we have little skill (in quotation)." Besides these he appeals to the examples, among Greek writers, of Quadratus, Justin Martyr, Dionysius, Clement of Alexandria, Basil, Gregory Nazianzen, etc.; and among Latins, Tertullian, Minucius Felix, Arnobius, Hilary, and Juvencus. And he points out that quotations from profane authors occur in nearly all the works of these writers, and not merely in those which are addressed to heathen. But while Jerome defends the study of classical authors as a necessary part of education, he severely condemns those clergy who amused themselves with such writers as Plautus (of whom he himself had been very fond), Terence, and Catullus, when they ought to have been studying the Scriptures. Later in life his views appear to have become more rigid; and we find him rejoicing that the works of Plato and Aristotle are becoming neglected. It was the short reign of Julian, commonly called "the Apostate" (A.D. 361-363), which had brought the question very much to the front. His policy and legislation probably influenced Augustine and Jerome in taking a more liberal line in the matter, in spite of Latin dislike of Greek philosophy and their own ascetic tendencies. Julian, jealous of the growing influence of Christian teachers, tried to prevent them from lecturing on classical authors. From this he hoped to gain two advantages. (1) Secular education would to a large extent be taken out of Christian hands. (2) The Christian teachers themselves would become less well educated, and less able to contend with heathen controversialists. He sarcastically pointed out the inconvenience of a teacher expounding Homer and denouncing Homer's gods: Christians had better confine themselves to "expounding Matthew and Luke in the Churches of the Galileans," and leave the interpretation of the masterpieces of antiquity to others. And he seems not to have contented himself with cynical advice, but to have passed a law that no Christian was to teach in the public schools. This law was at once cancelled by his successor Valentinian; but it provoked a strong feeling of resentment, and stirred up Christians to recognize and hold fast the advantages of a classical education. But while the influence of the first three of the four great Latin Fathers was in favour of a wise use of the products of pagan genius, the influence of the last of the four was disastrously in the opposite direction.