Black Corporation: Joseon [EN]: Chapter 657

657. This Time, Let’s Include Firewood, Lots of It. (3)

Soon, similar stories began circulating among the professors on their way home.

“Come to think of it, isn’t it a bit strange?”

“What do you mean?”

“The Empire builds iron horses [trains] and even excavators with steam engines, but have you ever seen a ship equipped with one?”

“Huh? That’s right!”

“What could be the reason?”

After a moment of contemplation, many of the professors came up with the following deductions:

-Steam engines are large and heavy. The materials and structure of wooden ships would struggle to support them.

-Furthermore, the constant use of fire would pose a fire hazard, making it unsuitable for wooden ships.

Based on these deductions, the professors reached another conclusion:

-If we can build a ship equipped with a steam engine, we can catch up to the Empire!

The professors had taken the bait that Hyang had laid out perfectly.

Of course, there were also quite a few professors who thought differently.

-The Emperor is as wise as he is cunning. There must be some trickery involved. Considering Area 51, this is certain.

Hyang had granted the professors’ earnest request to visit Area 51.

However, what the professors were able to see was mostly the process of using steam engines to manufacture goods.

The manufacturing process of the iron horse, which garnered the most attention, only showed the final assembly process, not the assembly process of the core power unit.

The same was true for the production of smokeless gunpowder and *폭은* [an unknown explosive device].

Of course, they were able to gain quite a bit of knowledge even from what was shown, but the disappointment of not seeing the core was significant.

Because of these instances, they did not agree with the conclusion that ‘the Empire has not yet built steamships.’

“The Empire must have steamships. Even if they are not at a level for commercial or military use, they must have steamships for demonstration purposes.”

Although they reasoned this way, the conclusion was similar.

-We must reach the level of building steamships! Otherwise, even if we obtain the Challenge Record, it will be useless!

Although the professors were divided in this way, they all came to the same conclusion regarding education and public discourse.

-More people must benefit from education than now, and public discourse must also be greatly expanded!

* * *

The educational environment in Europe during this period was surprisingly decent.

Almost every city in Western Europe had grammar schools, where basic Latin education was conducted, as well as teaching how to read and write in their native language.

Even smaller towns and villages had schools managed by churches. These schools taught basic reading, writing, and singing.

Above these elementary education institutions, secondary education institutions began to emerge, and various types of secondary education institutions were created.

And temples and universities were established as the highest educational institutions.

* * *

The ‘expansion of education’ advocated by the professors was to raise the level of elementary and secondary education institutions.

-The Empire has established Sajamin Schools throughout the Empire. Through these Sajamin Schools, the average intellectual level of the Empire’s people has become very high.

Looking at the current situation in Europe, the level of grammar schools in large cities and schools established in smaller areas is vastly different. This must be corrected!

-The same goes for secondary education. Most of them are established by various interest groups such as guilds, rather than an integrated system. This part also needs to be examined in light of the Empire’s system!

* * *

Looking at the education system of the Empire, or rather, Joseon [Korean Dynasty] after the Gyeongjang period [a period of reform], children who graduated from Sajamin School could choose to enter one of two types of secondary education institutions. One was the Junghakdang, where literary education was conducted, and the other was the Gihakdang, which focused on technology.

The Gihakdang was an institution created to train technical personnel, who are the core of industry. After learning intermediate mathematics, which can be said to be the basic course at this Gihakdang, students moved on to advanced courses where they could learn the technology they wanted, depending on their aptitude and preferences.

And those who recorded excellent grades in mathematics and major subjects at these Gihakdang, or those who were recognized for their experience in the field, could apply to the Gonghakwon.

The Junghakdang in the literary field took more diverse subjects such as mathematics and languages. And those who were certified through certification exams could apply to higher education institutions such as Gunhakwon, Medical Academy, Language Academy, Sanhakwon, Science Academy, and Gonghakwon.

From Sajamin School to Junghakdang and Gihakdang, the primary and secondary education institutions established throughout the Empire were under the strict control of the Empire.

What the Empire cared about most was the welfare of students, symbolized by meals, and the level of education.

– At least when you come to school, you shouldn’t have to go hungry.

-Wherever you study in the Empire, you must be able to achieve at least the average level of academic achievement.

This was the standard set by the Empire’s Ministry of Education. And to maintain this, the Empire strictly managed educational institutions.

Of course, there was a clause that ‘average academic achievement must be possible anywhere in the Empire,’ but there were educational institutions that showed quite, or rather, much higher academic achievement than ‘average.’ And there were quite a few parents who moved to areas with such educational institutions for the success of their children.

And Sejong [Korean King], who received reports of this, was pleased, and Hyang shook his head.

“It is said that Mencius [Chinese philosopher] moved three times for his mother’s education…. There are so many parents who put so much effort into their children’s studies. Isn’t that a good thing?”

“Even in this era, there’s skirt-chasing [educational fervor]….”

