CO-EDUCATION
WHEN A man says, "Oh, co-education
      is all right, butI wouldn't want my
sister to be a 'co-ed'" he raises the ques-
tion not only of why he should be attend-
ing a co-educational institution and thus
consistently admitting that he puts his own
standards lower than the ones he cherishes
for his sister, but also the question justify-
ing the implication that segregated colleges
have greater advantages, for women at
least, than have co-educational institutions.
  From an academic standpoint, the su-
periority of a big state university over a
woman's college is not to be disputed. It
is obvious that the university student has
the benefit of coming into contact with
bigger professors, greater men, than has
the college student; not only because the
faculty stars get higher salaries in a state
university, but because in a community
equipped with a library such as ours, in a
community not shut off and modestly se-
cluded from the "outside world," but in-
stead closely connected and identified with
the great dynamic strides taken by the
people in a progressive state, they are af-
forded access for valuable research work
which would not be open to them in a wo-
man's college.
   Co-education in the class-room is also
 an important factor to consider. A much
 more fully rounded mental development
 will be produced in a class-room where
 points of view of a large number of both
 men and women students are brought for-
 ward than in a recitation of a small class
 of women students. There is also here
an incentive for women to maintain a high
scholarship. In a class composed seventy_
five per cent of men and twenty-five per
cent of women, the women are bound to feel
a certain obligation to "make good," to re-
fuse to be outdone by the male members of
the class.
  It is not these academic points, however,
that generally enter into a discussion of
the pros and cons of co-education. These
points are generally conceded to start with.
It is the social life of the students, the life
outside the class-room, that is subject to
controversy. There are those who main-
tain that the culture and refinement that
comes from   association with the homo-
geneous class of girls who generally at-
tend women's colleges is worth more than
the academic advantages offered by a state
university. These same people look some-
what askance upon our heterogeneous but
splendidly cosmopolitan group of students.
  They do not know the inspiration of
"rubbing elbows" with students who are
as seriously in earnest about their work as
the student who waits on table or does any
possible work in order that he or she may
earn an education, or the plucky foreign
student-the Chinese, or the Hindo, or any
uf the others-whose every branch of study
;s in English,-a foreign language to them.
  But besides this, there is left to consider
the comparative normality of co-education-
al student life versus the abnormality of
the woman's college life. In a girl's col-
lege the student is shut away from men for
nine months out of every twelve during the-