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.