Chapter III: Part 3

CODE NAPOLEON, the first code of the French civil law, known at first as the _Code civil des Francais_, was promulgated in its entirety by a law of the 30th Ventose in the year XII. (31st of March 1804). On the 3rd of September 1807 it received the official name of Code Napoleon, although the part that Napoleon took in framing it was not very important. A law of 1818 restored to it its former name, but a decree of the 27th of March 1852 re-established the title of Code Napoleon. Since the 4th of September 1870 the laws have quoted it only under the name of the Code Civil.

Never has a work of legislation been more national in the exact sense of the word. Desired for centuries by the France of the _ancien regime_, and demanded by the _cahiers_ of 1789, this "code of civil laws common to the whole realm" was promised by the constitution of 1791. However, the two first assemblies of the Revolution were able to prepare only a few fragments of it. The preparation of a coherent plan began with the Convention. The _ancien regime_ had collected and adjusted some of the material. There was, on the one hand, a vast juridical literature which by eliminating differences of detail, had disengaged from the various French "customs" the essential part which they had in common, under the name of "common customary law"; on the other hand, the Roman law current in France had in like manner undergone a process of simplification in numerous works, the chief of which was that of Domat; while certain parts had already been codified in the _Grandes Ordonnances_, which were the work of d'Aguesseau. This legacy from the past, which it was desired to preserve within reason, had to be combined and blended with the laws of the Revolution, which had wrought radical reforms in the conditions affecting the individual, the tenure of real property, the order of inheritance and the system of mortgages. Cambaceres, as the representative of a commission of the Convention, brought forward two successive schemes for the Code Civil. As a member of one of the councils, he drew up a third under the Directory, and these projected forms came in turn nearer and nearer to what was to be the ultimate form of the code. So great was the interest centred in this work, that the law of the 19th Brumaire, year VIII., which, in ratification of the previous day's _coup d'etat_ nominated provisional consuls and two legislative commissions, gave injunctions to the latter to draw up a scheme for the Code Civil. This was done in part by one of the members, Jacqueminot, and finally under the constitution of the year VIII., the completion of the work was taken in hand. The legislative machinery established by this constitution, defective as it was in other respects, was eminently suited for this task. Indeed, all projected laws emanated from the government and were prepared by the newly established council of state, which was so well recruited that it easily furnished qualified men, mostly veterans of the revolution, to prepare the final scheme. The council of state naturally possessed in its legislative section and its general assembly bodies both competent and sufficiently limited to discuss the texts efficiently. The _corps legislatif_ had not the right of amendment, so could not disturb the harmony of the scheme. It was in the discussions of the general assembly of the council of state that Napoleon took part, in 97 cases out of 102 in the capacity of chairman, but, interesting as his observations occasionally are, he cannot be considered as a serious collaborator in this great work.

Those responsible for the scheme have in the main been very successful in their work; they have generally succeeded in fusing the two elements which they had to deal with, namely ancient French law, and that of the Revolution. The point in which their work is comparatively weak is the system of hypothec (q.v.), because they did not succeed in steering a middle course between two opposite systems, and the law of the 23rd of March 1855 (_sur la transcription en matiere hypothecaire_) was necessary to make good the deficiency. A fault frequently found with the Code Civil is that its general divisions show a lack of logic and method, but the division is practically that of the Institutes of Justinian, and is about as good as any other: persons, things, inheritance, contracts and obligations, and finally, in place of actions, which have no importance for French law except from the point of view of procedure, privileges and hypothecs, as in the ancient _coutumes_ of France, and prescription. It is, _mutatis mutandis_, practically the same division as that of Blackstone's Commentaries.

Of late years other objections have been expressed; serious omissions have been pointed out in the Code; it has not given to personal property the importance which it has acquired in the course of the 19th century; it makes no provision for dealing with the legal relations between employers and employed which modern complex undertakings involve; it does not treat of life insurance, &c. But this only proves that it could not foretell the future, for most of these questions are concerned with economic phenomena and social relations which did not exist at the time when it was framed. The Code needed revising and completing, and this was carried out by degrees by means of numerous important laws. In 1904, after the celebration of the centenary of the Code Civil, an extra-parliamentary commission was nominated to prepare a revision of it, and at once began the work.

The influence of the Code Civil has been very great, not only in France but also abroad. Belgium has preserved it, and the Rhine provinces only ceased to be subject to it on the promulgation of the civil code of the German empire. Its ascendancy has been due chiefly to the clearness of its provisions, and to the spirit of equity and equality which inspires them. Numerous more recent codes have also taken it as a model: the Dutch code, the Italian, and the code of Portugal; and, more remotely, the Spanish code, and those of the Central and South American republics. In the present day it is rivalled by the German civil code, which, having been drawn up at the end of the 19th century, naturally does not show the same lacunae or omissions. It is inspired, however, by a very different spirit, and the French code does not suffer altogether by comparison with it either in substance or in form.

