During the second century education continued to flourish. Lucian[213] introduces a Gaul οὐκ ἀπαίδευτος τὰ ἡμέτερα ... ἀκριβῶς Ἑλλάδα φωνὴν ἀφιείς, φιλόσοφος, ὡς οἶμαι, τὰ ἐπιχώρια, who discourses in learned fashion on the question whether Mercury or Hercules should be the patron god of the art of speaking. It was the time of the wandering rhetor—‘die zweite Sophistik’—and Greek flourished under the patronage of the philhellenic Hadrian. Aulus Gellius has left us a picture of the pupils escorting the sophist from place to place. ‘Nos ergo familiares eius circumfusi undique eum prosequebamur domum’;[214] and in the case of Favorinus at Rome they went about with him ‘spellbound, as it were, by his eloquence’.[215] Intercourse was quite free and easy and not always serious: ‘in litteris amoenioribus et in voluptatibus pudicis honestisque agitabamus.’[216] These literary clubs set the fashion for the rhetorical schools and perpetuated the distinctive methods of the Greek- and Latin-speaking sophist-rhetorician—‘rhetoricus sophista, utriusque linguae callens’.[217] Almost all records of the Gallic rhetors during this interesting period have been lost. The letters of Valerius Paulinus, of Geminus, of Trebonius Rufinus to the younger Pliny, the orations of the lawyers, the books of the famous philosopher Favorinus, the poems of Sentius Augurinus, have all perished. Only the work of L. Annaeus Florus has come down to us.[218] Yet the general trend of education may be discerned. If one great feature of this century was the wandering sophist, another was the power of the Christian religion, whose influence went forth from Lyons in particular, where Irenaeus was predominant. ‘Christi religio novam admovit oratorum ingenio facem.’[219] This influence has been exaggerated, especially by eighteenth-century writers. One of them lays stress on the revival of the finer accomplishments as a result of this influence, and on the dignity and polish of language in which the Christian writers agreed with the ancients.[220] This is manifestly an overstatement: the Church on the whole had neither the time nor the inclination to pay much attention to ‘elegantiora studia’; its attention was directed to the search for truth and it is hence that its real inspiration to education came.