only means of escape from the limitations of the middle ages. Thus there sprang up the prototype of the grammar school, more liberal than the university (so largely professional in character), for the purpose of putting into the hands of the people the key to the old learning, that men might see a world with a larger horizon. The object was primarily culture, secondarily discipline. It represented much more than the present grammar school. It was the liberal element in the college, which, extending downward, grew into the academy and the high school. Thus the secondary school is still in part just a lower college (having an even higher curriculum than the college of a few centuries ago) or a preparatory department to a college, and in part a rounding up of the utilities of the elementary school.
There appear then two products of the nineteenth century, the technical and normal schools. The schools of technology, engineering, etc., are, of course, mainly the development of nineteenth-century business conditions, as the primary school was the development of business conditions of the sixteenth century. The normal school arose because of the necessity for training teachers, with the idea partly of professional drill, and partly that of culture.
Without going into more detail, we have
