are not one from the start. To get a connection the teacher has had to climb over the wall instead of entering in at the gate.
On the side of aims, the ideal of the kindergarten was the moral development of the children, rather than instruction or discipline; an ideal sometimes emphasized to the point of sentimentality. The primary school grew practically out of the popular movement of the sixteenth century, when along with the invention of printing and the growth of commerce, it became a business necessity to know how to read, write, and figure. The aim was distinctly a practical one; it was utility; getting command of these tools, the symbols of learning, not for the sake of learning, but because they gave access to careers in life otherwise closed.
The division next to the primary school is the grammar school. The term is not much used in the West, but is common in the eastern states. It goes back to the time of the revival of learning—a little earlier perhaps than the conditions out of which the primary school originated, and, even when contemporaneous, having a different ideal. It had to do with the study of language in the higher sense; because, at the time of the Renaissance, Latin and Greek connected people with the culture of the past, with the Roman and Greek world. The classic languages were the
