Coming now to the subject of female education, we have only to make a further application of the theory which has guided us hitherto.
Since the vocation assigned by our theory to women is that of educating others, it is clear that the educational system which we have proposed in the last chapter for the working classes, applies to them as well as to the other sex with very slight alterations. Unencumbered as it is with specialities, it will be found, even in its more scientific parts, as suitable to the sympathetic element of the moderating power, as to the synergic element. We have spoken of the necessity of diffusing sound historical views among the working classes; and the same necessity applies to women; for social sympathy can never be perfectly developed, without a sense of the continuity of the Past, as well as of the solidarity of the Present. Since, then, both sexes alike need historical instruction as a basis for the systematization of moral truth, both should alike pass through the scientific training which prepares the way for social studies, and which moreover has as intrinsic a value for women as for men. Again, since the first or spontaneous stage of education is entirely to be left to women, it is most desirable that they should themselves have passed through the second or systematic stage. The only department with which they need not concern themselves, is what is called professional education. But this, as I have before observed, is not susceptible of regular organization. Professional skill can only be acquired by careful practice and experience, resting upon a sound basis of theory. In all other respects women, philosophers, and working men will receive the same education.
But while I would place the sexes on a level in this respect, I do not take the view of my eminent predecessor Condorcet, that they should be taught together. On moral grounds, which of course are the most important consideration, it is obvious that such a plan would be equally prejudicial to both. In the church, in the club, in the salon, they may associate freely at every period of life. But at school such intercourse would be premature; it would check the natural development of character, not to say that it would obviously have an unsettling influence upon study. Until the feelings on both sides are sufficiently matured, it is of the greatest importance that the relations of the two sexes should not be too intimate, and that they should be superintended by the watchful eye of their mothers.
As, however, the subjects of study are to be the same for both, the necessity of separating the sexes does not imply that there should be special teachers for women. Not to speak of the increased expenditure that would thus be incurred, it would inevitably lower the standard of female education. It would always be presumed that their teachers were men of inferior attainments. To ensure that the instruction given is the same for both sexes, the instructors must be the same, and must give their lectures alternately to each sex. These conditions are perfectly compatible with the scheme described in the last chapter. It was there mentioned that each philosopher would be expected to give one, or, in some cases, two lectures every week. Now supposing this were doubled, it would still come far short of the intolerable burdens which are imposed upon teachers in the present day. Moreover, as the Positivist educator will pass successively through the seven stages of scientific instruction, he will be able so to regulate his work as to avoid wearisome repetition of the same lectures in each year. Besides, the distinguished men to whom our educational system will be entrusted will soon discover that their two audiences require some difference in the manner of teaching, and that this may be done without in any way lowering the uniform standard which their method and their doctrines require.
But independently of the importance to female education of this identity of teachers, it will react beneficially on the intellectual and moral character of the philosopher who teaches. It will preclude him from entering into useless details, and will keep him involuntarily to the broad principles of his subject. By coming into contact simultaneously with two natures, in one of which thought, and in the other emotion, is predominant, he will gain clearer insight into the great principle of subordinating the intellect to the heart. The obligation of teaching both sexes will complete that universality of mind which is to be required of the new school of philosophers. To treat with equal ability of all the various orders of scientific conceptions, and to interest two audiences of so different a character, is a task which will demand the highest personal qualifications. However, as the number required by the conditions is not excessive, it will not be impossible to find men fit for the purpose, as soon as the proper means are taken to procure their services, and to guarantee their material subsistence. It must be borne in mind, too, that the corporation of teachers is not to be recruited from any one nation for itself, but from the whole of Western Europe; so that the Positivist educator will change his residence, when required, even more frequently than the priests of the Middle Ages. Putting these considerations together, we shall find that Positivist education for both sexes may be organized on a sufficient scale for the whole of Western Europe, with less than the useless, or worse than useless, expenditure incurred by the clergy of the Anglican church. This would give each functionary an adequate maintenance, though none of them would be degraded by wealth. A body of twenty thousand philosophers would be enough now, and probably would always suffice, for the spiritual wants of the five Western nations. This would imply the establishment of the septennial system of instruction in two thousand stations. The influence of women and of working men will never become so systematic as to enable them to dispense with philosophic assistance altogether. But in proportion as they become more effectually incorporated as elements of the spiritual power, the necessity of enlarging the purely speculative class will diminish. Under theological systems it has been far too numerous. The privilege of living in comfort without productive labour will be ultimately so rare and so dearly earned, that no rational ground of objection to it will be left. It will be generally felt that the cost of maintaining these philosophic teachers, like that of maintaining women, is no real burden to the productive classes; on the contrary, that it conduces to their highest interest, by ensuring the performance of intellectual and moral functions which are the noblest characteristics of Humanity.
It appears, then, that the primary principle laid down at the beginning of this chapter enables us to solve all the problems that offer themselves on the subject of Woman. Her function in society is determined by the constitution of her nature. She is spontaneously the organ of Feeling, on which the unity of human nature entirely depends. And she constitutes the purest and most natural element of the moderating power; which, while avowing its own subordination to the material forces of society, purposes to direct them to higher uses. As mother and as wife, it is her office to conduct the moral education of Humanity. In order the more perfectly to fulfil this mission, her life must be connected even more closely than it has been with the Family. At the same time she must participate, to the full extent that is possible, in the general system of instruction.
Women’s privileges. Their mission is in itself a privilege
A few remarks on the privileges which the fulfilment of this vocation will bring, will complete this part of my subject.
Women’s mission is a striking illustration of the truth that happiness consists in doing the work for which we are naturally fitted. That mission is always the same; it is summed up in one word, Love. But Love is a work in which there can never be too many workers; it grows by co-operation; it has nothing to fear from competition. Women are charged with the education of Sympathy, the source of human unity; and their highest happiness is reached when they have the full consciousness of their vocation, and are free to follow it. It is the admirable feature of their social mission, that it invites them to cultivate qualities which are natural to them; to call into exercise emotions which all allow to be the most pleasurable. All that is required for them in a better organization of society are certain improvements in their external condition. They must be relieved from out-door labour; and other means must be taken to prevent their moral influence from being impaired. Both objects are contemplated in the material, intellectual, and moral ameliorations which Positivism is destined to effect in female life.
They will receive honour and worship from men