* * *

After enduring a long voyage and crossing the Lands of Heat [deserts], the professors returned to Europe and wrote ‘Empire Travelogues’ alone or in groups.

The travelogues that came out in this way soon sold like hotcakes.

Not only the intellectuals who had curiosity about ‘the Eastern country with an excellent civilization’ but also adventurers seeking a fortune, at least one of these travelogues had to be read and possessed among those who were somewhat enlightened in Europe to participate in the conversation.

And many of those who wrote such books met and visited the wealthy people around them.

“I’m trying to develop a steam engine, but I need some funds….”

Many of those who received requests for support from scholars carefully calculated.

“It’s close to a gamble….”

Those who were worried soon came to a positive conclusion.

“But if a steam engine is made properly, we can recover several times the investment!”

Interestingly, the biggest factor that led them to a positive conclusion was the travelogues written by the professors.

* * *

Many professors focused on the development of steam engines and research into new mathematical theories, but many other professors advocated for institutional reform.

When they heard demands such as ‘reform of the education system’ and ‘equal level of basic education,’ the ruling class positively evaluated them.

“That’s good. If we think about the future, we need a lot of guys who are somewhat smart.”

“We can’t always rely on the church. Reforming education would be the best start to completely break away from the shadow of the church.”

Through various religious disputes, especially the religious disputes ignited by the spark thrown by Hyang, the shadow of the Vatican had faded a lot, but the minds of the rulers were not like that.

To erase the shadow of the Vatican cast over the people as much as possible, the ruling class accepted the reform of the education system.

However, another reform demand put forward by the professors made the ruling class’s heads ache.

“Expand public discourse (*言路* [avenues for expressing opinions])!”

“The Emperor of the Empire was not afraid to ask the people! The King should listen to the words of the people!”

The professors’ demand for ‘expansion of public discourse’ gained momentum with the full support of the urban middle class.

Due to the Black Death, the traditional rural society centered on manors collapsed, and the merchants and industrialists in the city began to emerge as a new economic center.

Although the treatment was better than before the Black Death, the lives of serfs were still difficult. Therefore, many people fled the manor and hid in the city.

According to the customary law at the time, those who escaped and hid in the city were recognized as citizens if they resided for ‘one year and one day.’

For the merchants and industrialists, who were the mainstay of the city, these new citizens were very useful. They provided labor as wage workers and were also important as a market to consume their products.

For such citizens, expanding public discourse was a good opportunity to expand their influence.

“Let’s push out the ignorant aristocratic bumpkins who don’t know what’s going on in the world from the rural manor and increase our influence!”

“We must make the king listen to us!”

Urban residents who shared this consciousness began to strongly support the professors’ reform demands.

These political movements made the ruling class’s heads ache.

“Vulgar things that don’t even know what politics is….”

The traditional aristocrats collectively cursed the urban residents as vulgar things and closed their ears. No, not only did they close their ears, but they also demanded that the king shut the mouths of the urban residents.

The kings were also in a difficult position. From the perspective of reducing the power of the aristocrats and strengthening their own position, the demands of the urban residents were very useful. The financial power of the urban merchants and industrialists had already surpassed the financial power of the aristocrats.

If they accepted the demands of the urban residents and secured their financial power, they could use it as political funds to strengthen the royal authority.

The problem was when the urban merchants and industrialists, who took the place of the aristocrats, became a new force of check and balance.

“This is also a headache….”

However, the kings’ hearts were slowly leaning towards the urban residents.

Because the traditional aristocrats had too much.

And as this happened, the perception of universities, university students, and professors changed.

From ‘annoying things that only recite Latin and act smart’ to ‘dreamers who shout reforms with unrealistic sounds.’

In this way, European society began to become noisy once again.

If the previous commotion was due to religious disputes, this commotion was partly a dispute over political leadership between the existing forces and the emerging forces, and the other part was the ‘steam engine development race.’

While the vested interests and emerging forces were engaged in verbal battles in parliaments, including the French Estates-General, and cities were noisy with the commotion of posters with different claims being posted and torn off, on the other hand, a fierce competition for talent was taking place over ‘who will make a usable steam engine first?’

And, ridiculously, Florence, Paris, and Lisbon were fiercely competing at the center of it.

* * *

“It’s difficult right now, but we can make it.”

After hearing the answer through Giovanni, Cosimo immediately ordered the professors at the University of Florence.

“I will support you fully, so develop a steam engine as soon as possible.”

And this was the same in Paris, Lisbon, as well as Genoa, Venice, London, and Vienna.

Not only the ruling class but also merchants with financial power began to sponsor professors.

This competition was truly fierce. Not only wealthy merchants like Cosimo but also small and medium-sized merchants with insufficient funds joined hands and even made joint investments.

However, they all had to solve one problem.

-There is a shortage of artisans to materialize the drawings!

A competition for talent to acquire these artisans began.