A noteworthy feature of his work as a reformer at Lissa consisted in a careful grading of the schools, and the formulation of a course of study for the successive grades. The guiding principle in this schematization of school work was that each grade should pave the way for the one next higher,—the elements of all subjects of study being comparatively simple, these elements should be gradually introduced and elaborated from grade to grade. These reforms were not only far-reaching, they were revolutionary; and they made possible the modern graded school. Civilized Europe did not long remain in ignorance of these reforms. They were discussed with approval in England, Germany, France, and Sweden; and several foreign governments sought his services in the work of educational reform. Sweden, in 1638, tendered him a remunerative position and unlimited opportunities of reforming the schools of the kingdom along the lines laid down in his writings. He replied that he was willing to recommend a competent person to undertake the work, but that he was not in position to sever his relations with the Moravian Church in Poland and to leave unfinished some important educational writings. His own poverty, as well as that of his brethren, made him realize keenly the need of a wealthy patron to aid him in the realization of his educational ideals. “The vastness of the labors I contemplate,” he wrote, “demands that I should have a wealthy patron, whether we look at their extent, or at the necessity of securing assistants, or at the expense generally. I propose to render the study of science, philosophy, and theology more accessible to all parties, and of greater usefulness in the regulation of human affairs than has hitherto been the case. In order to do this, two kinds of books are necessary—(1) for philosophical research and (2) for elementary training. “Books of the first class would primarily have reference to the Latin language, and of this class I would adopt eight:— “1. The _Vestibulum_, or introduction to the Latin tongue. “2. The _Janua_, or gate of the Latin tongue. “3. The _Palace_, or essentials of the Latin language. “4. A dictionary giving the meaning of the Latin words in the mother-tongue. “5. A dictionary giving all the words of the native language in Latin, and more especially supplying phrases of the former language with corresponding phrases in the latter. “6. A Latin dictionary explaining all the peculiar idioms of the language. “7. An elementary grammar containing all the declensions and conjugations, and to be used in connection with the _Vestibulum_. “8. A more comprehensive grammar, to be used in connection with the _Janua_. “The books to be used in connection with elementary training are three:—