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Page 22 text:
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matic clubs ha ' e the opportunity to give more complete pro- ductions than those in the women ' s colleges, they do not, as a rule, spend so much time and thought on them on account of their other social interests. The social life, and particularly the inflvience upon it of the fraternities, which are so important in the co-educational schools, can not be discussed at length here. It seems to me, however, that the absence of fraternities is another reason for the strength of class and college spirit found in the wom- en ' s colleges. But I may be accused of testifying against the co-ed, instead of paying ' her m v compliments. What can be said on the other side ? In the first place, we may refute one time-worn argument — that the girl who is educated with men tends to become mannish. In my opinion this education is the very one to make her feminine. Tiie real men are there ; she has no need to manufacture any. She is far more likely to watch the boys in rough and tumble sports than to try them her- self, while her sister of the woman ' s college, away from pr -- ing manly eyes, is perhaps more daring. She is more used to masculine companionship, less likely to become either a coquette or a prude, than the girl who spends four years of her life almost entirely apart from men. Also, she is inclined to take a somewhat broader, saner view of things ; she is not so likely to think that college is every- thing and the world outside amounts to nothing. Perhaps one might say that she does not need to make such a com- plete readjustment when her college life is over. Because, •when one has been living in a world of women, and comes suddenly into the bigger world, there is something of a jolt. She is likely to be rather more mature, not intellectually, but in social experience. On the whole, I should say that the woman who has developed abnormal capacity along any par- ticular line would be more apt to be graduated from a wom- an ' s college, while co-education gives a training, better rounded, perhaps, and rather more conventional. At any rate, the co-ed needs no apology, and no de- fense; she has established her place. She takes her life a little less seriously than did her mother and grandmother, when they set their faces toward the goal of higher educa- tion — words then breathed with awe. She no longer insists upon studying herself to death, and her nervous headaches, if she has any, are more apt to come from too much fudge, or too much dancing, than from too much trigonometry. But what would the college be without her ! How pretty her light gowns look under the soft spring foliage! And how much happier is the youth who strolls at her side than he would be accompanied only by his pipe. Looking at a co-educational campus in springtime, one would think that Tennyson ' s princess and her prince had started a fairer version of her college. The Eesthetic value of the co-ed admits no contradiction. May she long continue to bloom, on the outskirts of the football scrimmage, in the chalky desert of recitation rooms, in the chilly atmosphere of chapel speeches ! Miss Clara McIntyre.
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