During Austin’s report on naval affairs, Paul inquired about the Southern.
“Just received a letter sent urgently by adventurers commissioned by them. Based on this, they should already be in the middle of the kingdom’s coastline.”
“Can they return before the Day of Descent?”
Austin shook his head, “It’s not looking optimistic, they might not even make it for the New Year.”
“They sailed northward against the wind, and the letter mentioned they have two additional women on board. Naturally, they couldn’t travel as freely as before, frequently docking for necessities like fresh water.”
“Oh, I forgot about that.”
“Moreover, according to the letter, Lady Ladi’s identity has been exposed.”
“Haha, Quik must be greatly surprised. Is there anything else to add regarding the military?”
Their conversation puzzled many, as it was known that the green-haired female advisor had gone with the Southern to fetch her family, but the meaning of her identity being exposed was unclear.
Chief of Staff Schroeder spoke up, “Lord Grayman, I have some suggestions regarding the training of military officers.”
Paul gestured for him to continue.
“Previously, our military academies adopted a crash-course approach, haphazardly imparting knowledge to the officers. I suggest we start a more formal and systematic training program from next year.”
“That’s a good suggestion; I agree.”
“Since we have recently formed our army and urgently need many junior officers, we can start with a one-year program. Later, when the need is less pressing, we can extend it to three or four years.”
“How should we recruit students for the military academy, and what will their arrangements be after graduation?” For original chapters go to n0velfire.net
“We can recruit literate, military-aspiring young people directly from the civilian population or select soldiers who have performed well or earned merits in the army to study at the military academy.”
“After graduation, based on their performance, they should be commissioned as non-commissioned or junior officers and start at the platoon level.”
Paul agreed with Schroeder’s suggestion.
“Please draft a charter for this.”
“Lord Schroeder, don’t forget our navy.”
“Of course, we won’t favor one over the other.”
“We must also strengthen civilian education!”
A bell-like voice rang out, belonging to the female advisor, Miss Dias.
“So far, the teaching methods at Weiss Academy have been quite rough. I hope Lord Grayman can pay more attention to this area.”
“Do you have any suggestions?”
After pondering, Eileen suggested, “I hope to follow the model of church schools, segregating children into different grades based on their age at enrollment, and adopting a class system rather than crowding them haphazardly in one classroom.”
Paul asked, “How many grades should there be?”
“I suggest a five-year program, divided into grades one to five. Additionally, there needs to be a division of courses, with at least the ‘Seven Arts’ included.”
The so-called ‘Seven Arts’ referred to logic, grammar, rhetoric, arithmetic, geometry, astronomy, and music – seven courses commonly found in church-established schools.
“All right,” Paul said, “Apart from literacy, we’ll retain grammar, arithmetic, and geometry from the Seven Arts, and reduce the number of grades from five to four. Children can start school after they turn six.”
He added, “However, literacy education for the entire society must continue. We also need to establish classes specifically for ‘older students’ and continue evening schools for the non-working populace.”
Eileen expressed dissatisfaction, “Why cut so many courses and reduce the number of grades?”
Paul spread his hands helplessly, “Miss Dias, there’s a harsh reality—we lack sufficient teaching staff. If you can provide enough teachers, I’d be more than happy to offer these courses.”
As soon as Paul finished speaking, Hansel Abbott, whom Eileen greatly disliked, added, “Moreover, what Lord Paul has removed is practically useless for commoners. In fact, they just need to learn to read and count.”
Eileen chose to ignore him, as his attitude towards refugees remained abhorrent, and Count Grayman had only briefly admonished him in that meeting.
She had approached Paul several times privately, only to be brushed off each time, which was infuriating.
“As for reducing the grades, I don’t want the children to be as comfortable as they are in church schools. I want to hear continuous sounds of studying from Weiss Academy throughout the day.”
Paul eagerly wanted to inflict the hardships he had experienced in his past life onto the innocent children of this world. Another crucial reason was that children aged ten could be sent to factories as apprentices.
“Ah, right! To prevent a large number of unqualified graduates, I propose a system of easy entry but strict graduation. Annual exams will be conducted, and those who fail must repeat the grade. There will also be graduation exams. We’ll issue certificates to those who pass, proving their satisfactory academic performance in our school. Those who fail, unless they repeat the year and pass the graduation exam, won’t receive a diploma.”
“I’ve noted it down, Lord Count!” Eileen said, nodding and recording the suggestions on paper in front of her. The latter suggestions from Count Grayman seemed quite good.
Steward Ford asked, “What about the expenses? Books and stationery cost money.”
“My intention is for adults in education to bear the cost of books themselves. For minors, the cost should be shared between parents and the Department of Education. As for teacher salaries, let the Department of Education handle it, but their pay shouldn’t be less than our clerks.”
“Lord, this will be a significant expense.”
“Next year, I assure you our finances will be more robust. Plus, once we build more printing machines and establish a printing factory, the cost of textbooks will significantly decrease. Let’s implement this for a year and see how it goes. If it doesn’t work, we can adjust.”
Eileen asked Paul, “Count, is establishing schools only in Lakeheart Town sufficient? One Weiss Academy seems too little for Alda and Baylding counties.”
“You’re right. So, let’s establish a school in each town-level settlement, catering to surrounding villages. Once we have more funds, we’ll build a school in every village, although that seems a bit far off for now.”
Paul responded this way, planning to build more schools. Investing in education was generally beneficial, especially in an era where people heavily relied on their lords.
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