On their journey home, similar discussions began circulating among the professors.
“Don’t you find something strange?”
“What do you mean?”
“The Empire builds steam locomotives and even excavators with steam engines, yet we haven’t seen any steam-powered ships.”
“Ah! You’re right!”
“I wonder why that is?”
After some contemplation, many professors came to the following conclusion:
-Steam engines are large and heavy. The structure and material of wooden ships likely cannot support them.
-Additionally, the constant use of fire would make them too dangerous for wooden vessels.
Based on this reasoning, the professors reached another conclusion:
-If we can build steam-powered ships, we can catch up to the Empire!
These professors had taken Hyang’s bait perfectly.
Of course, there were quite a few professors who thought differently.
-The Emperor is as cunning as he is wise. There must be some deception. This is certain, considering Area 51.
Hyang had granted the professors’ earnest requests to observe Area 51.
However, what the professors could see was mostly limited to the process of manufacturing items using steam engines as power sources.
Even for the manufacturing of steam locomotives, which garnered the most interest, they were only shown the final assembly process, not the crucial power unit assembly.
The same was true for the production of smokeless powder and explosives.
While they could gain significant insights from what was shown, there was considerable disappointment in not seeing the core processes.
Given this precedent, these professors disagreed with the conclusion that ‘the Empire hasn’t yet built steam ships.’
“Steam ships must exist in the Empire. Even if not yet at a level suitable for commercial or military use, there must at least be experimental vessels.”
Though they reached this conclusion, their final thoughts were similar:
-We must achieve the capability to build steam ships! Otherwise, obtaining the technical manual will be meaningless!
While the professors were divided on this issue, they all reached the same conclusion regarding education and public discourse:
-More people must receive educational benefits than at present, and channels for public discourse must be greatly expanded!
***
The educational environment in Europe during this period was surprisingly decent.
Almost every city in Western Europe had established grammar schools, teaching not only reading and writing in the native language but also basic Latin education.
Even in smaller cities and villages, schools managed by churches were operating. These schools taught basic reading, writing, and singing.
Above these primary educational institutions, secondary educational institutions began to emerge in various forms.
At the highest level of education were monasteries and universities.
***
The professors’ advocacy for “educational expansion” aimed to elevate the standards of both primary and secondary educational institutions.
-The Empire has established Public Schools throughout its territory. Through these schools, the average intellectual level of the Empire’s citizens has risen significantly.
Looking at Europe’s current situation, there’s an enormous gap between urban grammar schools and those established in smaller regions. This must be corrected!
-Secondary education is the same. Most are established by various interest groups like guilds rather than being part of an integrated system. We must examine the Empire’s system in this aspect as well!
***
Looking at the educational system of the Empire, or rather, Joseon after its reforms, children who graduated from Public Schools could choose between two types of secondary educational institutions. One was the Middle School focusing on liberal arts education, and the other was the Technical School centered on practical skills.
Technical Schools were institutions created to train technical personnel crucial to industry. After mastering intermediate-level mathematics, considered the foundation course, students could move on to advanced courses in their preferred technical fields based on their aptitude and preferences.
Those who achieved excellent grades in mathematics and their major subjects at Technical Schools, or those with recognized practical experience, could apply to the School of Engineering.
The liberal arts Middle Schools covered various subjects including mathematics and linguistics. Those who passed the certification examination could apply to higher educational institutions such as the Military Academy, Medical School, Language School, Mathematics School, Science School, and Engineering School.
The primary and secondary educational institutions established throughout the Empire, from Public Schools to Middle Schools and Technical Schools, were under strict Imperial management.
The Empire’s primary concerns were student welfare, symbolized by school meals, and educational standards.
-At minimum, students should not go hungry while at school.
-Students should be able to achieve at least average academic performance regardless of where they study in the Empire.
These were the standards set by the Empire’s Department of Education. The Empire rigorously managed educational institutions to maintain these standards.
While there was a provision stating that “average academic achievement should be possible anywhere in the Empire,” there were institutions that showed considerably, or rather, significantly higher academic achievement than average. Many parents relocated to areas with such institutions for their children’s advancement.
When this was reported, Sejong was pleased, while Hyang shook his head.
“They say a mother would move three thousand li for her child’s education…. There are truly many parents who devote such effort to their children’s studies. Isn’t this wonderful?”
“To think there would be such educational fever even in this era…”
***
After enduring long voyages and crossing the scorching desert, the professors who returned to Europe wrote and published their “Accounts of the Empire,” either individually or in groups.
