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https://en.m.wikipedia.org/wiki/Royal_Female_School_of_Art
The Royal Female School of Art was a professional institution for the training of women in art and design. It was founded in 1842, as part of the Government School of Design, predecessor of the Royal College of Art. It initially offered classes to girls and women who expected to work for a living after training. However, by the 1870s fee-paying courses attended by middle-class women outnumbered the subsidised classes.
The Royal Female School of Art was a professional institution for the training of women in art and design. It was founded in 1842, as part of the Government School of Design, predecessor of the Royal College of Art. It initially offered classes to girls and women who expected to work for a living after training. However, by the 1870s fee-paying courses attended by middle-class women outnumbered the subsidised classes.

The Female School of Design was moved in 1849 out of Somerset House, which until then accommodated both male and female classes, and remained in separate premises for the rest of its life, notably in Gower Street from 1852, then Queen Square from 1860. When Henry Cole took over management of the Schools of Design in 1852 he established more advanced and technical classes for women within the senior, central school, which moved to South Kensington in 1858.

Many of the students of the Female School of Design (now known as the Female School of Art) moved on to study there, and some of them returned, over the course of the 1850s, to the Female School of Art as teachers. Others were sent to head up the female branches of government art schools in Edinburgh (Susan Ashworth) and Dublin (Mary Julyan). In 1860 the Female School of Art was put on the same financial basis as other branch Schools of Design, resulting in a loss of public subsidy and necessitating a change of location and management while remaining affiliated to the national institution. These arrangements continued until 1909 when it was transferred to the control of London County Council, initially via the Central School of Art and Design (now part of the University of the Arts London), with which it was merged from 1914.

The most well known superintendent was English artist Fanny McIan, who oversaw the first fifteen years of its life, retiring in 1857. She was succeeded by Louisa Gann, who had been trained in the Female School of Design, and who, with her team of teachers trained at South Kensington, managed the Female School of Art throughout its second phase of life between 1860 and 1909, combining tuition as a branch of South Kensington with an increasing amount of fine art tuition and gaining the title Royal Female School of Art in 1885. Art critic John Ruskin praised the work of several alumnae from this period for their skills including a "Miss Jay" and Eliza Turck. Other alumnae would continue their education at the Slade School of Fine Art. The reputation of the artists trained at the Royal Female School of Art was such that their works were sought after by the aristocracy including the Prince of Wales, the Prince of Saxe Weimar, the Prince of Lichtenstein and Queen Victoria. In fact Queen Victoria insisted on buying The Roll Call by Elizabeth Thompson and it is still part of the Royal Collection.
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Перевести · 13.01.2014 · Egypt: A school for female teachers is founded in Cairo. United States: Otelia Cromwell became the first black woman to graduate from Smith College in Northampton, Massachusetts. Tunisia: The first public elementary school for girls. Japan: The first Women's University. Baden, Germany: Universities open to women.
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https://en.m.wikipedia.org/wiki/Single-sex_education
Australia
In Australia, most single sex schools are fee paying independent or Catholic schools. There are a small number of single sex government schools, while within the independent sector the proportion of pupils attending single sex schools has dropped from 31% in 1985 to 24% in 1995. Nevertheless, as of 2016 single sex education in Australia is much more popular than in the US. In 2001, the Australian Council for Educational Research after six years o…
Australia
In Australia, most single sex schools are fee paying independent or Catholic schools. There are a small number of single sex government schools, while within the independent sector the proportion of pupils attending single sex schools has dropped from 31% in 1985 to 24% in 1995. Nevertheless, as of 2016 single sex education in Australia is much more popular than in the US. In 2001, the Australian Council for Educational Research after six years of study of more 270,000 students, in 53 academic subjects, showed that boys and girls from single-sex classrooms "scored on average 15 to 22 percentile ranks higher than did boys and girls in coeducational settings. The report also documented that boys and girls in single-sex schools were more likely to be better behaved and to find learning more enjoyable and the curriculum more relevant."

Bangladesh
In Bangladesh, a large number of city schools and colleges are single-sex institutions except for universities. Notable all Cantonment schools (non-residential schools run directly by Military), Zilla Schools (run directly by Government [First starting in early colonial ages]), Cadet colleges (residential schools run directly by Military) are single-sex schools.

Canada
Many single-sex schools exist in Canada, particularly Roman Catholic separate schools. Examples in the City of Toronto include: Notre Dame High School, Neil McNeil High School, Chaminade College School, St. Joseph's Morrow Park Catholic Secondary School, Madonna Catholic Secondary School, Brebeuf College School, St. Joseph's College School, Michael Power High School, St. Joseph's High School, Islington, St. Michael's College School and De La Salle College School, Oaklands, Royal St. George's College.

