In the case of philosophy, any semblance of it in the systems we're talking about is strictly post hoc: there was no "philosophy" involved -- only politics and

In the case of philosophy, any semblance of it in the systems we're talking about is strictly post hoc: there was no "philosophy" involved -- only politics and the egos of those involved (see: Frederick William III). The primary catalyst for "Prussian Schooling Reforms" was Frederick William III's defeat to Napoleon at Jena, and all that ensued after. Prussia's new "soldier unit" schooling system was a reaction to this. It is inseparable from "Prussian ideals" (or more accurately, ends and means that are strictly "Prussian"). The ends involved with the "Prussian Schooling Reforms" were to create an underclass of citizens that could be used to fulfill the state's ends. The corresponding means was the schooling system. In the case of the U.S., the ends were to enrich its proponents, and give them a bigger "power base." The "adoption" of the "Prussian Schooling System" was the means to this end. The ends are very similar, and of a similar "family." This is a messy conversation, only because the idea of "ideals" and "philosophy" are always post hoc. Rarely does any public policy anywhere stem from "ideals" or "philosophy" -- those are always selling points, and even red herrings, to rally others under a single banner to reach a certain end.