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When members of both sexes receive their education jointly,  the need for separate institutions disappears. This seems an advantage from the  economic point of view since separate buildings and separate teaching and  clerical staffs for those institutions would mean twice the expenditure that  would be required for running co-education institutions would have to be double  the number of separate institutions for boys and girls, and the total  expenditure in the reckoning would be the same in both cases.
But  co-education has other and more important advantages. It enables the two sexes  to come into contact with, and learn to understand, one another. They receive  their lessons jointly; they plan on the fields together; they participate in the  extra-moral and extra-curriculum activities together; they hold joint concerts;  they go out for excursions and educational tours together, in short, they get  real opportunities to get to know one another. When free contact between the  sexes is allowed and encouraged, there will be little sex suppression on either  side. It is a psychological fact that the segregation of the sexes leads to many  complexes. The age of puberty is crucial both for boys and girls, and if they  get no chance to meet one another they are tormented by healthy and morbid  thoughts.
Co-education also enables the two sexes to study each other’s  habits, inclinations, hobbies and ways of thinking. A mutual knowledge of each  other’s psychology and temperament leads to a better understanding. This  understanding contributes, at a later stage, to married happiness, as it enables  men and women to adjust themselves to their partners in the light of the  experience they have acquired. The mutual under-standing brought about by  co-education also compels the men folk to give to women a high status in social  life.
Again, the presence of girls in educational institutions has a  refining effect on boys. Generally, boys, if left to them, will show a tendency  to indulge in vulgar talk and indecent jokes. If however a group of students  standing the chatting together includes a few girls, the boys will take care not  to use any vulgar expressions.
Another good effect of co-educational that it  produces a healthy spirit of academic competition between boys and girls. Each  sex makes effort to excel the others. Both are, therefore, urged to a more  fruitful intellectual exertion that in the case separate institutions for boys  and girls.
Co-education has, however, its faults and drawbacks that should  be clearly recognized. In the first place, men find it difficult to concentrate  upon studies in the presence of women. The temptation to look and gaze at a  pretty face is always very stronger. Boys cannot attend whole-heartedly to their  lessons when a number of attractive girls are sitting by their side in the  class-room. In his easy “on the Need for Quiet College,’ Stephen Leacock rightly  observes that “men can’t study when women are around,’ and that if women are  into a college, they are likely to get round some of the professors and marry  them and then good-bye to research and higher thought! In the next place, there  is a real ganger that the free intermixture of the sexes at the age of puberty  may lead to sexual misconduct. Boys will try to become intimate with girls and  girls may become the willing victims of certain wicked boys. This sort of things  is very undesirable and improper.
The needs of women, too, are different from those of men. The same curriculum  cannot, therefore, suit both the sexes. Boys and girls should not be given  exactly the same sort of education. If the lists of subjects suitable for study  by the two sexes are compared, the number of subjects common to the lists may  appear few. There is a wide difference between the mental constitutions of the  two sexes. Boys are to be prepared for careers, girls mainly for a home life. No  doubt, girls are increasingly entering careers and professions, but the fact  remains that the essential requirements of the two sexes are different. It is  desirable; therefore, that boys and girls should be educated separately.
It  will sound a reactionary step to say that the experiment of co-education should  be given up. But co-education is not really yielding very good results.  Co-education may be continued at the post-graduate level, but in the lower  classes it is not desirable. When girls become mature, they can look after  themselves, but at the under-graduate stage they are likely to go astray if they  are allowed to move freely to move freely with boys.

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