France
As was normal in Catholic countries in Europe, girls were normally educated in convent schools for girls operated by nuns, such as Abbaye de Penthemont in Paris. A rare exception was Maison royale de Saint-Louis, founded by Madame de Maintenon in 1684. After the French revolution, it became more common with girls' schools, often operated by governesses, a famous pioneer school being that of Jeanne-Louise-Henriette Campan.

France formally included girls in the state elementary education school system in 1836, but girls and boys were only integrated in the lower lewels, while the secondary education of girls were entrusted to girls' schools managed by either nuns or governesses, both of whom lacked necessary qualifications. When women were formally allowed to attend university in France in 1861, it was hard for them to qualify because of the bad quality of the secondary education. When the problem of unqualified female teachers in the girls secondary education was adressed by a state teacher's seminary for women as well as state secondary education for girls, both of these were still gender segregated. The French school system was not desegragated on the middle secondary education lewel until in the 20th-century.

Germany
Germany was a pioneer in the education of girls. Beginning in the 17th-century, schools for girls were opened in both Catholic Southern Germany as well as Protestant Northern Germany. In Catholic Germany, the Catholic Ursuline and Elisabeth sisters established first elementary education schools for poor children and orphans and eventually (before 1750), also a type of secondary education girls' schools for wealthy girls called "daughters institutes", which were essentially Finnishing schools. In Protestant Germany, the great Pietist school innovator August Hermann Francke of Halle founded Gynaeceum, the first girls school or 'Mädchenschule' in 1698. The Gynaeceum was followed by many Pietist girls schools in Germany, notably the Magdalenenstift in Altenburg and Johann Julius Hecker's Royal Elisabeth School in Berlin in 1747.

In the 18th-century, it became common with so called Töchterschule ('daughter school') in German cities, supported by the merchant class who wished for their daughters to be given elementary schooling, as well as girls schools known as Mädchenpensionat, essentially finnishing schools for upper class daughters. In the early 19th-century, secondary education girls schools known as höhere Töchterschule ('Higher Daugher school') became common: these schools were given government support and became public in many German cities in the second half of the 19th-century and their education adjusted to become equivalents of the secondary education boys' schools. In 1908 women were allowed to attend the university, and in the 20th-century, the public secondary education system was integrated.

India
The number of single-sex state schools has dropped substantially over the past 40 years, from 2,500 to 400. Figures indicate that, as of 2002, 53% of girls in the Indian population actually attend schools. Some conservative parents may decide to withdraw their daughters at the age of puberty onset because of fear of distraction. It is also believed that by having single-sex classrooms the students will be able to focus more on their education, as they will not have the distraction of the other sex. The study argues that co-education schools provide opportunities for students to interact with their peers which de-stresses students and creates a friendlier, more relaxed environment.

Ireland
A country with conservative traditions, Ireland has significantly more pupils studying in single-sex schools than other western countries: more than one third of second level schools are single sex. Even at primary level, single sex education is quite common: 17% of primary school children attend single-sex schools.

Middle East
In the Middle East, public schools in several countries are all gender-segregated, whereas private schools are co-educational. There are single-sex private schools as well. In Iran, single-sex public schools have been in place since the Islamic Revolution. Universities are mostly co-educational in Iran.

In the United Arab Emirates, private schools are mostly co-educational, while public schools are segregated.

In Syria, private schools are co-educational, while public schools are mostly, but not exclusively, segregated. Universities are all co-educational.

In Israel, secular public schools are co-educational. Many, but not all, public Orthodox schools are single-sex; the private ultra-Orthodox schools are almost always gender-segregated, usually starting in elementary school.

In Lebanon, most schools are co-educational schools.

New Zealand
In New Zealand, almost all primary schools are coeducational (1,935 co-ed, 7 boys-only, 4 girls-only), while there are many more examples of single-sex secondary schools. There are 45 boys-only secondary schools, 53 girls-only secondary schools and 274 mixed secondary schools as of July 2018 .

During the mid-20th century, several state coeducational secondary schools split into two single-sex schools, with one school moving to a new site, to alleviate overcrowding. These included Hamilton (1955), Gisborne (1956), Hastings (1956), Tauranga (1958), Rotorua (1959), Westlake (1962), Kelston (1963), and Marlborough (1963).

Nigeria
In Nigeria, public opinion regarding sexes in schools is influenced most by religious and cultural beliefs rather than the idea that students learn better separated into sexes. Because of this, the attitude towards the separation/integration of sexes varies depending on the ethnic makeup of the region. People in northern Nigeria are mostly Muslim and as a result, are more inclined to choose single-sex education over co-education in-line with their religious beliefs. However country-wide, co-education schools are more common than single-sex schools.

In contrast to the predominance of co-education schools, many prestigious educational institutions only accept one sex, major examples are, King's College and Queen's College situated in Lagos. At university level, although the sexes are not separated in the classroom, it is common practice to employ a single sex housing policy on university campuses e.g. Covenant University.

