PREVIOUSLY.
[Suddenly, another student, a woman with a shrewd expression, raised her hand.
"Your Highness," she began, after receiving my nod of approval, "mathematics do not lie, but data carries... weight. The age of the professor"—she pointed at the man beside me—"and that of the veteran guards accompanying him at the door... are very high numbers. Those few older men have dragged the overall average up, skewing it away from what the majority of us truly are."
I couldn't help but smile, a broad and genuinely pleased smile. The weariness of the journey vanished. They were getting it. They weren't just repeating formulas; they were beginning to understand the soul of the numbers.]
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Year 13 of the SuaChie Calendar, Fourth Month (June 1495).
Tacaino City (Isla de la Vaca, Haiti), Regional Capital, Caribá Region (FRFI).
That same sense of satisfaction stayed with me until the following morning. The Caribbean sun was just beginning to warm the rooftops of Tacaino City, bathing the city in a golden light that filtered through the wooden lattices of the shared office in the Regional Palace.
The air smelled of fresh saltpeter and the ink of newly drafted parchments. Seated before me, his posture impeccable, was the professor from yesterday's class.
Looking at him, I couldn't help but feel a flicker of nostalgia; his weather-beaten face transported me straight back to Year 5 of the SuaChie Calendar, that very first year the Simte Academy opened its doors. It was the same year I met Umza and Nyia. I had been the one to teach him the basic principles he now mastered so flawlessly.
Upon receiving my permission to speak, he did not mince words.
"Young Chuta," he began, his voice laden with a mixture of bewilderment and awe, "I requested this meeting regarding a discovery I consider vital… During a recent visit by an English scholar to our city, we had the opportunity to exchange mathematical knowledge. To my surprise, I discovered that the learned men of Europe have no concept whatsoever of graphical representations. They know nothing of the number line, nor the quadrants, nor anything resembling our plane."
I fell silent, processing the information as the distant sounds of the port seemed to fade away. My mind ran through quick calculations.
They don't know about graphical representation? For a moment, I felt genuinely foolish.
In my past life, names like Newton, Descartes, or Da Vinci had given me an inflated perception of Europe's general academic level during this era. I had forgotten that many of those geniuses had not yet been born, or that their discoveries would take centuries to become widespread.
For me, plotting an X and Y axis was a basic tool, something I implemented almost by inertia to facilitate our maritime and terrestrial explorations, in addition to its obvious utility in civil and military construction.
"What was his reaction?" I asked, genuinely intrigued, leaning forward over the heavy mahogany table.
The professor offered a half-smile, recalling the scene.
"At first, he looked at me with suspicion, almost with disdain, as if I were drawing heretical or childish symbols on the chalkboard. Their mathematics are highly descriptive, based on lengthy texts and verbal logic. But when I showed him the direct geometric applications, how we could calculate distances or areas by intercepting lines within the quadrants... his face went pale. He was utterly astounded, Young Chuta. He couldn't believe the precision of our method."
I sighed, nodding slowly. We were shaping the world in a way vastly different from what the Europeans themselves were accustomed to.
After another thirty minutes discussing how we could leverage this analytical advantage in future commercial and naval treaties, the professor offered a respectful bow and took his leave from the office.
Almost immediately, the door swung open again, this time devoid of any formality. It was Umza… I blinked a couple of times to ensure it was truly her.
She wore a tunic of raw cotton, lacking the intricate embroidery she usually donned as one of my wives. Her hair, normally adorned with gold or precious stones, was tied back in two simple, tight braids that fell over her shoulders. Yet, the absence of luxury did not diminish her natural beauty in the slightest; her eyes sparkled with mischievous excitement.
"Chuta, hurry up!" she urged, resting her hands on her hips with an impatient smile. "You're going to make us late for our first day at the Academy."
I let out a soft chuckle, rising from the chair and rolling the tension from my shoulders. "I'm coming, I'm coming. Tell Turey and Nyia to get ready... Today, we will just be ordinary students."
Minutes later, the four of us were walking down the wide, cobblestone streets of Tacaino City, blending in among the citizens and merchants. Dressed in commoners' clothing, we were simply four youths in pursuit of knowledge.
At Umza and Nyia's request, I had dusted off my "Sansua" identity to attend a full day as a student. I had agreed not only for the pleasure of sharing a brief teenage adventure with my wives, escaping the crushing routine of monumental decisions, but also because I needed to see with my own eyes how the educational machinery I had designed was functioning.
Our first stop was a Language class, specifically focused on text production.
Upon entering the classroom, an intimate atmosphere welcomed me: the air smelled of chalk and dried corn husks. Due to the small number of students at this advanced level, the wooden chairs were arranged in a perfect semicircle around the teacher's desk.
