3. Do the emotions of Saint Jerome on hearing of the sacking of Rome (48) reveal anything as to the extent to which the Roman had become a Churchman and the Churchman a Roman? Illustrate. 4. Is it probable that a quarter-century of Bolsheviki rule in Russia would produce results comparable to those described by Giry and Réville (49)? 5. Is Kingsley right in stating (50) that the best elements of all the modern European peoples came from the barbarian invaders? State what seem to you to be the important contributions of barbarian invader, Roman, and Churchman. 6. Do the grants of privileges and immunities shown in the general form (51)and the specific form (52) seem to follow naturally from the earlier grants to physicians and teachers (26) and to the clergy (38)? Point out the relationship. SUPPLEMENTARY REFERENCES * Adams, G. B. _Civilization during the Middle Ages_. Church, R. W. _The Beginnings of the Middle Ages_. Kingsley, Chas. _The Roman and Teuton_. * Thorndike, Lynn. _History of Mediaeval Europe_. CHAPTER VI EDUCATION DURING THE EARLY MIDDLE AGES [1] I. CONDITION AND PRESERVATION OF LEARNING THE LOW INTELLECTUAL LEVEL. As was stated in the preceding chapter, the lamp of learning burned low throughout the most of western Europe during the period of assimilation and partial civilization of the barbarian tribes. The western portion of the Roman Empire had been overrun, and rude Germanic chieftains were establishing, by the law of might, new kingdoms on the ruins of the old. The Germanic tribes had no intellectual life of their own to contribute, and no intellectual tastes to be ministered unto. With the destruction of cities and towns and country villas, with their artistic and literary collections, much that represented the old culture was obliterated, [2] and books became more and more scarce. [3] The destruction was gradual, but by the beginning of the seventh century the loss had become great. The Roman schools also gradually died out as the need for an education which prepared for government and gave a knowledge of Roman law passed away, and the type of education approved by the Church was left in complete control of the field. As the security and leisure needed for study disappeared, and as the only use for learning was now in the service of the Church, education became limited to the narrow lines which offered such preparation and to the few who needed it. Amid the ruins of the ancient civilization the Church stood as the only conservative and regenerative force, and naturally what learning remained passed into its hands and under its control.