The map also shows conditions as they were in Europe at the end of the fourth century A.D. Syria, Egypt, Africa, and a portion of Asia Minor were overwhelmed by the Saracens in the seventh century and became Mohammedan, but Constantinople held out until 1453. The eastern division eventually gave rise to the Greek Catholic Church of Greece, the Balkans, and Russia, while the western division became the Roman Catholic Church of western Europe. At Constantinople Greek learning was preserved until the West was again ready to receive it. The Eastern Empire for a time retained control of Sicily and southern Italy (the old _Magna Graecia_), but eventually these were absorbed by western or Latin Christianity.] THE FUTURE STORY. For the long period of intellectual stagnation which now followed, the educational story is briefly told. But little formal education was needed, and that of but one main type. It was only after the Church had won its victory over the barbarian hordes, and had built up the foundations upon which a new civilization could be developed, that education in any broad and liberal sense was again needed. This required nearly a thousand years of laborious and painful effort. Then, when schools again became possible and learning again began to be demanded, education had to begin again with the few at the top, and the contributions of Greece and Rome had to be recovered and put into usable form as a basis upon which to build. It is only very recently that it has become possible to extend education to all. In Part II we shall next trace briefly the intellectual life of the Middle Ages, and the reawakening, and in Part III we shall, among other things, point out the deep and lasting influence of the work of these ancient civilizations on our modern educational thoughts and practices. QUESTIONS FOR DISCUSSION 1. Point out the many advantages of a universal religion for such a universal Empire as Rome developed, and the advantages of Emperor worship for such an Empire. 2. What do modern nations have that is much akin to Emperor worship? 3. Explain why Stoicism made such an appeal to the better-educated classes at Rome. 4. Why is an emotional faith better adapted to the mass of people than an intellectual one? 5. Explain how the Hebrew scribes, administering such a mixed body of laws, naturally came to be both teachers and judges for the people. 6. Illustrate how the Hebrew tradition that the moral and spiritual unity of a people is stronger than armed force has been shown to be true in history. 7. What great lessons may we draw from the work of the Hebrews in maintaining a national unity through compulsory education? 8. Why was Jesus' idea as to the importance of the individual destined to make such slow headway in the world? What is the status of the idea to-day (a) in China? (b) in Germany? (c) in England? (d) in the United States? Is the idea necessarily opposed to nationality or even to a strong state government?