See _Le Code Civil, livre du centenaire_ (Paris, 1904), a collection
of essays by French and foreign lawyers. (J. P. E.)

CODIAEUM, a small genus of plants belonging to the natural order Euphorbiaceae. One species, _C. variegatum_, a native of Polynesia, is cultivated in greenhouses, under the name of croton, for the sake of its leaves, which are generally variegated with yellow, and are often twisted or have the blades separated into distinct portions.

CODICIL (Lat. _codicillus_, a little book or tablet, diminutive of _codex_), a supplement to a will (q.v.), containing anything which a testator desires to add, or which he wishes to retract, to explain or to alter. In English law a codicil requires to be executed with the same formalities as a will under the Wills Act 1837.

CODILLA, the name given to the broken fibres which are separated from the flax during the scutching process. On this account it is sometimes termed scutching tow. Quantities of this material are used along with heckled tow in the production of tow yarns.

CODINUS, GEORGE [GEORGIOS KODINOS], the reputed author of three extant works in Byzantine literature. Their attribution to him is merely a matter of convenience, two of them being anonymous in the MSS. Of Codinus himself nothing is known; it is supposed that he lived towards the end of the 15th century. The works referred to are the following:--

1. _Patria_ ([Greek: Ta Patria tes Konstantinoupoleos]), treating of the history, topography, and monuments of Constantinople. It is divided into five sections: (_a_) the foundation of the city; (_b_) its situation, limits and topography; (_c_) its statues, works of art, and other notable sights; (_d_) its buildings; (_e_) the construction of the church of St Sophia. It was written in the reign of Basil II. (976-1025), revised and rearranged under Alexius I. Comnenus (1081-1118), and perhaps copied by Codinus, whose name it bears in some (later) MSS. The chief sources are: the _Patria_ of Hesychius Illustrius of Miletus, an anonymous (_c._ 750) brief chronological record ([Greek: Parastaseis syntomoi chronikai]), and an anonymous account ([Greek: diegesis]) of St Sophia (ed. T. Preger in _Scriptores originum Constantinopolitanarum_, fasc. i., 1901, to be followed by the _Patria_ of Codinus). Procopius, _De Aedificiis_ and the poem of Paulus Silentiarius on the dedication of St Sophia should be read in connexion with this subject.

2. _De Officiis_ ([Greek: Peri ton Ophphikion]), a sketch, written in an unattractive style, of court and higher ecclesiastical dignities and of the ceremonies proper to different occasions. It should be compared with the _De Cerimoniis_ of Constantine Porphyrogenitus.

3. A chronological outline of events from the beginning of the world to the taking of Constantinople by the Turks (called Agarenes in the MS. title). It is of little value.

Complete editions are (by I. Bekker) in the Bonn _Corpus scriptorum
Hist. Byz._ (1839-1843, where, however, some sections of the _Patria_
are omitted), and in J. P. Migne, _Patrologia graeca_, clvii.; see
also C. Krumbacher, _Geschichte der byzantinischen Litteratur_ (1897).

COD-LIVER OIL (_Oleum Morrhuae_, or _Oleum Jecoris Aselli_), the oil obtained from the liver of the common cod (_Gadus morrhua_). In the early process for extracting the oil the livers were allowed to putrefy in wooden tubs, when oils of two qualities, one called "pale oil," and the other "light brown oil," successively rose to the surface and were drawn off. A third oil was obtained by heating the liver-residues to above the boiling-point of water, whereupon a black product, technically called "brown oil," separated. The modern practice consists in heating the perfectly fresh, cleaned livers by steam to a temperature above that of boiling water, or, in more recent practice, to a lower temperature, the livers being kept as far as possible from contact with air. The oils so obtained are termed "steamed-liver oils." The "pale" and "light brown" oils are used in pharmacy; the "brown" oil, the cod oil of commerce, being obtained from putrid and decomposing livers, has an objectionable taste and odour and is largely employed by tanners. By boiling the livers at a somewhat high temperature, "unracked" cod oil is obtained, containing a considerable quantity of "stearine"; this fat, which separates on cooling, is sold as "fish stearine" for soap-making, or as "fish-tallow" for currying. The oil when freed from the stearine is known as "racked oil." "Coast cod oil" is the commercial name for the oil obtained from the livers of various kinds of fish, _e.g._ hake, ling, haddock, &c. The most important centres of the cod-liver oil industry are Lofoten and Romsdal in Norway; the oil is also prepared in the United States, Canada, Newfoundland, Iceland and Russia; and at one time a considerable quantity was prepared in the Shetland Islands and along the east coast of Scotland.

