It is less easy to trace the influence of Comenius on modern educational reformers than to indicate the traces of his pedagogic development, since he read widely and credited cheerfully the paternity of his educational ideals. He says in this connection: “I gave my mind to the perusal of divers authors, and lighted upon many which at this age have made a beginning in reforming the method of studies, as Ratke, Helwig, Rheinus, Ritter, Glaum, Cæcil, and, who indeed should have the first place, John Valentine Andreæ, a man of noble and clear brain; as also Campanella and the Lord Verulam, those famous restorers of philosophy; by reading of whom I was raised in good hope, that at last those so many various sparks would conspire into a flame; yet observing here and there some defects and gaps, I could not contain myself from attempting something that might rest upon an immovable foundation, and which, if it could be once found out, should not be subject to any ruin. Therefore, after many workings and tossings of my thoughts, by reducing everything to the immovable laws of nature, I lighted upon my _Great didactic_, which shows the art of teaching all things to all men.” Such commendable frankness is not always found in the reformers that follow Comenius; but in their writings it is not difficult to discern community of ideas first definitely formulated by Comenius. This holds true in a degree of all reformers since Comenius’ day, but in a measure sufficiently large to require passing note in Francke, Rousseau, Basedow Pestalozzi, Fröbel, and Herbart. _Francke_[39] Of a profoundly religious nature like Comenius, Francke applied himself to the study of theology at the Universities of Kiel and Leipzig, after having studied at Erfurt. The listless and heartless character of the teaching and study at these institutions impressed him profoundly, and directed his attention to the need of educational reform. Four years after taking his degree at Leipzig (1688), he established an infant school at Hamburg, which, though brief, was, as he tells us, the richest and happiest experience of his long and varied career. It taught him the lesson which he thought was needed alike by himself and his contemporaries— that teachers of little children entered upon their work with altogether too little preparation. He says, “Upon the establishment of this school, I learned how destructive is the usual school management, and how exceedingly difficult is the discipline of children; and this reflection made me desire that God would make me worthy to do something for the improvement of schools and instruction.”