2. _The Church was the sponsor of the schools._--During this long period the State had not yet assumed the obligation of educating her youth, and we find only rare instances of the State taking any part in the training of the young. No attempt at universal education was made, and none could be made, for the Church could not furnish the means to do it; consequently nearly all educational effort was directed to training the priesthood and providing for the perpetuity of the Church. The Church was the mother of the schools, and to her fostering care alone do we owe their establishment and maintenance during this long period. Her authority was supreme, and acknowledged by all temporal powers; hence the subjects studied in the schools and the persons chosen to share the benefits of education were such as would subserve the interests of the Church. 3. _The monasteries rendered valuable service to education._--They were long the centers of learning, being the only places where schools existed. They were the repositories of valuable manuscripts, which were copied with marvelous diligence and preserved for future generations. The monasteries adopted courses of study which, however incomplete, were efficiently carried out, and formed the basis of future courses. The influence of the monasteries for many centuries was of great value to learning. 4. _The crusades brought new life into education._--While the crusades were primarily religious movements, they were also educational in their results. They infused new life into the stagnant conditions of Europe. They aroused the people to physical and mental, as well as religious, activity. They led to the establishment of schools and universities. 5. _The Teutonic peoples became an important instrument of progress._--Rome began to decline, and the Teutons of the north, whom Rome had never been able to subjugate, became her conquerors. The Latin race had served a noble purpose in the world's history, but now another, perhaps stronger race, joined in the work of civilization. The physical and intellectual vigor of the various branches of the Teutonic family,--the German, the Anglo-Saxon, the Scandinavian,--which has won for them leadership in evangelization, in commerce, in conquest, and in educational enterprise, showed itself unmistakably during the period under discussion. These peoples now joined with the Latin peoples in assuming the ever increasing responsibilities of Christian civilization, and the interests of education were greatly enhanced and furthered through these combined influences.