceedingly difficult that it is unfortunate that Welsh educationalists should have been compelled to add it to the number of complex problems with which they had already to deal. The small schools have necessitated this among other problems. Its warmest advocates do not deny that it makes discipline more difficult: constant supervision becomes necessary; boys and girls have to be kept apart out of class, and an attempt, usually doomed to failure, is made in some schools to control the walk home. The freer intercourse, the element of trust, and the bright out-of-school life, which in England have come to be considered as important a part of a secondary school as the Mathematics or Latin taught there, have little chance of development in the mixed school. That valuable moral impetus given by the direct and constant intercourse between the master and boys, mistress and girls, is missing. Thus they lose what is often the best effect of school life upon our boys and girls: the schools become places of mere instruction, not education; they are but elementary schools with advanced subjects in the curriculum; rivals, and not always successful ones, of the higher grade. Of course this is not solely due to the co-education scheme, but it has tended further to emphasise the social difference between the two classes of schools, and also to put women at a disadvantage in Welsh education, which could hardly have been contemplated by the original promoters. Yet now that this arrangement has been fixed by scheme and made fast by yards of red-tape, it must remain as it is, until some energetic band of reformers shall arise determined to end it. But that cannot be as yet. The second class, the distinct schools for boys and girls, resemble our English high schools; in fact Swansea, one of the most successful, was actually founded by the Girls’ Public Day-School Company, and taken over by the Intermediate Board. The money supplied by the county grant makes up for the diminution of the fees, and the work proceeds with little change. Cardiff is also organised on the lines of a high school, with the chief intellectual work in the morning, considerable attention to games and physical training, and a liberal allowance of teachers. In these separate schools the fees range from about £5 to £9, being slightly lower than those of the corresponding schools in England. The allowance of mistresses to pupils is adequate, the elementary scholars are a small proportion, not enough to set the whole tone of the school. In the mixed or dual school the fees are usually low, sometimes even as little as £2 per annum, scholarships are more numerous, and the sprinkling of scholars from other than elementary schools is very small. Both kinds of schools doubtless have their use, though their aims are very different.