little knowledge of how this is related to the minds of those to whom it is to be taught. In this division between what to teach and how to teach, each side suffers from the separation.
It is interesting to follow out the inter-relation between primary, grammar, and high schools. The elementary school has crowded up and taken many subjects previously studied in the old New England grammar school. The high school has pushed its subjects down. Latin and algebra have been put in the upper grades, so that the seventh and eighth grades are, after all, about all that is left of the old grammar school. They are a sort of amorphous composite, being partly a place where children go on learning what they already have learned (to read, write, and figure), and partly a place of preparation for the high school. The name in some parts of New England for these upper grades was "Intermediate School." The term was a happy one; the work was simply intermediate between something that had been and something that was going to be, having no special meaning on its own account.
Just as the parts are separated, so do the ideals differ—moral development, practical utility, general culture, discipline, and professional training. These aims are each especially represented in some distinct part of the system of education;
