And yet this is the only real system of universal education which the world has hitherto seen. For we cannot give that name to the so-called University system which metaphysicians began to introduce into Europe at the close of the Middle Ages; and which offered little more than the special instruction previously given to the priesthood; that is, the study of the Latin language, with the dialectical training required for the defence of their doctrines. Morals were untaught except as a part of the training of the professed theologian. All this metaphysical and literary instruction was of no great service to social evolution, except so far as it developed the critical power; it had, however, a certain indirect influence on the constructive movement, especially on the development of Art. But its defects, both practical and theoretical, have been made more evident by its application to new classes of society, whose occupations, whether practical or speculative, required a very different kind of training. And thus, while claiming the title of Universal, it never reached the working classes, even in Protestant countries, where each believer became to a certain extent his own priest. The theological method being obsolete, and the metaphysical method inadequate, the task of founding an efficient system of popular education belongs to Positivism; the only doctrine capable of reconciling these two orders of conditions, the intellectual and the moral, which are equally necessary, but which since the Middle Ages have always proved incompatible. Positivist education, while securing the supremacy of the heart over the understanding more efficiently than Catholicism, will yet put no obstacle in the way of intellectual growth. The function of Intellect, in education as in practical life, will be to regulate Feeling; the culture of which, beginning at birth, will be maintained by constant exercise of the three classes of duties relative to Self, to the Family, and to Society. I have already explained the mode in which the principles of universal morality will be finally co-ordinated; a task which, as I have shown, is connected with the principal function of the new spiritual power. I have now only to point out the paramount influence of morality on every part of Positive Education. It will be seen to be connected at first spontaneously, and afterwards in a more systematic form, with the entire system of human knowledge. Positive Education, adapting itself to the requirements of the Organism with which it has to deal, subordinates intellectual conditions to social. Social conditions are considered as the main object, intellectual as but the means of attaining it. Its principal aim is to induce the working classes to accept their high social function of supporting the spiritual power, while at the same time it will render them more efficient in their own special duties.