Thehigherlearningowestheintrusionofthesciencesinparttotheseaberrantscionsoftheleisureclass，whohavecomeunderthedominantinfluenceofthelatter-daytraditionofimpersonalrelationandwhohaveinheritedacomplementofhumanaptitudesdifferingincertainsalientfeaturesfromthetemperamentwhichischaracteristicoftheregimeofstatus。Butitowesthepresenceofthisalienbodyofscientificknowledgealsoinpart，andinahigherdegree，tomembersoftheindustriousclasseswhohavebeeninsufficientlyeasycircumstancestoturntheirattentiontootherintereststhanthatoffindingdailysustenance，andwhoseinheritedaptitudesandanthropomorphicpointofviewdoesnotdominatetheirintellectualprocesses。Asbetweenthesetwogroups，whichapproximatelycomprisetheeffectiveforceofscientificprogress，itisthelatterthathascontributedthemost。Andwithrespecttobothitseemstobetruethattheyarenotsomuchthesourceasthevehicle，oratthemosttheyaretheinstrumentofcommutation，bywhichthehabitsofthoughtenforceduponthecommunity，throughcontactwithitsenvironmentundertheexigenciesofmodernassociatedlifeandthemechanicalindustries，areturnedtoaccountfortheoreticalknowledge。
Science，inthesenseofanarticulaterecognitionofcausalsequenceinphenomena，whetherphysicalorsocial，hasbeenafeatureoftheWesterncultureonlysincetheindustrialprocessintheWesterncommunitieshascometobesubstantiallyaprocessofmechanicalcontrivancesinwhichman’sofficeisthatofdiscriminationandvaluationofmaterialforces。Sciencehasflourishedsomewhatinthesamedegreeastheindustriallifeofthecommunityhasconformedtothispattern，andsomewhatinthesamedegreeastheindustrialinteresthasdominatedthecommunity’slife。Andscience，andscientifictheoryespecially，hasmadeheadwayintheseveraldepartmentsofhumanlifeandknowledgeinproportionaseachoftheseseveraldepartmentshassuccessivelycomeintoclosercontactwiththeindustrialprocessandtheeconomicinterest；orperhapsitistruertosay，inproportionaseachofthemhassuccessivelyescapedfromthedominanceoftheconceptionsofpersonalrelationorstatus，andofthederivativecanonsofanthropomorphicfitnessandhonorificworth。
Itisonlyastheexigenciesofmodernindustriallifehaveenforcedtherecognitionofcausalsequenceinthepracticalcontactofmankindwiththeirenvironment，thatmenhavecometosystematizethephenomenaofthisenvironmentandthefactsoftheirowncontactwithit，intermsofcausalsequence。Sothatwhilethehigherlearninginitsbestdevelopment，astheperfectflowerofscholasticismandclassicism，wasaby-productofthepriestlyofficeandthelifeofleisure，somodernsciencemaybesaidtobeaby-productoftheindustrialprocess。Throughthesegroupsofmen，then——investigators，savants，scientists，inventors，speculators——mostofwhomhavedonetheirmosttellingworkoutsidetheshelteroftheschools，thehabitsofthoughtenforcedbythemodernindustriallifehavefoundcoherentexpressionandelaborationasabodyoftheoreticalsciencehavingtodowiththecausalsequenceofphenomena。Andfromthisextra-scholasticfieldofscientificspeculation，changesofmethodandpurposehavefromtimetotimebeenintrudedintothescholasticdiscipline。
Inthisconnectionitistoberemarkedthattheresaveryperceptibledifferenceofsubstanceandpurposebetweentheinstructionofferedintheprimaryandsecondaryschools，ontheonehand，andinthehigherseminariesoflearning，ontheotherhand。Thedifferenceinpointofimmediatepracticalityoftheinformationimpartedandoftheproficiencyacquiredmaybeofsomeconsequenceandmaymerittheattentionwhichithasfromtimetotimereceived；butthereismoresubstantialdifferenceinthementalandspiritualbentwhichisfavoredbytheoneandtheotherdiscipline。Thisdivergenttrendindisciplinebetweenthehigherandthelowerlearningisespeciallynoticeableasregardstheprimaryeducationinitslatestdevelopmentintheadvancedindustrialcommunities。Heretheinstructionisdirectedchieflytoproficiencyordexterity，intellectualandmanual，intheapprehensionandemploymentofimpersonalfacts，intheircasualratherthanintheirhonorificincidence。Itistrue，underthetraditionsoftheearlierdays，whentheprimaryeducationwasalsopredominantlyaleisure-classcommodity，afreeuseisstillmadofemulationasaspurtodiligenceinthecommonrunofprimaryschools；buteventhisuseofemulationasanexpedientisvisiblydecliningintheprimarygradesofinstructionincommunitieswherethelowereducationisnotundertheguidanceoftheecclesiasticalormilitarytradition。Allthisholdstrueinapeculiardegree，andmoreespeciallyonthespiritualside，ofsuchportionsoftheeducationalsystemashavebeenimmediatelyaffectedbykindergartenmethodsandideals。
Thepeculiarlynon-invidioustrendofthekindergartendiscipline，andthesimilarcharacterofthekindergarteninfluenceinprimaryeducationbeyondthelimitsofthekindergartenproper，shouldbetakeninconnectionwithwhathasalreadybeensaidofthepeculiarspiritualattitudeofleisure-classwomankindunderthecircumstancesofthemoderneconomicsituation。Thekindergartendisciplineisatitsbest——