OBS Chapter 235 Vision of Education
Chapter 235 Vision of Education
1450 Summer
After finishing his daily affairs, John devoted himself to taking care of the children. Thanks to his father's meticulous care and education, John also focused on the cultivation of his children.
Of course, John had other reasons for doing this. Looking at the life trajectories of all the apostles, except for those scumbags, most of them were nothing more than experiencing a series of nearly desperate things such as fathers screaming at their children and being on the verge of death. They activated the Behelet they carried with them by chance, and chose to sacrifice themselves in a wrong cognition to become apostles who would slaughter people wantonly in the world in the future.
What he is doing now is to cultivate the relationship between himself and his children, and through observation and education, let them become people with normal cognition and values, thereby reducing the chances of his children being targeted by Behelet.
In the room, Carl and Catherine were playing on a blanket. Although they were six months old and could not walk yet, they were able to imitate the tone and intonation of John and Matilda's speech.
"Quack, quack, quack..."
Compared to those toys, the two little guys liked the two ducks that twisted their steps more. After they saw Coal Ball and his girlfriend entering the house to look for food by chance, the two little guys liked them so much that they started to quack as soon as they saw John and Matilda. So Coal Ball and his wife hurried to take up their new job of playing with children.
“Ahhh—”
When Coal Ball and his wife were brought into the bedroom by John, the two little guys crawled towards them excitedly. Carl chose Coal Ball, who was still standing there in a daze after entering the door first, while Catherine chose the white female duck. Her chubby little hands soon began to stroke the white duck feathers. Although John didn't know how strong Catherine was, he watched the little duck lie on the ground and squinted its eyes as she stroked it again and again, as if Catherine was giving it a massage.
When John looked over to Carl, he saw an awkward scene: Carl's entire body was lying directly on the coal ball, pressing it so that it couldn't get up. After several unsuccessful attempts, the coal ball stared at John with a resentful look. Seeing this, John quickly picked up Carl and said:
"The little duck can't stand you riding on it, Carl. When you grow up, daddy will give you some good horses to ride on."
However, Carl at this time did not understand human language so he did not react to John's words. Instead, he looked at the coal balls that had been relieved of their burden with his watery eyes, while his hands and feet were tossing in the air. It seems that coal balls have great potential in making plush toys.
Just when everyone in the room was making a fuss, Matilda walked in from the door, and when Coal Ball saw her, he quickly shook his tail and hid behind her.
Matilda entered the room and first picked up Carl and Catherine, kissed each of the two children on the forehead, and put them on the bed. John then came forward and hugged Matilda's waist, and asked her gently:
"My dear, today's work went well."
Matilda returned a kiss to John's face and replied:
"It's not bad. I went to school today and the children there are all studying hard. I guess in a few years there will be more civil servants in the territory who can assist you."
Upon hearing the news, John happily kissed Matilda on the cheek. This was good news for John. Although several years had passed since John ruled the surrounding territories, civil servants were still a scarce resource for him.
Not to mention that Franche-Comté and Forest Territory had been battlefields and no-man's land before John pacified them, and were simply unable to provide John with talents with a certain level of knowledge. Even when John pacified the major forces in the territory and ordered Simon to recruit some intellectuals from all over Midland with high salaries, those people still chose to refuse John's recruitment after seeing the geographical location of the territory.
In their opinion, with their current level of knowledge, they would be in great demand as soon as they graduated. No matter which lord they served, they could become officials who stood above the common people in the territory, and there was no need to risk their lives to serve in an unfamiliar place. Although Simon had visited many colleges, he still recruited very few people.
Therefore, it is particularly important to expand the scale of education in the territory. What the territory lacks most at present is the sheriffs assigned to each village. The long-term shortage of manpower has resulted in a considerable number of villages having the current chief executives as the highest commanders of the local garrison troops. They are not only responsible for the security within their jurisdiction, but also for counting the population, participating in construction, and supervising the collection of resources and taxation in various places.
Although it has trained the management ability of these officers, in the long run, they will neglect their own work. It is okay in the current peacetime, but once the territory is at war and the army is dispatched, not only will the officers' command ability over the soldiers decline, but the territory will also fall into chaos due to the loss of the highest commander.
Therefore, the top priority is to cultivate a large number of talents who have a certain level of knowledge and can participate in the daily work in the territory. John already has talents like Simon and Hank who can manage a field independently. What John needs more are officers who can manage the village well.
"Oh, right." Just as John was thinking about how to arrange these talents, Matilda suddenly interrupted:
"The teachers at the school told me that some children have particularly strong learning abilities in certain areas, but with the knowledge of the current teachers in the territory, they can no longer teach them more, so they asked if we could allocate some money for them to study in those graduate schools."
"Well, I'll think about it." After listening to Matilda's explanation, John also felt that he should give those children a chance. If they can really make achievements in their areas of expertise as Matilda said, then they can't just be forced to become village officials. If they do so, the previous promise of focusing on education will become empty talk, and the common people below will not respond to their education policies.
On the contrary, if you send these talented children out to study and then appoint them as high-ranking officials in various fields after they come back, the common people will certainly be willing to send their children to school. After all, this is also an opportunity to cross classes.
Three months later, under the watchful eyes of John and people from all walks of life in Earl's Castle, a convoy of carriages carrying the children who were about to study abroad drove out of the city.
30 students, who were just 17 or 18 years old, waved goodbye to the crowd behind them. In their shouts, there was reluctance to leave their hometown, excitement about going to study in a foreign country, and joy for their bright future.