Cod-liver oil contains palmitin, stearin and other more complex glycerides; the "stearine" mentioned above, however, contains very little palmitin and stearin. Several other acids have been identified: P. M. Meyerdahl obtained 4% of palmitic acid, 20% of jecoleic acid, C19H36O2, and 20% of therapic acid, C17H26O2; other investigators have recognized jecoric acid, C18H30O2, asellic acid, C17H32O2, and physetoleic acid, C16H30O2, but some uncertainty attends these last three acids. Therapic and jecoleic acids apparently do not occur elsewhere in the animal kingdom, and it is probable that the therapeutic properties of the oil are associated with the presence of these acids, and not with the small amount of iodine present as was at one time supposed. Other constituents are cholesterol (0.46-1.32%), traces of calcium, magnesium, sodium, chlorine and bromine, and various aliphatic amines which are really secondary products, being formed by the decomposition of the cellular tissue.

Cod-liver oil is used externally in medicine when its internal administration is rendered impossible by idiosyncrasy or the state of the patient's digestion. The oil is very readily absorbed from the skin and exerts all its therapeutic actions when thus exhibited. This method is often resorted to in the case of infants or young children suffering from abdominal or other forms of tuberculosis. Its only objection is the odour which the patient exhales. When taken by the mouth, cod-liver oil shares with other liver-oils the property of ready absorption. It often causes unpleasant symptoms, which must always be dealt with and not disregarded, more harm than good being done if this course is not followed. Fortunately a tolerance is soon established in the majority of cases. It has been experimentally proved that this is more readily absorbed than any other oil--including other liver-oils. Much attention has been paid to the explanation of this fact, since knowledge on this point might enable an artificial product, without the disadvantages of this oil, to be substituted for it. Very good results have been obtained from a preparation named "lipanin," which consists of six parts of oleic acid and ninety-four of pure olein. Cod-liver oil has the further peculiarity of being more readily oxidizable than any other oil; an obviously valuable property when it is remembered that the entire food-value of oils depends on their oxidation.

Cod-liver oil may be given in all wasting diseases, and is occasionally valuable in cases of chronic rheumatoid arthritis; but its great therapeutic value is in cases of tuberculosis of whatever kind, and notably in pulmonary tuberculosis or consumption. Its reputation in this is quite inexpugnable. It is essential to remember that "in phthisis the key of the situation is the state of the alimentary tract," and the utmost care must be taken to obviate the nausea, loss of appetite and diarrhoea, only too easily induced by this oil. It is best to begin with only one dose in the twenty-four hours, to be taken just before going to sleep, so that the patient is saved its unpleasant "repetition" from an unaccustomed stomach. In general, it is therefore wise to order a double dose at bedtime. The oil may be given in capsules, or in the form of an emulsion, with or without malt-extract, or success may be obtained by adding, to every two drachms of the oil, ten minims of pure ether and a drop of peppermint oil. The usual dose, at starting, is one or two drachms, but the oil should be given eventually in the largest quantities that the patient can tolerate.

CODRINGTON, CHRISTOPHER (1668-1710), British soldier and colonial governor, whose father was captain-general of the Leeward Isles, was born in the island of Barbados, West Indies, in 1668. Educated at Christ Church, Oxford, he was elected a fellow of All Souls, and subsequently served with the British forces in Flanders, being rewarded in 1695 with a captaincy in the Guards. In the same year he attended King William III. on his visit to Oxford, and, in the absence of the public orator, was chosen to deliver the University oration. In 1697, on the death of his father, he was appointed captain-general and commander-in-chief of the Leeward Isles. In 1703 he commanded the unsuccessful British expedition against Guadeloupe. After this he resigned his governorship, and spent the rest of his life in retirement and study on his Barbados estates. He died on the 7th of April 1710, bequeathing these estates to the Society for the Propagation of the Gospel in Foreign Parts for the foundation of a college in Barbados. This college, known as the Codrington college, was built in 1714-1742. To All Souls College, Oxford, he bequeathed books worth L6000 and L10,000 in money, out of which was built and endowed the Codrington library there.

CODRINGTON, SIR EDWARD (1770-1851), British admiral, belonged to a family long settled at Dodington in Gloucestershire. He was the youngest of three brothers, who were left orphans at an early age, and were educated by an uncle, Mr Bethell. Edward Codrington was sent for a short time to Harrow, and entered the navy in July 1783. He served on the American station, in the Mediterranean and at home, till he was promoted lieutenant on the 28th of May 1783. Lord Howe selected him to be signal lieutenant on the flagship of the Channel fleet at the beginning of the revolutionary war with France. In that capacity he served in the "Queen Charlotte" (100) during the operations which culminated in the battle of the 1st of June 1794. The notes he wrote on Barrow's account of the battle in his _Life of Howe_, and the reminiscences he dictated to his daughter, which are to be found in her memoir of him, are of great value for the history of the action. On the 7th of October 1794 he was promoted commander, and on the 6th of April 1795 attained the rank of post-captain and the command of the "Babet" (22). He continued to serve in the Channel, and was present at the action off L'Orient on the 23rd of June 1795. Codrington wrote notes on this encounter also, which are to be found in the memoir. They are able and valuable, but, like all his correspondence throughout his life, show that he was of a somewhat censorious disposition, was apt to take the worst view of the conduct of others, and was liable to be querulous. He next commanded the "Druid" (32) in the Channel and on the coast of Portugal, till she was paid off in 1797. Codrington now remained on shore and on half-pay for some years. In December 1802 he married Jane, daughter of Jasper Hall of Kingston, Jamaica.

