These schools seem to have been most useful where they were not overshadowed by great institutions of learning. In the German countries that bordered on the Rhine, and more especially in the Netherlands, where there were no universities, and where the people had a large measure of personal liberty, we find many evidences of a steady progress in education,[87] and of improvement in social condition. The simple teachings of the schools were received by a plain but utilitarian people who put the knowledge to practical use. The newly developed mental activity did not run to waste, as it did in the universities, in unprofitable metaphysical speculations; it was at once applied to the varied requirements of art, trade and manufactures. When printing came, the common people were fully prepared for it, prepared not only to read books, but to make them. The invention was developed in proper order, and was preceded by improvements in mechanical arts. As illustrations of this mental activity, it is not out of place to mention some of the many inventions of the men who had studied books only to aid them in studying things. We find gunpowder and fire-arms, glass windows and mirrors, clocks and watches, and numerous contrivances that add to the comforts of social life, some of which, like the tinning of iron, and the putting of chimneys to fireplaces, have seemed too paltry to deserve notice. Trivial as they may seem, when in contrast with the steam engine and railroad, the chimney and window were of the highest service as aids in bringing men from a qualified barbarism to civilization. It cannot be [p178] proved that these contrivances were invented in Germany, but it is certain that they were there appreciated and used when they were entirely unknown in parts of Europe then supposed to be much more enlightened.[88]