The Kingdom of Prussia applied compulsory education system in the early 19th century. This Prussian education system has served as models for the education systems in a number of other countries including the United States and New York. They opened twelve schools providing free compulsory education for students in their local region. Actually, Kingdom of Prussia is a part of many countries(Russia, Poland, Lithuania, Germany, Denmark and Belgium). Initially, it was a German kingdom from 1701 to 1918.
Frederick the Great with his Generall and schulreglement, a decree of 1763, authored by Johann Julius Hecker laid the basic foundations of a generic Prussian primary education system. Cultivating mulberries for homespun silk was one of Frederick's favorite projects and Hecker's concept of providing teachers with the means to cultivate mulberries for homespun silk found the King's favor. During the 18th century, the Kingdom of Prussia was among the first countries in the world to introduce tax-funded and generally compulsory primary education, comprising an eight-year course of primary education called Volksschule. Today, Volksschule is the Austrian equivalent to the German word Grundschule and the Swiss German word Primarschule, for example primary school.
The Prussian system instituted compulsory attendance, specific training for teachers, national testing for all students. It provided not only the skills needed in an early industrialized world but also a strict education in ethics, duty, discipline and obedience. This educational system instructed students on basic educational concepts, such as mathematics, writing, and reading. At the same time, it also taught things like obedience, duty to country, and general ethics.
The Prussian system had by the 1830s attained Free primary schooling (at least for poor citizens), Professional teachers trained in specialized colleges, a basic salary for teachers and recognition of teaching as a profession, an extended school year to better involve children of farmers, funding to build the school, supervision at national and classroom level to ensure quality instruction, curriculum inculcating a strong national identity, involvement of science and technology and secular instruction.
By the mid-19th century, a number of seminal American educators had traveled to Germany to see how the system was actually working, and they returned to the United States as zealous converts, advocating intensely for the United States to adopt the system.