The society itself was not to be exclusive: all other societies that desired to co-operate—whether of the same opinion or not—had the right to participate. The function of the _European-American Colonization Society_ was to prepare a place of liberty and prosperity and to represent liberal doctrines. Other societies were invited to come to try out their doctrines by experience and application, and if they were proved workable, then the Fourieristic society would accept them, for there existed no right or reason for the members to attempt to impose any pre-conceived plan upon the colonists. This seemed to Considerant to be so rational there was no need to insist upon it.[28] However, it seemed to him that there were certain principles of colonization already established by the trial and error method recorded in history which should not be disregarded. These were simple maxims, such as local self-government, avoidance of extreme communism, and freedom of action. Another part of his scheme was that of instruction or teaching. One day was to be set apart for the teaching “of the social aims and of the common faith, to the discussion of the general ideas and expressions of the harmonic or the religious sentiment of the population.” Certain functions that were unitary and of utilitarian value were to be considered and voted upon by the whole body, and were to be developed out of the religious emotions of the people. Favorable attitudes toward progressive measures were also to be created, taking care, however, that the whole movement was one of spontaneity and not one of passive acceptance.[29] A university and primary schools were to be provided wherein the French and English languages and literatures were to be taught: art, physical and mechanical sciences were to be taught by men of approved ability, giving an opportunity to every person to follow the trend of his own inclinations. A library was also to be provided, supplied, no doubt, from the expected gifts of books to be received in subscriptions to the stock of the company. The whole educational system, however, was to allow for spontaneous acceptance of the program without any appearance of compulsory education.[30]