Just at this time Germany was stirred by the reading of Rousseau's works on popular education. Neither in Switzerland nor France had they effected the purpose for which they were written, but among the Germans their success was complete. Many persons, earnestly favoring Rousseau's doctrine of freedom from all conventional restraints in families, desired even his _Idyls of Life_ to be introduced into the schools. Basedow and Rousseau thought in harmony; recommended that nature, not discipline, should be our guide in education; and that only those stories should be taught, of the utility of which the children are themselves conscious. Subscriptions came in profusely, and the _Philanthropium_ in Dessau commenced its existence. It was opened without pupils on the twenty-seventh of December, 1774, and in the following year it was attended by only fifteen. It threatened to decline, but rallied again; and in 1776 a great public examination was held. Then Basedow retired from its curatorship; but, returning once more, his institution suffered under his care, and finally met with total extinction. The great bubble of his plans burst. People awoke to their mistake, and many of his dupes began to confess that, after all, the old system of education was the best that had been devised. But there were men who had lighted their torches at Basedow's flame. Some who had been temporary inmates of his _Philanthropium_ went to work with great perseverance to write juvenile books. Though the institution had tumbled to ruin, and public notice began to be turned from it, the excitement of the popular mind on the training of youth had been so intense that the subject could not soon cease to receive attention. For this reason, the writers of books for children found a large circle to read them, and become impressed by them. Herder had called attention to the subject of education in some of his most eloquent periods. He contended zealously for the development of the young mind. His own words were, "that it should be the chief aim of the teacher to imbue the child with living ideas of everything that he sees, says, or enjoys, in order to give him a proper position in his world, and continue the enjoyment of it through every day of his life." Jean Paul, in his _Levana, or the Doctrine of Education_, called attention to the necessity of the personal training of children by their parents in opposition to the old stiff method which, instead of quickening, only stupefied the intellect. Campe and Salzmann had been students in Basedow's _Philanthropium_, and subsequently each of them commenced a similar institution, but of more humble pretensions. Yet it was not so much as practical educators as by their writings, that they were instrumental in effecting a powerful impression upon the young mind of Germany. Campe's _Children's Library_ had a fascinating influence upon children. It encouraged their literary taste to the exclusion of religious development. The author advocated