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Updated: June 5, 2025
Oberlin was the pioneer in the system of co-education, a system into which she was forced, not so much by fanatical theories as by the cruel hand of poverty. For forty-one years she has held up her banner in the wilderness, and in 1868 I found her with nearly twelve hundred pupils. It was very largely to her men and women that the country owed its safety in the last war.
There had been communities, indeed, and before co-education became a fad at certain of our great universities, wherein the maid caught napping could hold it no sin against watchful swain, or even against her, that he then and there imprinted on her lips a kiss. On the other hand, the swain found sleeping might not always expect a kiss, but must pay the penalty, a pair of dainty gloves.
In the few remarks to which I am now limited I shall not discuss the irritating and disputed question of co-education of the sexes, which can only be settled by experience. On this subject we have not yet sufficient facts for a broad induction.
She labored as sincerely in the temperance movement, until convinced that woman's moral power amounted to little as a civil agent, until backed by ballot and coined into State law. She still never loses an occasion to defend co-education and prohibition, and solves every difficulty with the refrain, "woman suffrage," as persistent as the "never more" of Poe's raven. SUSAN B. ANTHONY Continued.
To the women who have composed this Board, especially to those who were members during the early days of persecution, much of the success which has attended the experiment of co-education at Oberlin is due. The President of the Board, Mrs.
The minute I got into the room I could see that the old Prov. was a perfect pet and didn't really mean anything, though he tried to look as if he did." I have always disliked the modern system of co-education and after reading Lalage's letter I was strongly inclined to agree with the bishop who wants to stamp it out, beginning with the infant schools. I do not agree with his reasoning.
Identical co-education is racing in the latter way. The inevitable results of it have been shown in some of the cases we have narrated. The trial of it on a larger scale would only yield a larger number of similar degenerations, weaknesses, and sacrifices of noble lives.
H. Taft was a Freshman, you think you are qualified to toss in a few hoots about co-education. Back away, Sam! That subject is loaded.
In this sense it is possible that many advantages might be obtained from the co-education of the sexes, that would more than counterbalance the evils of crowding large numbers of them together. This sort of co-education does not exclude appropriate classification, nor compel the two sexes to follow the same methods or the same regimen.
Its object is to call attention to the errors of physical training that have crept into, and twined themselves about, our ways of educating girls, both in public and private schools, and which now threaten to attain a larger development, and inflict a consequently greater injury, by their introduction into colleges and large seminaries of learning, that have adopted, or are preparing to adopt, the co-education of the sexes.
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