On the renewal of the war after the breach of the peace of Amiens he was appointed (May 1805) to the command of the "Orion" (74) and was attached to the fleet on the coast of Spain, then blockading Villeneuve in Cadiz. The "Orion" took a conspicuous part in the battle of Trafalgar. Codrington's correspondence contains much illuminative evidence as to the preliminaries and the events of the victory. From 1805 till 1813 he continued to serve first in the "Orion" and then (1808) in the "Blake" (74) in European waters. He was present on the Walcheren expedition, and was very actively employed on the Mediterranean coast of Spain in co-operating with the Spaniards against the French. In 1814 he was promoted rear-admiral, at which time he was serving on the coast of North America as captain of the fleet to Sir Alexander Cochrane during the operations against Washington, Baltimore and New Orleans. In 1815 he was made K.C.B., and was promoted vice-admiral on the 10th of July 1821. In December 1826 he was appointed to the Mediterranean command, and sailed on the 1st of February 1827. From that date until his recall on the 21st of June 1828 he was engaged in the arduous duties imposed on him by the Greek War of Independence, which had led to anarchy and much piracy in the Levant. On the 20th of October 1827 he destroyed the Turkish and Egyptian naval forces at Navarino (q.v.), while in command of a combined British, French and Russian fleet. As the battle had been unforeseen in England, and its result was unwelcome to the ministry of the day, Codrington was entangled in a correspondence to prove that he had not gone beyond his instructions, and he was recalled by a despatch, dated the 4th of June.

After the battle Codrington went to Malta to refit his ships. He remained there till May 1828, when he sailed to join his French and Russian colleagues on the coast of the Morea. They endeavoured to enforce the evacuation of the peninsula by Ibrahim peacefully. The Pasha made diplomatic difficulties, and on the 25th of July the three admirals agreed that Codrington should go to Alexandria to obtain Ibrahim's recall by his father Mehemet Ali. Codrington had heard on the 22nd of June of his own supersession, but, as his successor had not arrived, he carried out the arrangement made on the 25th of July, and his presence at Alexandria led to the treaty of the 6th of August 1828, by which the evacuation of the Morea was settled. His services were recognized by the grant of the grand cross of the Bath, but there is no doubt that he was treated as a scape-goat at least to some extent. After his return home he was occupied for a time in defending himself, and then in leisure abroad. He commanded a training squadron in the Channel in 1831 and became admiral on the 10th of January 1837. From November 1839 to December 1842 he was commander-in-chief at Portsmouth. He died on the 28th of April 1851.

Sir Edward Codrington left two sons, Sir William (1804-1884), a soldier who commanded in the Crimea, and Sir John Henry (1808-1877), a naval officer, who died an admiral of the fleet.

See _Memoir of the Life of Admiral Sir Edward Codrington_, by his
daughter Jane, Lady Bourchier, wife of Sir T. Bourchier, R.N. (London,
1873). (D. H.)

CODRUS, in Greek legend, the last king of Athens. According to the story, it was prophesied at the time of the Dorian invasion of Peloponnesus (_c._ 1068 B.C.) that only the death of their king at the enemy's hands could ensure victory to the Athenians. Devoting himself to his country, Codrus, in the disguise of a peasant, made his way into the enemy's camp, and provoked a quarrel with some Dorian soldiers. He fell, and the Dorians, on discovering that Codrus had been slain, retreated homeward, despairing of success. No one being thought worthy to succeed Codrus, the title of king was abolished, and that of archon (q.v.) substituted for it.

See Lycurgus, _Leocr._ xx. [=84-87]; Justin ii. 6; Vell. Pat. i. 2;
Grote, _Hist. of Greece_, pt. i. ch. 18; Busolt, _Griechische
Geschichte_, i.

CODY, WILLIAM FREDERICK (1846- ), American scout and showman, known under the name of "Buffalo Bill," was born in 1846 in Scott county, Iowa. He first became known as one of the riders of the "Pony Express," a mail service established in the spring of 1860 by the Central Overland California and Pike's Peak Express Company to carry the mails overland from Saint Joseph, Missouri, to Sacramento, California, a distance of 1950 m., by means of relays of ponies, each rider being expected to cover about 75 m. daily. Owing to the wildness of the country and the hostility of the Indians, both the riders and the station-keepers led lives of great hardship and danger. The "Pony Express" was discontinued in 1861 upon the completion of the Pacific Telegraph company's line, and young Cody became a scout and guide for the United States army. In 1863 he formally enlisted in the 7th regiment of Kansas cavalry, in which he served until the close of the Civil War. In 1867 he made a contract with the Kansas Pacific railway to furnish its employees with buffalo meat while the line was being extended through the wilderness, and his name of "Buffalo Bill" was given him from this circumstance. In 1868-1872 he was again an army scout and guide, serving against the Sioux and Cheyennes; and in 1872 was a member of the Nebraska house of representatives. During the Sioux-Cheyenne War of 1876 he served in the 5th United States Cavalry, and at the battle of Indian Creek killed the Cheyenne chief Yellow Hand in single combat. In 1883 he organized his "Wild West Show," a spectacular performance on a large scale, his first European tour taking place in 1887. In the Nebraska national guard he again served against the Sioux in 1890-1891.

