These schools were intended to be universal and state-funded, using normal schools to train teachers particularly suited to providing education within the given state system. Although these normal school-trained volkschule and vorschule teachers within the Prussian schools were indeed superior to their American contemporaries, the problems of teacher training were not ignored, even by Mann. “The Secretary of State was not completely oblivious to the dangers inherent in using institutions designed for an authoritarian society as models of democracy, but he quickly dismissed them as inconsequential. » (Tozer, S., & Senese, G. (2009) p.65) “If Prussia can pervert the benevolent influences of education for the benefit of arbitrary power, we can surely use them to support and perpetuate republican institutions . » (Mann, H. (1844) p.23). The application of Prussian-origin normal schools triggered a series of blatantly undemocratic trends that resulted to some extent in undereducated teachers. In the new common education system, what was obligatory for the unique training of an educator was the minimum academic knowledge of the elementary curriculum to be taught and in-depth training related to educational mechanics and pedagogy. These have been criticized as “…training technicians but not academics…” (Tozer, S., & Senese, G. (2009)