of English educators," wrote Coubertin, "gave the precise formula for the role of athletics in education. The cause was quickly won. Playing fields sprang up all over England". He visited other English schools to see for himself. He described the results in a book, L'Education en Angleterre, which was published in Paris in 1888. The hero of his book is Thomas Arnold, and on his second visit in 1886, Coubertin reflected on Arnold's influence in the chapel at Rugby School. What Coubertin saw on the playing fields of the English schools he visited was how "organised sport can create moral and social strength". Not only did organized games help to set the mind and body in equilibrium, it also prevented the time being wasted in other ways. First developed by the ancient Greeks, it was an approach to education that he felt the rest of the world had forgotten and to whose revival he was to dedicate the rest of his life. As a historian and a thinker on education, Coubertin romanticized ancient Greece. Thus, when he began to develop his theory of physical education, he naturally looked to the example set by the Athenian idea of the gymnasium, a training facility that simultaneously encouraged physical and intellectual development. He saw in these gymnasia what he called a triple unity between old and young, between disciplines, and between different types of people, meaning between those whose work was theoretical and those whose work was practical. Coubertin advocated for these concepts, this triple unity, to be incorporated into schools. While Coubertin was certainly a romantic, and while his idealized vision of ancient Greece would lead him later to the idea of reviving the Olympic Games, his advocacy for physical education was also based on practical concerns. He believed that men who received physical education would be better prepared to fight in wars, and better able to win conflicts like the Franco-Prussian War, in which France had been humiliated. He also saw sport as democratic, in that sports competition crossed class lines, although it did so without causing a mingling of classes, which he did not support. Unfortunately for Coubertin, his efforts to incorporate more physical education into French schools failed. The failure of this endeavor, however, was closely followed by the development of a new idea, the revival of the ancient Olympic Games, the creation of a festival of international athleticism.