which are thus presupposed by the organization of society in his and our own age. "There is no doubt" says he "that in all civilized nations women in general are superior to men, for where the two sexes exert a corresponding influence over each other, man becomes effeminate, and that is a disadvantage; but when a woman acquires any masculine virtue, she is the gainer, for if she can improve her own peculiar qualities by the addition of masculine energy, she becomes an almost perfect being."

Out of the completest realization of the division of labor arises the conquest of nature by machinery. In this conquest man becomes truly free and independent, inasmuch as he does not any longer have to employ direct struggles to force nature to yield her products in a form suitable for his use; he now makes nature do this. Fastening a machine to nature, he harnesses the elements, and thus produces an activity, whose product subserves his rational intelligence. Instead of enslaving himself in this particular, in order to become free in the aggregate of society, he now finds his whole activity to be a directive or supervising activity, and thus an activity of thought and ideas, as well as of mechanical exertion. This third epoch is continually arising from the second one, just as fast as the ultimatum of simplicity is reached in any occupation, and the labor-saving machine comes in to relieve the hand.

Man thus is continually ascending into the realm of thought and directive power. In this region there is no longer any unmodified physical nature. Ideas are neither male nor female, they are universal. So, too, is directive power. Culture in universals is the necessary education for it.

While in the division of labor the feminine organization has special adaptations, and special unfitness for one sphere or another; on the contrary, in the world of directive activity, the special fitness or unfitness arising from sex is a vanishing element, and there approaches an ideal wherein a concrete identity of spheres and vocations is to be found. Not that this implies annihilation of nature and sex, but only a complete and thorough subordination of them, just as now it is quite as feminine as masculine to attend school and learn to read. Sex will always remain in its narrow sphere, its modifying tone

or tinge will extend into several higher spheres; but in science, in religion, and art its effects will be scarcely traceable. And the ascent from direct manual labor to directive labor, through the introduction of machinery, is accompanied with such increase of productivity in labor as practically to lift all individuals into easy circumstances, having most of their time for higher pursuits.

To the mere animal, sex is the most important fact of his existence, and with good reason, for he lives only in the species, and does not possess individual immortality. A conscious being is, by the fact of consciousness, elevated above the sphere of sex, and becomes immortal as individual.

To sum up the views here advanced, there seem to be three epochs in education derived from the changing status of the sexes toward each other as determined by vocation.

I. There was the condition of women in the savage state when division of labor within civil society existed only in germ, and the functions of family nurture and of providing food and clothing and shelter-the sphere of productive industry and civil society-belonged to women. Man gave his whole attention to defense, the province of the State and the police function. He also hunted in the forests for a supply of meat. Hunting was partly industry, partly defense from wild animals.

II. Out of the savage state rises the epoch wherein civil society becomes fully developed-the era of productive industry and division of labor. The nation takes the place of the tribe, and frees man from perpetual police service. He settles into productive industry, and, as he occupies civil society, woman retires within the family. Persistency is the type of labor in civil society. Periodicity the type of labor in the family; repetition of the same thing, concentration upon one thing, the characteristic of labor in the industries; diversity and versatility the characteristic of the labor within the family; engaged this hour preparing the breakfast and washing the dishes; the next making the beds and sweeping the rooms; the next cleansing and mending the clothing; the next knitting or weaving; the next and at intervals the whole day attending to the myriad wants of childhood. The labor within the family is as diversified as in civil

society, and could be improved in skill by division of labor; but it does not admit of division of labor to the same extent. The woman prepared for the life of the family, would therefore seem to need an education which would give her versatility, while the boy should have an education which would fit him for infinite concentration upon one thing. The girl should be educated to stand alone, and to work at the confusing variety of tasks in the family. But the boy should learn to work in combination with others, to subordinate himself as a member of an organization.

For the second stage of social development, therefore, persistence and periodicity would seem to characterize, respectively, the spheres of labor of men and women.

one.

III. But this phase of civilization is not the highest and final Out of the extreme division of labor arises the possibility of machinery. When labor is divided so minutely that each branch of it consists in a simple movement of the hand, arm, or body, the human intellect contrives a cunning mechanism and harnesses some natural power to it, perhaps water power or steam power, and straightway he becomes from a mere manual laborer

-a supervisor. From a slave he becomes a master. The machine gets thrust in everywhere between the human hand and the raw material. More than this, the intellect contrives combinations and complicated machines grow out of simple ones. The human being becoming more and more powerful, again, physical force is less and less needed in the supervision of the machines. Versatility and agility come more and more into play. The female is needed again in the industries and she comes back to tend the power-loom and to make Waltham or Elgin watches. In the third and highest period of industrial development, therefore, where physical strength is less and less in demand, and alertness more and more in demand, woman's sphere comes to be common with that of man, and she needs an education in the sciences, arts, and accomplishments, necessary to the man. Besides this, the realm of productive industry and division of labor, aided by labor-saving machines, encroaches upon the domain of special labor confined within the limits of the family and conquers one after another its drudgery, and reduces it to a general branch of industry. The power-loom,

the sewing and knitting machines, the washing machine, the baker, the tailor, the manufacturers of preserved and prepared food, etc., etc., are rapidly emancipating the slavery inside the family. We cannot ignore the effect of great social changes arising through the invention of labor-saving machinery and the consequent aggregation of population into towns and cities where co-operation may be availed of. Out of social changes arises the necessity of modifications in our systems of education. The demand of woman for equal advantages in education with men is not a mere temporary demand arising out of the sentimentalism incident to the epoch, but only an index of the social movement that underlies our civilization. The demands on the woman of the present day are such as to compel her to educate herself in science, art and history. Her natural proclivity to versatility and alertness of mind fit her in a peculiar sense for the sphere of teacher of children. Their arbitrariness and caprice can be best watched and foiled by her. Their feeble strength demands intermittence and periodicity, and their training must, above all, be gentle. To enter into the spheres of productive industry opening for her; to assume the place of director in the management of the family economy now offered her in exchange for that of drudge; to fill her sphere of hostess and conversationalist in polite society; to fill the sphere of teacher in the school; to enter into the literary domain recently conquered by such writers of social novels as George Eliot and George Sand, or into the art domain of music and the drama, conquered long since: all these conspire to demand for woman discipline, insight, and information studies such as are necessary to initiate man into the "conventionalities of intelligence." The demand for the same course of study is paramount, that for co-education subordinate, although of considerable importance.