There are traces at this period of parliamentary dissatisfaction with current English education, and more particularly with university education in England. Professor Masson thus states the matter: “There had for some time been a tradition of dissatisfaction with the existing state of the universities and the great public schools. In especial, Bacon’s complaints and suggestions in the second book of his _De Augmentis_ had sunk into thoughtful minds. That the universities, by persistence in old and outworn methods, were not in full accord with the demands and needs of the age; that their aims were too professional and particular, and not sufficiently scientific and general; that the order of studies in them was bad, and some of the studies barren; that there ought to be a bold direction of their endowments and apparatus in the line of experimental knowledge, so as to extract from nature new secrets and sciences for which humanity was panting; that, moreover, there ought to be more fraternity and correspondence among the universities of Europe and some organization of their labors, with a view to mutual illumination and collective advancement:—all these Verulamian speculations, first submitted to King James, were lying here and there in English intellects in watch for an opportunity.” But the time was not yet come for the reform movement in English education. Ireland was in a state of commotion; two hundred thousand Englishmen had been massacred;[17] the sudden departure of the king from London on the 10th of January, 1642, and the prospect of a prolonged civil war convinced Comenius that it would be useless to tarry longer in England. He informed his friends of his disappointment of his plans. Hartlib was hopeful and urged delay, but a call to Sweden, made four years previous, was renewed at this time, and he left London on the 10th of June, in the year 1642.