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.