These accounts sold like wildfire.
From intellectuals curious about ‘the advanced civilization of the Eastern nation’ to adventurers seeking quick fortunes, anyone in Europe who considered themselves enlightened needed to read at least one of these accounts to participate in conversations.
Many of the authors of these books began meeting with wealthy individuals in their vicinity.
“We’re trying to develop steam engines, and we need funding…”
Many who received such requests from scholars carefully calculated the risks.
“It’s close to gambling…”
Yet those who worried soon reached a positive conclusion.
“But if we can properly develop steam engines, we could recover several times our investment!”
Interestingly, the biggest factor leading them to this positive conclusion was the professors’ published accounts.
***
While many professors focused on developing steam engines and researching new mathematical theories, many others advocated for institutional reforms.
When the ruling class heard demands like ‘educational system reform’ and ‘equal standards in basic education,’ they evaluated these positively.
“Not bad. Thinking about the future, we’ll need more people with functioning brains.”
“We can’t rely on the church forever. Educational reform would be the best start to completely emerge from the church’s shadow.”
Through various religious conflicts, especially those ignited by Hyang’s sparks, the Vatican’s shadow had considerably faded, but the rulers’ hearts remained unchanged.
The ruling class accepted educational reforms to minimize the Vatican’s influence over the people.
However, another reform demand from the professors gave the ruling class a headache.
“Expand channels for public discourse!”
“The Empire’s Emperor wasn’t afraid to ask his people! The king must listen to the people’s voices!”
The professors’ demands for expanded public discourse gained overwhelming support from urban middle class and grew louder.
The urban merchants and craftsmen had emerged as new economic centers after the traditional rural society centered on manors collapsed due to the Black Death.
Although conditions had improved compared to pre-Black Death times, serfs’ lives remained difficult. As a result, many fled from manors to hide in cities.
According to customary law at the time, those who escaped to cities and resided there for “a year and a day” were recognized as citizens.
For the merchants and craftsmen who formed the city’s backbone, these new urban citizens were very useful. They provided labor as wage workers and were important as a market consuming their products.
For these urban citizens, the expansion of public discourse was an excellent opportunity to extend their influence.
“Let’s push out those country manor nobles who don’t know how the world works, and increase our influence!”
“We must make the king listen to our words!”
Urban citizens who shared this consciousness began strongly supporting the professors’ reform demands.
These political movements gave the ruling class headaches.
“These vulgar ones who don’t even know what politics is…”
Traditional nobles closed their ears while denouncing urban citizens as vulgar. No, not content with just closing their ears, they demanded the king silence the urban citizens.
The kings were also in a difficult position. From the perspective of reducing noble power and strengthening their own position, the urban citizens’ demands were quite useful. The financial power of urban merchants and craftsmen had already surpassed that of the nobles.
By accepting the urban citizens’ demands and securing their financial backing, they could use this as political capital to strengthen royal authority.
The problem was that these urban merchants and craftsmen might become a new checking power after taking the nobles’ place.
“This is also troublesome…”
However, the kings’ hearts were gradually leaning toward the urban citizens.
This was because the traditional nobles held too much.
And with this, the perception of universities, students, and professors changed.
They transformed from ‘annoying ones who show off while only reciting Latin’ to ‘dreamers who shout about reform while chasing clouds.’
Thus, European society began to grow tumultuous once again.
While previous unrest was due to religious conflicts, this time one axis of conflict was the political leadership struggle between existing powers and emerging forces, while the other was the ‘steam engine development race.’
While assemblies like the French Estates General were filled with heated debates between the established powers and emerging forces over leadership, and cities were noisy with wall posters supporting different positions being posted and torn down, another side was engaged in fierce competition for talent over ‘who would first create a usable steam engine?’
And amusingly enough, Florence, Paris, and Lisbon were at the center of this intense competition.
***
“Though it’s difficult right now, we can build it.”
Upon hearing Giovanni’s answer, Cosimo immediately ordered the professors of the University of Florence.
“I will provide sufficient support, so develop steam engines as quickly as possible.”
This was the same in Paris, Lisbon, and also in Genoa, Venice, London, and Vienna.
The ruling class and wealthy merchants stepped forward to sponsor professors.
This competition was truly fierce. Not only did great merchants like Cosimo participate, but even smaller merchants joined forces and made joint investments.
However, they all faced one problem:
-There aren’t enough craftsmen to realize the blueprints!
Thus began the fierce competition to acquire these skilled artisans.