Evidently Richer’s account gives merely the captions of this disputation. There was not the slightest originality in any of the propositions stated by the disputants; everything is taken from Porphyry and Boëthius and the current Latin translation of Plato’s _Timaeus_. Yet the whole affair, the selection of the questions, the nature of the answers, the limitation of the matter to the bare poles of logical palestrics, is most illustrative of the mentality and intellectual interests of the late tenth century. The growth of the mediaeval intellect lay unavoidably through such courses of discipline. And just as early mediaeval Latin had to save itself from barbarism by cleaving to grammar, so the best intellect of this early period grasped at logic not only as the most obviously needed discipline and guide, but also with imperfect consciousness that this discipline and means did not contain the goal and plenitude of substantial knowledge. Grammar was then not simply a means but an end in the study of letters, and so was logic unconsciously. In the one case and the other, the palpable need of the _disciplina_ and its difficulties kept the student from realizing that the instrument was but an instrument. Moreover, upon Gerbert’s time pressed the specific need to consider just such questions as the disputation affords a sample of. An enormous mass of theology, philosophy, and science awaited mastering, the heritage from a greater past, antique and patristic. Perhaps a true instinct guided Gerbert and his contemporaries to problems of classification and method as a primary essential task. Had the Middle Ages been a period when knowledge, however crude, was perforce advancing through experience, investigation, and discovery, the problems of classification and method would not have presented themselves as preliminary. But mediaeval development lay through the study of what former men had won from nature or received from God. This was preserved in books which had to be studied and mastered. Hence classifications of knowledge were essential aids or sorely needed guides. With a true instinct the Middle Ages first of all looked within this mass of knowledge for guides to its mazes, seeking a plan or scheme by the aid of which universal knowledge might be unravelled, and then reconstructed in forms corresponding to even larger verities.[370] II