=Influence of the Philanthropinum.=--The attendance at the Philanthropinum was very small in the beginning, since the institution was regarded as an experiment, but eventually the number of pupils rose to more than fifty. Most visitors were greatly pleased with the school, especially on account of the interested and alert appearance of the pupils. Kant declared that it meant “not a slow reform, but a quick revolution,” although afterward he admitted that he had been too optimistic. While it may not have served well for older pupils, it was certainly excellent in its stimulus to children under ten or twelve, who can be reached by appeals to physical activities and the senses better than by books. [Sidenote: Similar institutions of Campe,] [Sidenote: Salzmann,] [Sidenote: and Rochow.] Basedow, however, proved temperamentally unfit to direct the institution. Joachim Heinrich Campe (1746-1818), who first succeeded him, withdrew within a year to found a similar school at Hamburg. Institutions of the same type sprang up elsewhere, and some of them had a large influence upon education. The most striking and enduring of these schools was that established in 1784 by Christian Gotthilf Salzmann (1744-1811) at Schnepfenthal under the patronage of the royal family of Saxe-Gotha. The natural surroundings--mountains, valleys, lakes--were most favorable for the purpose of the institution, and much attention was given to nature study, ‘lessons on things,’ organized excursions, gardening, agricultural work, and care of domestic animals. Manual training, gymnastics, sports, informal moral and religious culture, and other features that anticipated later developments in education also formed part of the course. During the decade before the establishment of Salzmann’s school, institutions embodying many of Basedow’s ideas were also opened at Rechahn and his other Brandenburg estates by Baron Eberhard von Rochow (1734-1805). His schools were simply intended to improve the peasantry in their methods of farming and living, but, when this step toward universal education proved extraordinarily successful, Rochow advocated the adoption of a complete national system of schools on a nonsectarian basis. [Sidenote: Becomes a fad, but accomplished some good.]