Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96hisTory of Co-eduCaTion After the Reformation, co-education was introduced in Western Europe, when certain Protestant groups urged that boys and girls should be taught to read the Bible. The practice became very popular in northern England and Scotland, where young children, both male and female, attended dame schools (a form of private primary school). In the late 18th century, girls gradually were admitted to town schools. In many countries, schools were historically for boys only. Where girls were allowed to attend school, they rarely continued past primary schools. In Western Europe, co- education was first introduced at the urging of Protestant groups who wanted both girls and boys to be able to read the Bible. The Quakers helped to promote co-education in the British colonies. Scandinavian countries were some of the first to embrace co-education; Danish schools were co- educational in the eighteenth century, and Norwegian schools became co-educational by law in 1896. Other countries were slower to embrace co-education; Germany provided hardly any secondary schooling for girls until the end of the nineteenth century. When separate girls’ secondary schools were introduced, they were vastly inferior to boys’ schools. Co-education is less prevalent in the Middle East, where religious and cultural values restrict the interaction of males and females. While some primary schools are co-educational, most are separated by gender. In the United Arab Emirates, for example, most primary and all secondary schools are not co-educational. World history shows a clear preference for the education of boys over girls; the education of girls, when it existed, was usually informal and at home. In most ancient societies, such as Greece, India, and Egypt, organised educational systems were for boys only. Here are the first 30 girls who joined King Henry VIII School in 1975: Donna Aldridge, Sara Brown, Jill Collins, Helen Cooper, Janice Corne, Trudy Day, Joy Finlay, Babette Gardener, Kay Gibbs, Jayne Haynes, Kate Hewlett, Jo Hogg, Carole Jones, Sarah Lewis, Jane Maries, Toni Montgomery, Jane Murphy, Jennie Norris, Jackie Parnell, Alison Pugh, Helen Rees, Stephanie Seager, Maria Simmonds, Jayne Skipper, Sarah Spence, Rosie St John, Anne-Marie Stretton, Nicola Walker, Dawn Webb, Frances Woodward. why Co-eduCaTion insTead of single sex? A strong reason for co-education is that separating children for a number of years means they will not be mixing and learning about each other. It is proven that friendships develop in a very natural way in co-educational schools, mainly because there are so many activities, societies and clubs in the school in which girls and boys take part in a pleasant, well-supervised environment. This friendly atmosphere continues into the classroom allowing young people to express their views openly. For both girls and boys co-education provides a more realistic way of training young people to take their places naturally in the wider community of men and women. It helps to break down the misunderstandings of each sex about the other and provides an excellent foundation for the development of realistic, meaningful and lasting relationships in later life. Many subjects in secondary school allow for classroom discussion and debate. In a co-educational school both the female and male perspectives will be explored in these discussions, which are a very important learning experience for all. In so doing they learn that ‘equality’ does not mean ‘sameness’ and that men and women often have different perspectives on the same issues. Nayan Mistry and James MacLean, Year 10 40 years of Co-eduCaTion the end of the nineteenth century. When the end of the nineteenth century. When separate girls’ secondary schools were separate girls’ secondary schools were males and females. While some males and females. While some United Arab Emirates, for example, United Arab Emirates, for example, Ms D elahunty Mrs Bowser be explored in these discussions, which are a very important learning experience for all. In so doing they learn that ‘equality’ does not mean ‘sameness’ and that men and women often have different perspectives on the same issues. Nayan Mistry and Nayan Mistry and Nayan Mistry and James MacLean, Year 10 James MacLean, Year 10 Mrs McNaney 10 | The CovenTrian