CO-EDUCATION, the term applied to the instruction and training of boys and girls, or of young people of both sexes, in the same school or institution, in the same classes and 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 onwards), Vittorino da Feltre taught Cecilia Gonzaga with her brothers and the other boy pupils at his boarding-school; but there is no evidence that the latter was otherwise co-educational. Luther and other Reformers urged that girls as well as boys should be taught to read the Bible. Hence came the tendency to co-education of boys and girls in some elementary schools in Protestant lands. This tendency can be traced both in Scotland and in the northern parts of England. It is believed that, in the early days of New England, district schools in smaller American towns were open to boys and girls alike, but that few girls advanced beyond reading and writing (Martin, _Massachusetts Public School System_, p. 130). At Dorchester, Mass., it was left to the discretion of the elders and schoolmen whether maids should be taught with the boys or not; but in practice the girls seem to have been educated apart. In 1602 the council of Ayr, Scotland, ordained that the girls who were learning to read and write at the Grammar School should be sent to the master of the Song School, "because it is not seemly that sic lasses should be among the lads" (Grant, _History of the Burgh and Parish Schools of Scotland_, p. 526 ff.). Meriden, Connecticut, seems to have made common provision for the elementary education of boys and girls in 1678. Northampton, Mass., did the same in 1680. Deerfield, Mass., in 1698 voted that "all families having children either male or female between the ages of six and ten years shall pay by the poll for their schooling"--presumably in the common school.

Thus the beginnings of co-education in its modern organized form may be traced back partly to Scotland and partly to the United States. The co-education of boys and girls, carried through in varying degrees of completeness, was not uncommon in the old Endowed Schools of Scotland, and became more frequent as increasing attention was given to the education of girls. At the Dollar Institution, founded by John McNabb for the benefit of the poor of the parish of Dollar and shire of Clackmannan (date of will, 1800), boys and girls have been educated together in certain classes since the beginning of the school in 1818. In the eastern parts of the United States, where the Puritan tradition also prevailed, co-education struck firm root, and spread chiefly for reasons of convenience and economy (Dexter, _History of Education in United States_, p. 430). But throughout the west, co-education was strongly preferred in elementary and secondary schools and in universities on the further ground that it was believed to be more in accordance with the democratic principle of equal educational opportunity for the two sexes.

It should be added, however, that the leaven of Pestalozzi's thought has worked powerfully both in Europe and America in favour of the idea of co-education. His view was that all educational institutions should, as far as possible, be modelled upon the analogy of the family and of the home. At Stanz (1798-1799) he educated together in one household boys and girls ranging in age from five to fifteen. At Burgdorf (1799-1804) his work was in part co-educational. At Yverdun (1804-1825) Pestalozzi established a school for girls close to his school for boys. The girls received instruction from some of the masters of the boys' school, and girls and boys met at evening worship, in short excursions and at other times.

In England, the Society of Friends have been the pioneers of co-education in boarding schools, both for younger children and for pupils up to fifteen or sixteen years of age. The practice of the society, though not exclusively co-educational, has long been favourable to co-education, either in its complete or restricted form, as being more in harmony with the conditions of family life. Ackworth school was established by the London Yearly Meeting in 1779 for the education of boys and girls; but the school has never been fully co-educational, the boys and girls being taught separately except in a few classes. At Sidcot school, which was founded in 1808 by the Associated Quarterly Meetings in the west of England for the education of children of Friends, boys and girls are taught together, except in certain handicraft subjects. Several other co-educational schools were founded by the Society of Friends during the first half of the 19th century.

Since that time the movement towards co-education in secondary schools and universities has steadily gained strength in England. It has been furthered by the diffusion of Pestalozzian ideas and also by the influence of American example. In England, private schools have made some of the most valuable co-educational experiments. A private boarding and day secondary school on co-educational lines was instituted by Mr W. A. Case in Hampstead in 1865. A co-educational boarding-school was founded in 1869 by Miss Lushington at Kingsley near 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 co-educational, differentiates the classes in several subjects. In Belgium, France, Germany and Austria, co-education, though frequent in elementary schools, is regarded as undesirable in secondary; but the movement in its favour in many parts of Germany seems to be gathering strength. All over Europe the Roman Catholic populations prefer the older ideal of separate schools for boys and girls.

Co-education in colleges and universities, which began at Oberlin, Ohio, in 1833, was adopted almost without exception by the state universities throughout the west of America from 1862 onwards. Since that time the idea has spread rapidly throughout Europe, and the presence of women students at universities originally confined to men is one of the most striking educational facts of the age.

