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To someone like myself who, as a boy growing up in the United Kingdom, attended both single-sex and co-educational schools from the age of five to eighteen years, one of the most striking things about my schooling was that school children seem to concentrate much better, and work much harder, in a single-sex environment than they do in mixed classes.

Let me nail one myth immediately, I do not believe a pupil's sexual attraction to his/her peers has any bearing on how well (or how badly) he/she performs academically in class. There are those, in the pro-single sex lobby, who naively claim that their son or daughter does - or will do - better without being distracted by lewd thoughts of the opposite sex, (particularly during their formative years) if the opposite sex is not in the same classroom as their child/children, although that does not explain why even homosexual boys and lesbian girls still achieve better academic results in single-sex schools (where they could just as easily be distracted by their own sex as heterosexual boys and girls are by the opposite sex in co-educational schools) than they would, were they to be schooled in a mixed-sex environment.

Lusting after the opposite sex if one is heterosexual or the same sex if one is homosexual is hardly predeterminable upon one's academic ability; but more a reflection of one's personal sexual preference as to which gender one finds most attractive. Indeed, I venture to suggest that separate boys from girls for the purposes of their tuition and each gender will naturally compete more vociferously against others of the same age and gender as themselves on one hand and naturally bond with their peers on the other: to foster a belief in individual initiative and self-help on one hand, and team-work on the other, both of which are essential to academic success and a successful working life after school.

Whilst "progressive" teaching methods and child-centred learning do much to suppress academia, co-education (i.e., the forced integration of the sexes) is the cornerstone of comprehensive education (i.e., mixed-ability tuition) which aims to secure equality of outcome rather than equality of opportunity. Co-education is also based on the humanist nonsense that boys and girls are equal rather than a Biblical understanding that God created Man in His own image, and that the female sex was created from - and is inferior to - the male. Ideally, the role of the male is to provide (be it sperm to

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