The school system, upon the whole, has grown from the top down. During the middle ages it was essentially a cluster of professional schools—especially law and theology. Our present university comes down to us from the middle ages. I will not say that at present it is a mediæval institution, but it had its roots in the middle ages, and it has not outlived all mediæval traditions regarding learning.
The kindergarten, rising with the present century, was a union of the nursery and of the philosophy of Schelling; a wedding of the plays and games which the mother carried on with her children, to Schelling's highly romantic and symbolic philosophy. The elements that came from the actual study of child life—the continuation of the nursery—have remained a life-bringing force in all education; the Schellingesque factors made an obstruction between it and the rest of the school system, brought about isolations.
The line drawn over the top indicates that there is a certain interaction between the kindergarten and the primary school; for, so far as the primary school remained in spirit foreign to the natural interests of child life, it was isolated from the kindergarten, so that it is a problem, at present, to introduce kindergarten methods into the primary school; the problem of the so-called connecting class. The difficulty is that the two