_Co-education in the United Kingdom, (a) England and Wales._--The Board of Education does not possess any summary showing the number of pupils in mixed public elementary schools or in mixed departments of such schools. In 1901, out of 31,502 departments of public elementary schools in England and Wales, nearly half (15,504) were mixed departments, in which boys and girls were educated together. But as the departments were of unequal size, it must not be inferred from this that half the children in public elementary schools in that year (5,883,762) were receiving co-education. Of the total number of departments in public elementary schools in England and Wales, the percentage of mixed schools fell from 51.6 in 1881 to 49.4 in 1891 and 49.2 in 1901. But these percentages must not be taken to prove an absolute decline in the number of children in mixed departments.

In England, out of 492 public secondary schools which were recognized by the Board of Education for the receipt of government grant for the school year ending July 31, 1905, and which contained 85,358 pupils, 108 schools, with 21,720 pupils, were mixed; and 20 schools, with 8980 pupils, were dual schools.

Thus, of the total number of pupils in the secondary schools referred to above, a little over 25% were in mixed schools, and about 10% were in dual schools. It is not safe to assume, however, that all the mixed schools were completely co-educational in their work, or that the dual schools were not co-educational in respect of certain subjects or parts of the course. It should also be remembered that, besides the secondary schools recognized by the Board of Education for the receipt of government grant, there is a considerable number of great endowed secondary boarding-schools ("public schools" in the English use of that expression) which are for boys only. There are also at least 5000 private secondary schools, of which, in 1897 (since when no comprehensive statistical inquiry has been made), 970, with 26,027 pupils, were mixed schools. But the great majority of the children in these mixed schools were under twelve years of age. The number of boys and girls over twelve years of age, in the mixed private secondary schools which were included in the 1897 return, was only 5488.

In Wales, for the school year ending July 31, 1905, out of 84 state-aided public secondary schools, 11 were mixed and 44 were dual schools. The number of scholars in the Welsh schools referred to above was 9340. Of these, 1457, or 15%, were in mixed schools, and 5085, or 54%, were in dual schools. The managers of dual schools in Wales have the power to arrange that boys and girls shall be taught together in any or all the classes; and, as a matter of fact, nearly all the dual schools are worked as mixed schools, though they appear in these figures under dual.

_(b) Scotland._--In the public elementary schools, including the higher grade schools of Scotland, co-education is the almost universal rule. The exceptions, which for the most part are Roman Catholic or Episcopal Church schools, tend to diminish year by year. In 1905, out of 3843 departments in the Scotch public elementary and higher grade schools, 3783 were mixed. These include the infant departments. Out of the total number of children in the public elementary and higher grade schools, including infants' departments, 98.43% were receiving co-education.

In the secondary schools of Scotland there has been in recent years little perceptible movement either towards co-education or away from it. What movement there is, favours the establishment of separate secondary schools for girls in the large centres of population. Out of 109 public secondary schools in Scotland in 1905-1906, 29 schools were for boys only and 40 schools for girls only. One school had boys and girls in separate departments. In the remaining 39 schools, boys and girls were taken together to an extent which varied with the subjects taken; but there was nothing of the nature of a strict separation of the sexes as regards the ordinary work of the school.

_(c) Ireland._--In Ireland, the percentage of pupils on the rolls of mixed national schools (_i.e._ schools attended by boys and girls), to the total number of pupils on the rolls of all national schools, has slowly increased. In 1880 the percentage was 57.5; in 1898, 59.4; in 1905, 60.9.

The Commissioners of Intermediate Education in Ireland had on their list in 1906, 38 secondary schools which were classified by them as mixed schools. These schools were attended by 640 boys and 413 girls between 13 and 19 years of age. The commissioners do not know to what extent the boys and girls in these schools received instruction in the same classes. As, however, the schools are small, they believe that in the great majority of cases the boys and girls were taught together. In one large school not classified as mixed, the boys (117) and girls (60) were taught in the same classes.

_Universities and University Colleges in the United Kingdom._--Women are admitted as members of the universities of London, Durham, Manchester, Liverpool, Birmingham, Leeds, Sheffield, Wales, Edinburgh, Aberdeen, St Andrews, Glasgow, Dublin and the Royal University of Ireland. At Oxford and Cambridge women are not admitted as members of the university, but by courtesy enjoy entrance to practically all university lectures and examinations. The social life of the men and women students is more separate in the old than in the new universities. In no grade of education in the United Kingdom has the principle of co-education made more rapid advance than in the universities. The university education of women began in London (Queen's College 1848, Bedford College 1849, both being preceded by classes in earlier years). The University of London in 1878 decided to accept from the crown a supplemental charter making every degree, honour and prize awarded by the university accessible to students of both sexes on perfectly equal terms. By charter in 1880, the Victoria University (now broken up into the universities of Manchester, Liverpool and Leeds) received power to grant degrees to women as well as to men. The charter of the university of Wales (1893) provides that "Women shall be eligible equally with men for admittance to any degree which our university is authorized to confer; every office created in the university, and the membership of every authority constituted by the charter shall be open to women equally with men." In 1889 the Universities (Scotland) Act empowered the commissioners to make ordinances, enabling each university to admit women in graduation in one or more faculties and to provide for their instruction. At all the university colleges in the United Kingdom women are educated as well as men.

