He drew no line between the secular and the sacred. He loved the Brethren's Church to the end of his days; he regarded her teaching as ideal; he laboured and longed for her revival; and he believed with all the sincerity of his noble and beautiful soul that God would surely enable him to revive that Church by means of education and uplift the world by means of that regenerated Church. And now for thirteen years, in the Grammar School at Lissa, Comenius devoted the powers of his mind to this tremendous task. What was it, he asked, that had caused the downfall of the Brethren in Bohemia and Moravia? It was their cruel and senseless system of education. He had been to a Brethren's School himself, and had come to the conclusion that in point of method the schools of the Brethren were no better than the other schools of Europe. "They are," he declared, "the terror of boys and the slaughter-houses of minds; places where a hatred of literature and books is contracted, where two or more years are spent in learning what might be acquired in one, where what ought to be poured in gently is violently forced and beaten in, and where what ought to be put clearly is presented in a confused and intricate way as if it were a collection of puzzles." The poor boys, he declared, were almost frightened to death. They needed skins of tin; they were beaten with fists, with canes and with birch-rods till the blood streamed forth; they were covered with scars, stripes, spots and weals; and thus they had learned to hate the schools and all that was taught therein. He had already tried to introduce a reform. He had learned his new ideas about education, not from the Brethren, but at the University of Herborn. He had studied there the theories of Wolfgang Ratich; he had tried to carry out these theories in the Brethren's schools at Prerau and Fulneck; and now at Lissa, where he soon became director, he introduced reforms which spread his fame throughout the civilized world. His scheme was grand and comprehensive. He held that if only right methods were employed all things might be taught to all men. "There is," he said, "nothing in heaven or earth or in the waters, nothing in the abyss under the earth, nothing in the human body, nothing in the soul, nothing in Holy Writ, nothing in the arts, nothing in politics, nothing in the Church, of which the little candidates for wisdom shall be wholly ignorant." His faith in the power of education was enormous. It was the road, he said, to knowledge, to character, to fellowship with God, to eternal life. He divided the educational course into four stages--the "mother school," the popular school, the Latin school and the University; and on each of these stages he had something original to say.