as well. The basic principles of his education system are: 1) Everything taught must be taught according to the laws of Nature. 2) The formation of character is more valuable than the acquisition of knowledge. 3) One gains knowledge best through sense perceptions. 4) The teacher must ensure that the student is happy while learning, otherwise the student's ability to learn will be reduced. Robert Sumser summarises Basedow’s emphasis as being on a "cosmopolitan, nonconfessional, and pragmatic system of education [which] proved inspirational to a younger generation of pedagogues." One of Basedow's fundamental concepts was that education occurs when the students are taught as much as possible in real life and application of the knowledge was highly important. Classes were often held outside or with the use of pictures to make the subject as real as possible. The subjects taught at the Philanthropinum were Mathematics, Languages: French, German and Latin, Eloquence, All religions, Craftwork, Sciences, Sports: Fencing and Gymnastics. Among those pedagogues were German educators such as Joachim Heinrich Campe (1746-1818), Ernst Christian Trapp (1745-1818), Christian Gotthilf Salzmann (1744-1811) but later also the Austrian Vincenz Eduard Milde (1777-1853). Their educational ideas are based on a notion that a human being is not born fully formed but is essentially formable, a notion inspired by Locke’s concept of the tabula rasa. In particular the philanthropinists' goals included education to bliss, to a way of thinking as proposed by Immanuel Kant, to human dignity and morality. Another aspect dealt with the balance between individual perfection and an individual’s utility for civil society, which both needed to be attained without one hazarding the other. Philanthropinism was a comparatively short-lived movement (late eighteenth to early nineteenth century) but influential in the later development of pedagogy, for instance by introducing nonconfessional religious education or physical education. Moreover, philanthropinist writers helped develop the modern genre of children’s literature with their writings for children and "freed [the German children’s literature] from dependence on the great French and English models." Well-known philanthropinists Johann Bernhard Basedow (1724–1790) Joachim Heinrich Campe (1746–1818) Christian Gotthilf Salzmann (1744–1811) Ernst Christian Trapp (1745–1818) Friedrich Eberhard von Rochow (1734–1805) Christian Heinrich Wolke (1746–1806) Peter Villaume (1746–1825) Martin Ehlers (1732–1800) Friedrich Gabriel Resewitz (1729–1806) Karl Friedrich Bahrdt (1741–1792) Friedrich Gedike (1754–1803) Philipp Julius Lieberkühn (1754–1788) Johann Georg Büsch (1728–1800) Gottlieb Konrad Pfeffel (1736–1809) Caroline Rudolphi (1754–1811) Christoph Daniel Ebeling (1741–1817) Gottfried Nathanael Fischer (1748–1800) Gottfried Benedict