The living force in the spiritual life of the Roman empire was, after all, not philosophy, but religion, and specifically Christianity. With the extension of Christianity to the Gentile world it at length became necessary for it to orientate itself towards what was best in Greek culture. There is a Stoic element in the ethic of the Pauline epistles, but the theological affinity that the Johannine gospel, with its background of philosophic ideas, exhibits to Platonic and Neoplatonist teaching caused the effort at absorption to be directed rather in that direction. Neoplatonism had accepted the Aristotelian logic with its sharper definition than anything handed down from Plato, and, except the logic of the Sceptics, there was no longer any rival discipline of the like prestige. The logic of the Stoics had been discredited by the sceptical onset, but in any case there was no organon of a fitness even comparable to Aristotle's for the task of drawing out the implications of dogmatic premises. Aristotelian logic secured the imprimatur of the revived Platonism, and it was primarily because of this that it passed into the service of Christian theology. The contact of the Church with Platonism was on the mystical side. Orthodoxy needed to counter heretical logic not with mysticism, itself the fruitful mother of heresies, but with argument. Aristotelianism approved itself as the controversial instrument, and in due course held the field alone. The upshot is what is called Scholasticism. Scholasticism is the Aristotelianism of medieval orthodoxy as taught in the "schools" or universities of Western Europe. It takes form as a body of doctrine drawing its premises from authority, sometimes in secular matters from that of Aristotle, but normally from that of the documents and traditions of systematic theology, while its method it draws from Aristotle, as known in the Latin versions,[94] mainly by Boethius, of some few treatises of the _Organon_ together with the _Isagoge_ of Porphyry. It dominates the centres of intellectual life in the West because, despite its claim to finality in its principles or premises, and to universality for its method, it represents the only culture of a philosophic kind available to the adolescent peoples of the Western nations just becoming conscious of their ignorance. Christianity was the one organizing principle that pulsed with spiritual life. The vocation of the student could find fulfilment only in the religious orders. Scholasticism embodied what the Christian community had saved from the wreckage of Greek dialectic. Yet with all its effective manipulation of the formal technique of its translated and mutilated Aristotle, Scholasticism would have gone under long before it did through the weakness intrinsic to its divorce of the form and the matter of knowledge, but for two reasons. The first is the filtering through of some science and some new Aristotelian learning from the Arabs. The