There was no friend in the place. It would have been fatally dangerous to mutter anything before such an assemblage. He was by this time an utterly broken and disgraced old man; wishful, of all things, to get away and hide himself and his miseries from the public gaze; probably with his senses deadened and stupefied by the mental sufferings he had undergone, and no longer able to think or care about anything--except perhaps his daughter--certainly not about any motion of this wretched earth. Far and wide the news of the recantation spread. Copies of the abjuration were immediately sent to all universities, with instructions to the professors to read it publicly. At Florence, his home, it was read out in the cathedral church, all his friends and adherents being specially summoned to hear it. For a short time more he was imprisoned in Rome, but at length was permitted to depart, nevermore of his own will to return. FOOTNOTES: [33] They remained there till 1835, when they were dropped. EDUCATIONAL REFORM OF COMENIUS A.D. 1638 S. S. LAURIE John Amos Comenius (1592-1671) is now generally recognized as the founder of modern education. Just what his work has been is best left to Mr. Laurie, the leading authority upon his life. What the schools were before his time is almost too dreary a picture to attempt to draw. Everything was hopelessly haphazard, almost hopelessly uninteresting. Only in the schools of the Jesuits was anything approaching skill employed to stimulate the learner. If a child did not advance, the teacher held himself no way responsible. The lad was adjudged a dullard and left to remain in his stupidity with the rest of the blockhead world. The chief work of Comenius, the _Didactica Magna_, was probably finished about 1638, and was shown in manuscript to many persons at that time. Its ideas as to education were widely accepted, and its influence and that of its author spread rapidly over much of Europe. The publication of his works was delayed until 1657. In the history of education it is important to recognize the existence of the two parallel streams of intellectual and spiritual regeneration. The leaders of both, like the leaders of all great social changes, at once bethought themselves of the schools. Their hope was in the young, and hence the reform of education early engaged their attention.