The teacher, a young man with an observant gaze, looked us up and down upon noticing we were the "new kids." To integrate us, he decided to begin the class with a brief review.
"Welcome," he said, leaning against his desk. "Since we have new faces today, let's test your foundations. What types of texts do you know? Let's start from the left."
He pointed at me.
"Fictional," I answered, keeping my tone respectful and trying not to sound like the leader of the nation.
Umza, seated beside me, answered with the confidence of someone raised amidst oral traditions: "Religious."
Nyia, ever connected to the art and memory of her people, murmured softly: "Historical."
The professor nodded, satisfied, and finally looked at Turey. My wife of Taíno origin wasn't even looking at him; her large eyes were fixated on a small bird hopping on the frame of the open window.
"And you, young lady?" the professor insisted.
Turey blinked, returning to reality, and answered with absolute naturalness: "Informational."
The professor smiled, pleased, and continued with the lesson.
I leaned back in my chair, observing how he integrated the review without making the supposed novices feel inferior. It was a minor detail, but it filled me with pride. In the Suaza Kingdom, no one was left behind.
At the end of the class, he put us to the test, requiring us to draft a text based on our own answers.
I, feeling the absence of the novels from my past life, scribbled down a short story about a wizard who controlled time.
Umza, true to her style, wrote a beautiful, epic, mythical tale about the formation of our kingdom's great waterfalls.
Nyia, with her artistic calligraphy, rewrote from memory fragments of the Mexica historical records we had been studying.
But it was Turey who forced me to cover my mouth to stop myself from laughing out loud.
She handed in a neatly written parchment that was, in essence, a formal petition to "understand owls." It detailed, with absolute seriousness, how we ought to observe their nocturnal habits to replicate their ability to hunt in silence, not to mention portraying people as ignorant for failing to understand them.
If only we all had your gift, I thought with a sigh, picturing myself with a white wolf at my side as if it were a puppy—something Turey had already proven capable of doing with lions.
The rest of the morning passed in the blink of an eye, full of contrasts.
We moved on to a mathematics class where Umza huffed and rolled her eyes at every equation on the board, loathing every second of it. Surprisingly, Turey demonstrated an innate aptitude for the logic of numbers, solving ratio problems with a speed that left the professor utterly speechless.
After a quick and anonymous lunch in one of the shaded courtyards, we got our dose of adrenaline in painting class.
Nyia nearly panicked when she realized the instructor in charge was an old acquaintance from her days as an art teacher in Central City. We had to sit in the very back row, and Nyia spent the entire class painting with her canvas strategically positioned in front of her face to hide her features.
Finally, we finished the day under the afternoon sun in a practical civil construction class. My hands ended up stained with brick dust and lime, feeling the tangible texture of the progress I usually only saw in financial reports.
As we left the construction site, the sun was already beginning to dye the sky in shades of orange and violet. I stopped at a less traveled corner, dusting my clothes off. My three wives looked at me with tired but radiant smiles.
"I must leave you here for today, my beauties," I told them, pressing a soft kiss to each of their foreheads. "Sansua must disappear... The pitiful, overworked Chuta has a job to do."
Umza straightened the collar of my tunic, nodding in understanding, while Turey and Nyia waved goodbye before setting off on the path back to the safe residence.
I watched them walk away, took a deep breath, and let the lightness of youth fade, replaced by the steadfastness and weight of my responsibilities. I spun on my heels and headed back to the Regional Palace. The guards straightened as they saw me approach, pulling open the heavy oak doors. I walked down the echoing halls, clearing any lingering trace of dust from my mind.
In a few minutes, I would be face to face with the Director of the Regional Education Office, a key figure who now reported directly to the newly formed Ministry of Integration and Culture.
…
The smell of fresh wood and plant resin hung in the clear air of the Regional Palace meeting room, mingling with the subtle scent of maguey fiber paper resting in perfect stacks on the table.
I sat at the head of the great conference table, interlacing my fingers. The silence in the room was thick, broken only by the distant murmur of the awakening city and the mental ticking of my own timeline.
Ten minutes had already passed.
Just as I was lightly tapping my fingers against the wooden surface, the heavy doors opened with a muffled creak.
The Director of the Regional Education Office entered the room, but he did not come alone. Accompanying him was Foza, the young governor of the Federal Region of the Floating Islands, whose face, weathered by saltpeter and sea winds, contrasted sharply with the academic pallor of the director.
"Leader Chuta, I beg you to forgive the delay. We were adjusting the final educational performance reports for the recent months," the director greeted with a respectful bow of his head, adjusting his cotton tunic.
"Leader Chuta, it is an honor to see you again so soon," Foza added, placing a hand over his heart in a gesture of respect.
"Do not worry, come in. I have been expecting you," I replied, softening my tone and offering them a smile to temper the room's formality. "Foza, I wasn't expecting to see you here. Will you be joining us for this meeting?"
