Mediæval education became scholasticism. It was still a higher knowledge set apart from other interests: it did not include proficiency in the arts of industry, but rather in book learning and in disputation. Liberal it was not, though it still in a sense had to do with leisure. The good life had become one of pious contemplation. Aristotle’s free citizen was displaced by the cenobite and the candidate for holy orders. The life of Reason became one of skill in the formal logic with which a given system of life and thought was elaborated. Scholastic education made possible a high type of scholarship; it carried very far its training in the subtleties of argument. But it exhausted itself in a world of abstractions which it mistook for realities. It was a discipline, not a voyage of discovery. It was a matter of routine learning by memorizing. Its aim was to mold the mind of the student to a fixed type. It placed him in an environment so manipulated as to determine his habits of thinking once for all, to give support to required beliefs. It was education by indoctrination. It developed a type of mind which could be depended on to do and say the expected thing on the expected occasion, one which would hold certain desired convictions and no others. For such an educational system, learning was accepting and retaining something provided in advance. In this sense it was passive. Mentality was the product of environment. Scholastic education though it dealt with “things of the spirit” was from one point of view “animal training.”