CODY 



1461 



COELENTERATA 



had sacrificed himself for them, gave to the 

 son of Codrus the title of archon and abolished 

 the royal office. See ARCHON. 



CODY, ko'di, WILLIAM FREDERICK (1846- 

 1917), the BUFFALO BILL of the great plains in 

 the pioneer days of the West in the United 

 States, and organizer in his old age of the 

 "Wild West Show," with which he toured 

 America and Europe. With its bands of In- 

 dians, cowboys, rough riders, "bucking bron- 

 chos," "Deadwood Coach" and buffaloes, the 

 famous exhibition portrayed much of the actual 

 early life on the plains. Cody was born in 

 Scott County, Iowa. As an express rider during 

 his early life on the Western frontier he gained 

 a reputation as a keen, fearless rider and 

 plainsman. During the War of Secession he 

 rendered valuable services as a Union scout, 

 and he was the last of the six great scouts of 

 America, the others being Boone, Carson, 

 Crockett, Bridger and "Wild Bill." The name 

 Buffalo Bill was given Cody during the con- 

 struction of the Union Pacific Railroad, for 

 he contracted to supply fresh buffalo meat to 

 the troops and laborers there, and killed over 

 4.000 buffalo in eighteen months. In collabora- 

 tion with others he wrote The Great Salt Lake 

 Trail. 



COEDUCATION, koedu ka' shun. Public 

 schools were first established for boys only, 

 and the education of girls under public auspices 

 was given little or no attention. When society 

 awakened to the realization of the necessity for 

 educating the girls there were no schools for 

 them, so both boys and girls attended the 

 same elementary schools. Later in Germany, 

 France and England separate elementary 

 schools were established for the sexes. 



Necessity compelled the early colonists in 

 America to send boys and girls to the same 

 schools, and the system of coeducation early 

 established has continued to the present time; 

 excepting in New York, Boston and a few 

 other Eastern cities, boys and girls attend the 

 same elementary schools throughout the coun- 

 try. But the case is different respecting private 

 schools. About one-half of these institutions 

 are coeducational; the remainder are for boys 

 or for girls. 



In Secondary Schools. Coeducation is prac- 

 tically universal in the public high schools, with 

 the exceptions noted above. While practically 

 no objections have been raised to the attend- 

 ance of boys and girls upon the same elemen- 

 tary schools, some educators seriously object 

 to continuing this plan in the high school. 



Their arguments embrace the following the- 

 ories : 



(1) During the adolescent period coeducation 

 prevents the development of certain of the finest 

 feminine qualities in the girl and certain mas- 

 culine qualities in the boy which are essential 

 to the highest development of manhood and 

 womanhood. 



(2) At this period boys and girls should pur- 

 sue somewhat different courses of study, be- 

 cause of their different aptitudes and because 

 their life work will be different after they leave 

 school. 



(3) That girls are not so strong as boys, and 

 subjecting them to the same strain in school 

 work is liable to cause the girls to injure their 

 health by overwork. 



(4) The presence of boys and girls in the 

 same classes during early adolescence is apt to 

 be distracting to both sexes, and is liable to 

 awaken sex feeling and consciousness too early 

 and too intensely. 



These arguments, however, are offset in the 

 minds of those in favor of continuing the 

 present plan by the following : 



(1) In nearly all cases it is more economical 

 to maintain one school than two. 



(2) Coeducation makes for equality between 

 the sexes and fits boys and girls to cooperate 

 in business and in life on a basis of equality. 

 This appears to be very important, when we con- 

 sider the large number of women entering busi- 

 ness vocations each year. 



(3) Coeducation during the adolescent period 

 is more beneficial than harmful, since it makes 

 informal intercourse in society and business a 

 matter of fact, and corrects many wrong ideas 

 about the relations of the sexes. 



In Colleges. Arguments similar to those 

 advanced above were formerly employed 

 against coeducation in the colleges. But the 

 results following the opening of men's colleges 

 to women have apparently been distinctly in 

 favor of coeducation, though in all coeduca- 

 tional colleges and universities the sexes do not 

 of necessity pursue the same courses. Now 

 nearly all the colleges and universities in the 

 United States are coeducational. Yale, Har- 

 vard, Princeton and Johns Hopkins are con- 

 spicuous exceptions, but Harvard maintains 

 Radcliffe College for Women. All the uni- 

 versities of Canada are open to women, as arc 

 those of England, France and Germany; in 

 England, however, the universities do not grant 

 degrees to women, but award them certificates. 

 Either without restriction, or with the excep- 

 tion of a few courses, the University of Vienna 

 admits women to the college of medicine. See 

 COLLEGE, subhead Colleges for Women. 



COELENTERATA, se le n tc r a ' ta, a division 

 of the animal kingdom which includes the coral, 

 the jelly-fishes and the sea anemone, each of 