The governor of the islands stepped forward, displaying a faint mix of timidity and resolute determination.
"I apologize for the intrusion upon your schedule, Leader Chuta. I know this matter falls under the direct jurisdiction of the regional office, but... would it be possible for me to stay? The future of education in the islands is something that keeps me awake at night."
I felt a spark of satisfaction in my chest.
This is exactly what the kingdom needs, I thought, political leaders who think not only of ships and borders, but of the minds of their people. I nodded, pleased.
"Of course you may stay, Foza. Your interest in your region's education is not only welcome, but it also brings me profound joy. Please, take a seat."
The two men settled into the heavy wooden chairs. The director let out a sigh of relief and opened a leather briefcase. Before they could dive into the cold, hard numbers, I deemed it necessary to acknowledge their efforts.
"I want to begin by congratulating both of you," I said, looking at them intently. "The quality being achieved within the regional educational system is remarkable. Both of you, from your respective trenches, have been fundamental to this."
I paused briefly, observing their reactions. The director straightened his back, radiating pride, while Foza nodded with modesty.
"I know that, due to the recent establishment of this regional office, the effects are not yet being felt in full force among the local communities you represent as officials. It is a slow process. However, the simple fact of seeing that this machinery will be capable of operating independently in the near future... is immensely encouraging to me."
The director smiled; his eyes gleaming at the mention.
"We are deeply grateful for your words, Leader. But we both know that if we are here today, it is because of the momentum you have given all of this."
"It is true, Young Chuta," Foza chimed in, leaning forward. "Everyone in the islands knows the story. You started this as a small snowball, personally teaching the priests and a handful of youths when you were barely two years of age. Now... now it is a veritable avalanche of education transforming the Quyca."
A flash of nostalgia struck me as I remembered those early years, the burden of pretending to be a "Son of the Heavens" just so the adults would listen to the knowledge of my past life and accept it.
But the past was already written; the future demanded urgent reforms.
I let the memory go, wiping any trace of distraction from my mind. We had bypassed the usual 'protocol' of courtesies, and it was time to get to the point.
"I appreciate the recognition, but the world is expanding rapidly, and we must expand with it," I began, adopting that noble, regal posture that responsibility had forced upon me. "Just as we are restructuring the macro-regions, commerce, religion, and the military forces, education will also undergo its own structural upheaval... We cannot afford to be left behind."
The atmosphere in the room shifted instantly. Excitement reflected on both men's faces; after all, they themselves had been students of the early systems I implemented and understood the power of knowledge.
"What do you have planned, Young Chuta?" asked the director, his quill already poised over the paper, holding his breath.
"As you well know," I explained, resting my elbows on the table, "the Ministry of External Ties, working side by side with the Chambers of Commerce of Chewa and our armada, has been accumulating an immense amount of information from the outside world. We are translating documents, treaties, and even entire books brought back from the European kingdoms and other latitudes. It continues to be done at this very moment."
Both nodded in silence, keenly aware of the constant flow of materials that the gold and silver-sailed ships brought into the kingdom's ports.
"Upon reading these texts and analyzing the models from across the ocean, I found inspiration," I revealed to them, letting anticipation hover in the room. "A vision that drove me to structure a new, improved education system for the Suaza Kingdom."
I took a deliberate pause, allowing them to grasp the scale of what I was about to propose. Silence reigned once more, broken only by the suspense.
"This reform," I finally continued, "will be arranged and focused on the highest levels of education."
The director furrowed his brow slightly, confused, and interrupted me directly, seeking clarity.
"Leader, does that mean we will not be reforming primary and middle education? Does it mean the current model for children and adolescents is fine just as it is?"
I pondered it for a brief moment, weighing my words. The current system was already advanced for the era, incorporating the universal alphabet I had created alongside basic mathematics, along with other historical, civic, and even athletic knowledge.
"They will remain the same in their core structure," I answered firmly. "There is no need to tear down foundations that already work. What we will do is make a significant inclusion and enhancement within the fundamental subjects. These will be directly fortified by the scientific, geographic, and historical knowledge we are obtaining from the other sides of the world. We will not change how we teach, but rather the depth of what we teach."
The director nodded, visibly relieved by the answer, jotting notes quickly in his logbook.
"Good," I said, picking up the thread of the broader explanation. "Let us delve into the details of the structure... First, we will establish a system that precedes the Academy. It will be a higher-technical level. This idea was born precisely from observing the dynamics of your own regional academy."
Foza looked at me attentively, processing the information. I continued:
"In tandem with this, the Academies will cease to be schools of general instruction and will become the true, ultimate instance of learning in the kingdom."
