custom. In cities like Philadelphia and Brooklyn there are some separate
schools; but in 1910, only 4 per cent. of all the elementary children
and only 5 per cent. of the children in public high schools were in
separate classes. In private schools, which care for less than 10 per
cent. of the children of the country, the percentage of children in
separate schools is greater.

Practically all American children are now in co-educational
institutions. Had the boys been in schools by themselves it would have
been more difficult to place women teachers over them, but in mixed
schools the question does not arise. Even where the boys and girls were
separated, however, that fact did not prevent the employment of women
teachers, though it may have retarded it. Thus in Philadelphia, in 1911,
there were 125 boys' classes, 174 girls' classes, and 894 mixed classes
in the grammar grades; still there were but 175 men teachers employed
and, of course, the girls' classes were all taught by women.

While administrative positions are less monopolized by women than
teaching posts, they are being steadily filled by them. For fifteen
years Idaho has had able women State superintendents elected by popular
suffrage; Colorado and Montana have also given this highest educational
post to women. In most of our States we have women serving as county
superintendents; and in Idaho women fill nearly all these positions.
Several of our largest cities, notably Chicago and Cleveland, have women
superintendents; while many high schools and most of our elementary
schools have women principals. In 1909, Mrs. Ella Flagg Young was
elected president of the National Education Association; and in 1911,
Miss Alice Dilley was elected president of the Iowa State Teachers'
Association. Both of these elections were victories for women won in the
face of determined opposition from many of the men.