_United States._--Co-education is a characteristic feature of the educational system of the different states of the American Union. Of elementary school pupils at least 96%, and of secondary school pupils 95%, are in mixed schools. In 1903, out of a total enrolment of 15,990,803 pupils in public elementary and secondary schools and training colleges, 15,387,734 were in schools attended by pupils of both sexes. Out of 550,600 pupils on the rolls of public secondary schools (high schools) in 1902, 523,300 were in co-educational schools. The same was true of 43% of the pupils (numbering over 100,000) in private secondary schools. In colleges and universities 62% of all undergraduates were in co-educational institutions, to which category thirty-four American universities belong (U.S. Commissioner of Education, _Report for 1903_, p. 2454). In America opinion is thus predominantly in favour of co-education, but there is a current of adverse criticism, especially among some who have had experience of school conditions in large cities.

_General Review of the Question._--In schools for infants and younger children co-education is approved by all authorities. It is increasingly favoured on educational grounds in smaller schools for children up to 12 or 13 years of age or thereabouts. But where elementary schools have to be large, separate departments for boys and girls are generally preferable, though mixed schools are often established for reasons of economy. At the other end of the educational scale, viz. in the universities, the co-education of men and women in the same institution is fast becoming the rule. This is due partly to the prohibitive cost of duplicating teaching staff, laboratories, libraries and other equipment, partly to the desire of women to qualify themselves for professional life by passing through the same courses of training as are prescribed for men. The degree, however, to which social intercourse is carried on between men and women students differs widely in the different co-educational universities. There are occasional signs, _e.g._ at Chicago, of a reaction against the fullest form of academic co-education. And it is probable that the universities will provide, among many courses common to men and women, some (like engineering) suitable for men only, and others (like advanced instruction in home-science, or certain courses of professional preparation for teachers of young children) which will rarely be attended by any but women. Common use of the same university institutions is compatible with much differentiation in courses of study and with separately organized forms of collegiate life. It is with regard to the part of education which lies between the elementary schools and the universities that the sharpest division of opinion upon the principle of co-education now exists. In Europe, with the exception of Scandinavia, those who advocate co-education of the sexes in secondary schools up to 18 or 19 years of age are at present in a distinct minority, even as regards day schools, and still more when they propose to apply the same principle to boarding schools. But the application of the co-educational principle to all schools alike is favoured by an apparently increasing number of men and women. This movement in opinion is connected with the increase in the number of girls desiring access to secondary schools, a demand which can most easily and economically be met by granting to girls access to some of the existing schools for boys. The co-educational movement is also connected with a strong view of sex equality. It is furthered by the rapidly increasing number of women teachers who are available for higher educational work. Mixed secondary schools with mixed staffs are spreading for reasons of economy in smaller towns and rural districts. In large towns separate schools are usually recommended in preference, but much depends upon the social tradition of the neighbourhood. Those who advocate co-education for boys and girls in secondary schools urge it mainly on the ground of its naturalness and closer conformity to the conditions of healthy, unselfconscious home life. They believe it to be a protective against uncleanness of talk and school immorality. They point to its convenience and economy. They welcome co-education as likely to bring with it a healthy radicalism in regard to the older tradition of studies in boys' secondary schools. They approve it as leading to mixed staffs of men and women teachers, and as the most effectual way of putting girls in a position of reasonable equality with boys in respect of intellectual and civic opportunity. On the other hand, those who oppose co-education in secondary schools rest their case upon the danger of the intellectual or physical overstrain of girls during adolescence; and upon the unequal rate of development of boys and girls during the secondary school period, the girls being more forward than the boys at first, but as a rule less able to work as hard at a somewhat later stage. The critics further complain that co-education is generally so organized that the girls' course of study is more or less assimilated to that of the boys, with the result that it cannot have the artistic and domestic character which is suitable for the majority of girls. Complaint is also made that the head of a co-educational school for pupils over the age of 10 is usually a man, though the health and character of girls need the care and control of a woman vested with complete authority and responsibility. While demurring to the view that co-education of the sexes would be a moral panacea, the critics of the system admit that the presence of the girls would exert a refining influence, but they believe that on the whole the boys are likely to gain less from co-education than the girls are likely to lose by it. In all these matters carefully recorded observation and experiment are needed, and it may well be found that co-education is best for some boys and for some girls, though not for all. Temperaments and dispositions differ. Some boys seem by nature more fitted for the kind of training generally given to girls; some girls are by nature fitted for the kind of training generally given to boys. The sex division does not mark off temperaments into two sharply contrasted groups. The introduction of girls into boys' secondary schools may remove or mitigate coarse traditions of speech and conduct where such persist. But it would be unfortunate if stiff and pedantic traditions of secondary education were now fixed upon girls instead of being reconsidered and modified in the interests of boys also. In any case, if co-education in secondary schools is to yield the benefits which some anticipate from it, great vigilance, careful selection of pupils and very liberal staffing will be necessary. Without these securities the results of co-education in secondary schools might be disappointing, disquieting or even disastrous.

