5. About how much training would be represented to-day by the Seven Liberal Arts, (_a_) assuming the body of knowledge then known? (_b_) assuming the body of knowledge for each subject known to-day? 6. What great subject of study has been developed out of one part of the study of mediaeval rhetoric? 7. Why would dialectic naturally not be of much importance, so long as instruction in theology was dogmatic and not a matter of thinking? 8. Characterize the instruction in arithmetic, geometry, and geography during the early Middle Ages. Would we consider such knowledge as of any value? Explain the attention given to such instruction. 9. What great modern subjects of study have been developed out of the mediaeval subjects of arithmetic, geometry, and astronomy? 10. Compare the knowledge of mediaevals and moderns in (a) geography, (b) astronomy. 11. What does the fact that the few great textbooks were in use for so many centuries indicate as to the character of educational progress during the Middle Ages? 12. Was the Church wise in adopting and sanctifying the education of chivalry? Why? 13. What important contributions to world progress came out of chivalric education? 14. What ideals and practices from chivalry have been retained and are still in use to-day? Does the Boy Scouts movement embody any of the chivalric ideas and training? 15. Compare the education of the body by the Greeks and under chivalry. 16. Compare the Athenian ephebic oath with the vows of chivalry. 17. Picture the present world transferred back to a time when theology was the one profession. 18. What educational theory, conscious or unconscious, formed the basis for mediaeval education and instruction? 19. Explain why the Church, after six or seven centuries of effort, still provided schools only for preparation for its own service. 20. What does the lack of independent scholars during the Middle Ages indicate as to possible leisure? 21. Was the attitude of Anselm a perfectly natural one for the Middle Ages? Can progress be made with such an attitude dominant? 22. Contrast the deadly sins of the Middle Ages with present-day conceptions as to education. 23. Contrast the purposes of mediaeval education and the education of to- day. 24. When Greece and Rome offered no precedents, how did the Church come to so fully develop and control the education which was provided? 25. Compare the supervisory work of a modern county superintendent with that of a _scholasticus_ of a mediaeval cathedral. SELECTED READINGS In the accompanying _Book of Readings_ the following selections are reproduced: