The next morning, Arthur completed his exercise routine and returned to his room to take a quick shower. After changing his clothes, he headed toward the desk where he kept the drawings of the agricultural machinery he had designed. He gathered and organized his designs before leaving the room to et William.
When he arrived in front of the castle, he found his horse already prepared and waiting for him. Accompanied by a group of five knights as an escort, he set out toward the industrial zone—a region he had established as the hub of his factories. Upon reaching the industrial area, he was greeted by William, whose cheerful deanor was evident.
"Welco, Your highness," William said.
"Good morning, William. You seem quite cheerful today. Is there a reason for this?" Arthur asked.
William responded enthusiastically, "Your highness, we've completed the prototype of the steam engine you requested during your last visit."
Arthur, visibly surprised, asked, "So quickly?"
William explained, "Actually, Your highness, the idea of the steam engine excited so much that I devoted a great deal of ti to it."
Arthur smiled and replied, "Well then, let's see if it works."
"Of course, Your highness," William said, leading Arthur to the newly established steam engine factory.
As they entered, the sound of tal being forged and the warm air greeted Arthur. William guided him to the rear of the factory, where the steam engine prototype was located. Upon reaching it, Arthur began inspecting the engine. He observed that coal was placed in the bottom section, generating heat that turned the water in the boiler above into steam. The steam then moved the piston, creating motion.
Arthur added a pressure gauge and a safety valve to the design, ensuring that the pressure in the boiler could be released if it beca too high. These additions increased the engine's safety and operational reliability.
"Good work, William. When can you begin full-capacity production?" Arthur asked.
"Most of the raw materials are ready, Your highness. We can start imdiately. Additionally, the machines required for the textile factory are complete as well. Now that we've built a engine to power them, both factories can begin production within a few days," William replied.
"Excellent," Arthur said. "Once we produce enough steam engines for our own factories, we will start selling them to other manufacturers across the country. Therefore, keep in mind that the steam engine factory will need to be expanded gradually in the future."
"As you wish, Your highness," William said, his eyes betraying a curiosity about whether Arthur had brought any new designs.
Understanding William's unspoken thoughts, Arthur handed him the drawings he had brought along. These included designs for agricultural machinery, sewer systems for the city's infrastructure, a steel suspension bridge connecting both sides of the city, and other structures he planned to build.
As William examined the designs, Arthur continued, "Once the agricultural machinery is built, I want you to focus the sales efforts initially in the capital region. For the city's projects, such as the sewer pipes, steel beams, and other materials, officials and architects from the municipal council will contact you. You can manufacture according to their specifications."
William looked puzzled and asked, "Your highness, what is a municipal council?"
Arthur explained, "It's a newly established administrative body responsible for the construction and maintenance of the city's infrastructure and buildings."
"I see, Your highness. I'll make the necessary arrangents for production," William replied.
After discussing the factories and production details for a while longer, Arthur left the factory. Not wanting to return to the palace imdiately, he decided to take a short walk around the city.
While strolling through the streets, Arthur noticed a boy holding a large stack of papers. The boy was handing out identical sheets to passersby in exchange for money. Curious, Arthur approached him and asked, "How much?"
The boy, noticing Arthur's noble attire and the guards behind him, replied nervously, "One copper, sir."
Arthur smiled, took out a gold coin, and handed it to the boy.
The boy, startled, stamred, "Sir, this is far too much!"
Arthur patted the boy's head and said, "It's all yours."
Still stunned, the boy watched as Arthur took one of the papers and entered a well-kept inn across the street.
Inside the inn, a young woman approached Arthur and asked, "What can I get you, sir?"
"Just a beer," Arthur replied.
"Right away," she said and left to fetch his drink.
Arthur glanced around the inn, noting that it was a small yet cozy establishnt that could accommodate no more than fifteen people. Shortly after, the young woman returned with a glass of beer.
"Your beer, sir," she said.
"Thank you," Arthur replied, taking a sip and placing the glass on the table. He then unfolded the paper he had taken from the boy.
The paper resembled a rudintary newspaper, featuring articles about mysterious events in the city, the king's orders for urban infrastructure developnt, and scandals among the nobility.
As Arthur read, he recalled that the printing press had been invented in Pendralis about a hundred years ago. This explained why a significant portion of the population was literate. However, thinking about the educational structure in Pendralis, Arthur realized there was considerable room for improvent.
He noted that there were no institutions resembling elentary, middle, or high schools in this world. As for advanced education, there were a few university-like establishnts, but their students typically ca from wealthy noble or rchant families who could afford private tutors.
Reflecting on the history of science in this world, Arthur observed that it resembled the pre-industrial era in his previous world, where scientists ford small communities and were often funded by rchants, nobles, or themselves. Their findings were usually published in books.
Arthur began considering the history of education in his previous life. In essence, basic education in his forr world—covering reading, writing, and arithtic—was taught during elentary and middle school years. Before the industrial revolution, children typically learned these skills at ho.
Arthur had extensively researched this subject in his past life. He rembered that the education system in his forr world was constructed during the 19th century, coinciding with the industrial revolution. During this period, governnts aid to mold their populations into ideal societies.
What did these ideal societies look like? They consisted of good workers and good soldiers. The education system took individuals, put them through years of schooling, and produced ideal workers and soldiers for factories and the military.
In elentary and middle school, children were taught discipline, basic obedience, and teamwork. This prepared them to beco ideal factory workers or soldiers. In high school, education began to focus on science and mathematics. Students who excelled in these subjects went on to universities, while others were directed toward vocational training or sent to work in factories as unskilled workers.
At the university level, institutions produced highly skilled professionals, such as doctors and engineers, to et the needs of factories and the military. Regardless of educational level, the system's goal was to produce efficient workers and soldiers.
Arthur concluded that his educational system should follow a similar structure. He envisioned a plan where children would start compulsory basic education at the age of seven, lasting eight years. This education would teach basic mathematics, literacy, discipline, teamwork through sports, respect for authority (teachers), and the ability to follow simple instructions (howork).
After completing basic education, students would take an exam to determine their path: academic-focused high schools, vocational schools, or military academies.
For higher education, Arthur favored the Humboldt university model from his previous world, which emphasized academic freedom and the integration of research and education.
Additionally, Arthur recognized that basic research in the sciences often required years of funding, which private enterprises were unlikely to provide. In his previous world, governnts funded such research, and he realized the state would need to play a similar role here.
Arthur also decided to establish an institution akin to the Royal Society, which would foster open scientific discourse, fund scientific researches and advise the governnt on scientific matters.
After completing his plans, Arthur noticed that night had fallen. He organized the papers detailing his educational reforms and placed them in a drawer.
He then changed his clothes and, thinking about how busy the next day would be, headed to bed.
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