THE DIVISION OF LABOR IN THE UNIVERSITY. 111 
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deal university organism ? How can the requisite harmony be maintained 
setween pure science and professional practice in the high special technical 
schools ? With respect to the first part of this problem, it should be borne 
in mind that the university is the temple of pure and universal science, 
‘he school of the human encyclopedia—that is, of all the disciplines codr- 
inated in a systematic unity. This conception leads me logically to pro- 
pose two courses, obligatory for all students, to whatever faculty or course 
they belong; that is: (1) A chair whose object is the encyclopedic classi- 
fication of the sciences (of which Ampére gave a magnificent attempt in 
his <¢ Bssai sur la philosophie des sciences”), conceived in such a way as 
:0 show the logical connections of all the disciplines; (2) a chair whose 
object is protology, or the study of the supreme and universal principles 
»f all sciences. 
Attacking the second part of the problem, guided by the same concep- 
tion, I would suggest two other courses, obligatory for all students of the 
various special technical schools ; that is, the creation of a chair of special 
philosophy related to a certain group of sciences (for example, the philos- 
ophy of mathematics, the philosophy of medicine, the philosophy of juris- 
prudence, ete.), and a chair of logic considered as the supreme legislative 
science of thought. It is self-evident that the purely doctoral and hon- 
orary degree should be preserved, as that which attests the disinterested 
and pure love of truth sought for its own sake, without regard to the 
mmediate and low utilities of life. 
[ must remain satisfied with having barely proposed these measures, 
as the limits assigned to this paper make it impossible for me to develop 
my idea as it should be developed. Ilowever, this argument of the division 
»f labor leads me to this other problem, Whether, and within what limits, 
woman also can take part in university studies. The different temper of 
mind and of body given by nature to man and woman appoints for them 
a diverse social mission, and therefore requires a correspondingly different 
sducation. (Of this I have spoken in my work, Studi Antropologici, 
? Uomo ed il Cosmo,” and also in my ¢ Studi pedagogici.”) From this 
impregnable principle of physiological science and of psychology, it fol- 
lows logically that it is not in conformity with reason that young men and 
women should follow the same university course, and I am of the opinion 
‘hat only those courses of study are suited to girls which prepare them for 
she career of teaching and education. 
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