Though many immigrants were far from being literary, they doubtless possessed, on the average, a knowledge of German masterpieces fully equivalent to the knowledge which Americans possessed of the English Classics. For education was looking up, and while most of the immigrants from German states, like those from other European countries, were of the peasant class, which was usually the most backward, still by 1840 nearly all were sure to have enjoyed some systematic schooling. At an earlier period this might have been otherwise. The condition of limited serfdom, removed but a generation earlier, operated powerfully to neutralize such benevolent plans for universal instruction as kings and ministers proclaimed. For the peasants were directly subordinate to the local lords, who often felt “that an ignorant labor supply was less likely to seek to better its condition by demands upon them....”[40] The great national reform movement which came to fruition after the close of the Napoleonic wars swept away many of the disabilities of the common people, and developed in Prussia and other states a system of universal education as the surest means of national upbuilding. The excellencies of the Prussian school system prior to 1840 became the theme of flattering reports on the part of educators in many lands. The celebrated philosopher Victor Cousin made it the basis for his plan of educational reform in France; the Scotch, English, and Irish discussed it; Horace Mann proclaimed it to the school authorities of Massachusetts, and Calvin E. Stowe recommended it to the legislature of Ohio. That system may not have possessed all of the virtues which the ordinances quoted by Cousin imply.[41] Yet it had the one excellence to which educationally all others are subsidiary--a well-trained teaching force. Indeed, if there is anything which seems miraculous in the swift and thoroughgoing transformation of school conditions in Prussia during the first forty years of the nineteenth century, it is explained by the provision which the state made for normal schools and the supply, through their agency, of teachers enough to man all the schools. “In the lowest school in the smallest and obscurest village,” says Horace Mann, “or for the poorest class in overcrowded cities; in the schools connected with pauper establishments, with houses of correction or with prisons--in all these there was a teacher of mature age, of simple, unaffected and decorous manners.” Mann also made it clear that every such teacher was possessed of adequate scholarship and special training for the work of the schoolroom.[42] Such a statement could not be made at that time about Massachusetts, where popular education was already two hundred years old, nor could it be made with equal confidence of other German countries, though several of these approximated the Prussian standard and most of them were earnestly promoting education along the same lines and by the use of similar means.