Pakistan
Most of the private schools in Karachi, Lahore, Hyderabad, Islamabad and Rawalpindi are co-education but government schools are all single-sex education. Most colleges are also single-sex education institutions till graduation. There is one women's university in Rawalpindi as well. A few other universities also offer degree courses separately to both genders. In some cities, single-sex education is preferred, like Peshawar and Quetta, where many schools are single-sex educational, but there are also schools which are co-educational. However, most of the higher education in Pakistan is co-education.

Sweden
Around 1800, girls' middle-secondary schools begun to appear, and become more common during the 19th century. By the mid 1970s, most of them had been scrapped and replaced with coeducation.

By a law from the 1570s (1571 års kyrkoordning), girls as well as boys were expected to be given elementary schooling. The establishment for girls' schools was left to each city's own authorities, and no school for girls were founded until the Rudbeckii flickskola in 1632, and that school was to be an isolated example. However, schools for boys did accept female students at the lowest lewels and occasionally even at high levels: Ursula Agricola and Maria Jonae Palmgren were accepted at Visingsö Gymnasium in 1644 and 1645 respectively, and Aurora Liljenroth graduated from the same school in 1788.

During the 18th century, many girls' schools were established, referred to as Mamsellskola (Mamsell School) or Franskpension (French Pension). These schools could normally be classified as finishing schools, with only a shallow education of polite conversation in French, embroidery, piano playing and other accomplishments, and the purpose was only to give the students a suitable minimum education to be a lady, a wife and a mother.

In the first half of the 19th century, a growing discontent over the shallow education of women eventually resulted in the finishing schools being gradually replaced by girls' schools with a higher level of academic secondary education, called "Higher Girl Schools", in the mid-19th century. At the time of the introduction of the compulsory elementary school for both sexes in Sweden in 1842, only five schools in Sweden provided academic secondary education to females: the Societetsskolan (1786), Fruntimmersföreningens flickskola (1815) and Kjellbergska flickskolan (1833) in Gothenburg, Askersunds flickskola (1812) in Askersund, and Wallinska skolan (1831) in Stockholm.

During the second half of the 19th century, there were secondary education girl schools in most Swedish cities. All of these were private, with the exception of the Women's college Högre lärarinneseminariet in Stockholm from 1861, and its adjacent girls' school Statens normalskola för flickor. The Girls' School Committee of 1866 organized the regulation of girls' schools and female education in Sweden: from 1870, some girls' schools were given the right to offer the Gymnasium (school) level to their students, and from 1874, those girls' schools which met the demands were given governmental support and some were given the right to administer the school leaving exam. This was necessary to make it possible for women to enroll at the universities, which had been opened to women in 1870, as female students were not accepted in the same middle schools as male students.

Between 1904 and 1909, girls were integrated in state boy's schools on the secondary lewels, which made it possible for girls to complete their elementary and middle lewel education in a state school instead of having to go to an expensive private girl's school. Finnally in 1927, all state secondary schools for boys were integrated, and the private girl's schools started to be transformed in to co-educational schools, a process which was compleeted by 1970.

United Kingdom
While England has a very strong tradition of single-sex education, Scottish education was largely mixed, and Wales introduced dual schools (a girls' side and a boys' side under one roof) in 1889. In England, most secondary education was single-sex until the 1970s.

Single-sex schooling was traditionally the norm for secondary schools in most parts of the United Kingdom, especially for private, grammar and secondary modern schools, but most UK schools are now coeducational. In the state sector of the U.K. education system very few single sex schools remain. The number of single-sex state schools has fallen from nearly 2,500 to just over 400 in 40 years. According to Alan Smithers, Professor of Education at Buckingham University, there was no evidence that single-sex schools were consistently superior. A major longitudinal study of over 17,000 individuals examined whether single-sex schooling made a difference for a wide range of outcomes, including academic attainment, earnings, marriage, childbearing and divorce. The authors found that girls fared better in examinations at age 16 at single-sex schools, while boys achieved similar results at single-sex or co-educational schools. Girls rated their abilities in maths and sciences higher if they went to a girls' school, and boys rated their abilities in English higher if they went to a boys' school, i.e. gender stereotyping was weaker in the single-sex sector. Later in life, women who had been to single-sex schools went on to earn higher wages than women who had been to co-educational schools.

United States
Until the 19th century, single-sex education was the norm in the US, although this varied by region. In New England there was more mixed-sex education than in the South, and girls in New England had more access to education in general. With the generalization of elementary education in the 19th century, mixed-sex education started to spread rapidly. According to Cornelius Riordan, "By the end of the nineteenth century, coeducation was all but universal in American elementary and secondary public schools (see Kolesnick
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Female School