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