know thoroughly. With the student who has had no education, the teacher must be patient, willing to repeat things until the student understands, and sympathetic. Perhaps the most difficult student, however, is the one with an inferior education who believes he understands something when he does not. Augustine stressed the importance of showing this type of student the difference between "having words and having understanding" and of helping the student to remain humble with his acquisition of knowledge. Under the influence of Bede, Alcuin, and Rabanus Maurus, De catechizandis rudibus came to exercise an important role in the education of clergy at the monastic schools, especially from the eighth century onwards. Augustine believed students should be given an opportunity to apply learned theories to practical experience. Yet another of Augustine's major contributions to education is his study on the styles of teaching. He claimed there are two basic styles a teacher uses when speaking to the students. The mixed style includes complex and sometimes showy language to help students see the beautiful artistry of the subject they are studying. The grand style is not quite as elegant as the mixed style, but is exciting and heartfelt, with the purpose of igniting the same passion in the students' hearts. Augustine balanced his teaching philosophy with the traditional Bible-based practice of strict discipline. Augustine knew Latin and Ancient Greek. He had a long correspondence with St Jerome the textual differences existing between the Hebrew Bible and the Greek Septuagint, concluding that the original Greek manuscripts resulted closely similar to the other Hebrew ones, and also that even the differences in the two original versions of the Holy Scripture could enlight its spiritual meaning so as to have been unitarily inspired by God. Coercion Augustine of Hippo had to deal with issues of violence and coercion throughout his entire career due largely to the Donatist-Catholic conflict. He is one of very few authors in Antiquity who ever truly theoretically examined the ideas of religious freedom and coercion. Augustine handled the infliction of punishment and the exercise of power over law-breakers by analyzing these issues in ways similar to modern debates on penal reform. His teaching on coercion has "embarrassed his modern defenders and vexed his modern detractors," because it is seen as making him appear "to generations of religious liberals as le prince et patriarche de persecuteurs." Yet Brown asserts that, at the