Nor was this mere wordy benevolence. Public works, temples, schools had been repaired.[809] Augustodunum had suffered badly from the inroads of the barbarians, but so effective was the help given, that the restored city, says the orator, possibly with some exaggeration, was greater and grander than the old one (_ipsa moles restitutionis immanior_). Money was given for private as well as public buildings, and not only money, but artificers from over the sea, new inhabitants of high rank, and soldiers to guard them during the winter.[810] All this had a very real bearing on education. Like Britain, the city had gradually got rid of its ‘barbarism’, and had emerged into the light of Roman culture.[811] Amid all the benefits of the emperors, says Eumenius, the greatest is their zeal in fostering liberal studies. Though the cares of state are great and engrossing, they find time to attend to education, and herein perhaps the true future of Rome may lie—‘si non potentia, sed etiam eloquentia Romana revirescat’.[812] The Theodosian Code shows how Constantine continued and developed this patronage of education. Gaul appeared prominently in this connexion with the promulgation of the Law of Gratian and Valentinian in A.D. 376 for the regulation of teachers’ salaries, addressed to the prefect of the Gauls. In this, as in many other laws, it is clear that the imperial policy aimed at the spread of education. ‘In the most populous, powerful and famous cities of every district entrusted to your Magnificence, let all the best teachers be appointed for the education of the young: we refer to Greek and Latin rhetoricians and grammarians.’[813] Similarly, Valentinian and Valens had exhorted any one who was qualified, either to open a new school or to revive an old one.[814] But the emperors were not content with a general policy for education. They provided directly for all the details of a student’s behaviour and discipline. Those Gallic students who went to Rome for the study of law had to submit to the enactment of 370,[815] which prescribed many regulations for their studies and their conduct. A different and a closer interest in the schools had been shown by Julian—the interest of a philosopher. He had laid stress on the morals and efficiency, and on the personal share he desired to have in the appointment of teachers, probably with a view to ejecting Christians.