Foza, wanting to make sure he had understood the new framework, intervened to corroborate the idea:
"Let me see if I understand correctly, Young Chuta... So, the path of a student in the kingdom will consist of: mandatory primary and middle education, followed by higher-technical studies for those who choose to specialize, and finally, academy studies as the pinnacle of knowledge. Is that right?"
"Exactly, Foza," I nodded, pleased by his mental agility. "This will leave the Simte Academy in Central City as the premier and highest institution of its kind, focused solely on actual research and the development of new technologies and philosophies... Technical studies, meanwhile, will be concentrated in the regions to forge practical talents. Those students who distinguish themselves exceptionally at the technical level will be the only ones to earn the right to advance to that final academic stage."
The two men listened in fascination. Decentralization and efficiency were the hallmarks of my policies, and this would be no exception.
"Furthermore," I added, "just as we have been doing in highly specific cases, specialized knowledge will be imparted depending on the geographic and economic needs of each macro-region. For example, shipbuilding and port engineering will be concentrated in coastal regions, like your islands, Foza, or the continent's coastlines. Conversely, deep mining, geology, and advanced metallurgy will be taught in regions with a high presence of mountain deposits. And so on with every area of production."
The director looked up from his notes, a doubt painted on his face.
"Young Chuta, what will happen to the new disciplines that have been emerging thanks to the research of the innovation departments? I refer to public health, veterinary medicine, advanced animal husbandry... Will they be formalized within these institutions?"
"Yes, of course," I answered immediately. "The reform contemplates the complete formalization of these careers. We will not only use the advancements that Faoa, Ubatas, or Cuhuca have developed here, but also the medical and agronomic knowledge exported from Europe and from the empires of the north and south. Everything will be cataloged and taught under an official standard of the kingdom."
I leaned back in my chair, watching as both men absorbed the magnitude of the change. It was time to reveal the engine that would ensure this system functioned: the incentives.
"Finally, for this to prosper, the educational system will feature different types of rewards upon concluding its stages. The kingdom will evaluate each student's results actively and constantly. Those who achieve the highest performance will be eligible to receive full sponsorship from the kingdom to dedicate themselves entirely to their projects, or opt for the new merit-based teaching model."
Foza raised an eyebrow, intrigued by the term.
"What exactly does merit-based teaching entail, Young Chuta? I have never heard of anything like it."
I offered a lopsided smile, knowing this concept would solve two problems at once: the shortage of teachers in the provinces and the financing of brilliant, low-income students.
"It is a system of reciprocation," I explained, looking at them with enthusiasm. "The kingdom will provide financial support and fund the higher studies or research of the youth, even their business ideas, on the condition that, in return, they provide education as teachers in the middle and primary schools of the regions for a variable period of time... They give back to the people what the kingdom invests in them."
The director and Foza looked at each other, their eyes widening with a mix of surprise and admiration. The silence that followed was not one of doubt, but of awe at the elegance of the solution.
I watched as the director nodded slowly, a smile beginning to form on his lips, while Foza lightly pounded his fist on the table, visibly thrilled by the idea of bringing that stream of young teachers to the schools on his islands.
The educational reform of the Suaza Kingdom had just been born at that table.
.
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[A/N: CHAPTER COMPLETED
Hello everyone.
Thank you all for your support. Let's get straight to the chapter comments.
CHAPTER COMMENTS
First, I want to mention that this might be one of the last chapters where we see Chuta acting like an ordinary person. If it benefits the plot, another chapter will be written, but for now, it will only be mentioned.
This isn't because I dislike it, but seeing Chuta acting this way feels a bit out of place. What I will do, copying other novels (Hahaha), is include the daily lives of ordinary people in different parts of the kingdom, showing its progress.
I should have done this a long time ago, but it wasn't until I read the novel I recommended earlier that I realized how entertaining those chapters are (at least for me).
On another note, I'd like to reiterate that neither Chuta nor I are teachers, and the knowledge taught in the kingdom isn't standardized. I only need to have researched the mathematical capabilities of European kingdoms of that era.
AUTHOR'S COMMENTS
First, I apologize for not uploading the maps yesterday, but my internet has been quite unreliable lately.
It's been intermittent for a month now. I used to be able to download movies... I mean, pay for them, but now I can't even access YouTube.
I'll try to upload the last three maps, and what's more, I'll try to have a supplementary chapter this week with the map list and images. I'll post them in the general comments section for those who can't see the paragraph comments... Or rather, however I can manage, because I don't really know how it works, haha.
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Read my other novels.
#The Walking Dead: Vision of the Future (Chapter 91) (ON HOLD)
#The Walking Dead: Emily's Metamorphosis (Chapter 34) (ON HOLD)
#The Walking Dead: Patient 0 - Lyra File (Chapter 14) (ON HOLD)
You can find them on my profile.]