aided by a hierarchy of officials in state and church, in the central government and the local administrative areas.
Of this officialdom, particularly in its military and civil aspects, the nobility was not merely the corner stone but the essential part of the structure. The church, loyal to its traditions, was much more democratic, men of every class being found in each of its official grades. The newly developed educational system gave to the common man another significant opportunity, since teaching candidates were drawn in large numbers from the middle and lower classes, and were given at public expense the training necessary to fit them for permanent positions in the various types of schools. On the whole, however, life beyond the school, which among Americans of that day commonly yielded the major part of education, was in Prussia far less fruitful. For, the American, whose formal schooling had been limited, was sure to multiply its efficacy many times through the intensely original character of his activities. In these he was apt to employ everything he had learned, and constantly to learn more for the sake of applying the new knowledge to challenging situations.
The contrast between the average Prussian's life and the average American's life was sharp and decisive. The boy leaving school at fourteen in Frederick William's country was thrust at once into a routine of severe labor, controlled by others. Either he might be on a farm, where his duties were fixed by custom and minutely directed by parent or employer; or he might be apprenticed to a trade which would give him seven years under an exacting master. Assuming that he remained in his native region, his career thenceforth would be determined with the minimum of personal effort. The American boy whose schooling stopped at an early age might go west and start a new farm home in a new environment, with every incentive toward employing his best powers to