BIBLIOGRAPHY.--Plato in the _Republic_ (v. 452-456) and _Laws_ (vii.
804-805) argues that women should share as far as possible in
education with men. Mary Wollstonecraft, _A Vindication of the Rights
of Women_ (1792), contends that "both sexes ought, not only in private
families but in public schools, to be educated together." J. G.
Spurzheim, _Principles of Education_, pp. 272-288 (Edinburgh, 1821),
replies to this argument. In the Board of Education _Special Reports
on Educational Subjects_, vol. vi. (Wyman & Sons, 1900), J. H. Badley,
writing on _The Possibility of Co-education in English Preparatory and
other Secondary Schools_, is strongly in favour. "In co-education ...
half-heartedness means failure. The more completely both sexes can be
brought together upon an equal and natural footing the less the
difficulties grow." In the Board of Education _Special Reports_, vol.
xi. (Wyman & Sons, 1902), Rev. Cecil Grant, writing on _Can American
Education be grafted upon the English Public School System?_ answers
strongly in the affirmative; co-education is recommended on eight
grounds:--(1) Vast economy of expenditure; (2) return to the natural
system; (3) discipline made easier; (4) intellectual stimulus; (5) a
better balance in instruction; (6) improved manners; (7) prevention of
extremes of masculinity or femininity; (8) a safeguard against the
moral danger.

_Co-education: a series of Essays_ (London, 1903), edited by Alice
Woods, is in favour of co-education, nine practical workers recording
their experience; this is one of the best books on the subject. J. H.
Badley's _Co-education after Fifteen: its Value and Difficulties_.
_Child Life_ (London, January, 1906), is candid, judicious and
practical. M. E. Sadler in _Reports on Secondary Education in
Hampshire, Derbyshire and Essex_ (1904, 1905 and 1906 respectively)
gives details of the curriculum of many co-educational secondary
schools. In the U.S. Commissioner of Education _Report for 1903_, vol.
i. pp. 1047-1078, Anna Tolman Smith, writing on _Co-education in the
Schools and Colleges of the United States_, gives an historical review
of the subject with bibliography (compare bibliography in _Report of
U.S. Commissioner of Education for 1900-1901_, pp. 1310-1325). G.
Stanley Hall on _Adolescence, its Psychology and its Relations to
Physiology, Anthropology, Sociology, Sex, Crime, Religion and
Education_, vol. ii. chap. xvii., on Adolescent Girls and their
education (New York, D. Appleton & Co., 1904), is strongly against
co-education during adolescence. In W. Rein's _Encyklopadisches
Handbuch der Padagogik_ (Langensalza, Beyer), art. "Gemeinsame
Erziehung fur Knaben und Madchen," K. E. Palmgren is in favour of
co-education (vol. iii. of 2nd ed. 1905). See also W. Rein, _Uber
gemeinsame Erziehung von Knaben und Madchen_ (Freiburg, 1903), and
_Bericht uber den I. Internationalen Kongress fur Schulhygiene_
(Nurnberg, 1904), vol. ii. pp. 140 ff., "Co-education in der hoheren
Schulen." (M. E. S.)

COEFFETEAU, NICOLAS (1574-1623), French theologian, poet and historian, was born at Saint-Calais. He entered the Dominican order and lectured on philosophy at Paris, being also "ordinary preacher" to Henry IV., and afterwards ambassador at Rome. In 1606 he was vicar-general of the congregation of France, and received from Marie de' Medici the revenues of the sees of Lombez and Saintes. He also administered the diocese of Metz, and was nominated to that of Marseilles in 1621, but ill-health obliged him here to take a coadjutor. Coeffeteau won considerable distinction in the controversy against the Protestant reformers and also wrote a _History of Rome from Augustus to Constantine_. Many of his theological writings were collected in one volume (Paris, 1622), and at the time of his death in 1623 he was engaged on a translation of the New Testament which is still in manuscript.

COEHOORN, MENNO, BARON VAN (1641-1704), Dutch soldier and military engineer, of Swedish extraction, was born at Leeuwarden in Friesland. He received an excellent military and general education, and at the age of sixteen became a captain in the Dutch army. He took part in the defence of Maastricht in 1673 and in the siege of Grave in the same year, where the small mortars (called coehorns) invented by him caused the French garrison considerable trouble (Seydel, _Nachrichten uber Festungskriege_, Leipzig, 1818). He was made a colonel for his gallant conduct at the battle of Seneff (1674), and was present also at the battles of Cassel (1677) and Saint Denis (1678).