Education (2)

Constantine leaned back in his chair, a slight smile playing on his lips as he delved into the intricacies of funding the monumental educational project. He understood that transforming the educational landscape required not only vision but also a substantial financial commitment. With a thoughtful gaze, he addressed Ichios and Corredis, "Funding is the cornerstone of any transformative initiative. Let us delve into the financial architecture that will sustain our educational endeavors."

Ichios, sensing the gravity of the discussion, nodded in agreement, "Your Highness, the foundation's vision is admirable, but financial stability is crucial for its realization. How do you propose we secure a sustainable funding structure for the Royal Greek Educational Foundation?"

Constantine, now fully engaged in the financial discourse, outlined a multifaceted approach, "We have the initial £100,000, a commendable start. However, we must think beyond immediate needs and envision a sustained source of income. 

"In addition, there are children residing on the islands of the Aegean Sea and the Adriatic Sea, and due to the challenges posed by transportation, early promotion of compulsory education in these remote areas remains a formidable task," Ikios expressed with regret.

As a prominent member of the Greek cultural elite, reflections on ancient Greece evoke a profound sense of sorrow for the once-thriving ancient Greek culture lost to the annals of history. This sentiment is particularly poignant for Ichios, the current President of the University of Athens, who harbors a fervent mission to resurrect the glory of this esteemed institution.

Transporting us back to the era of Greek city-states two millennia ago, the educational philosophy of Athens stands as a beacon of enlightenment. Though the passage of time may alter perspectives, the educational principles of Athens, emphasizing both military training and the harmonious development of body and mind – encompassing physical, intellectual, moral, and aesthetic dimensions – remain timeless.

Such advanced educational practices have bestowed upon Greece an array of luminaries, including the likes of Aristotle, Plato, Socrates, and other influential philosophers who have shaped world civilization. Despite the dominance of the ancient Roman Empire, Greek culture persisted as a formidable force in the Mediterranean, attracting the intellectual curiosity of the Roman elite, akin to the historical Jixia Academy during the Spring and Autumn Period and the Warring States Period in ancient China.

However, the luminosity of this intellectual flame waned when the Roman Emperor ordered the closure of the Academy of Athens. Undeterred, Ichios accepted Constantine's invitation to become the executive director of the Educational Foundation, embracing the noble cause of resurrecting Athens' intellectual prominence.

Ichios, in presenting the preliminary plans of the committee, outlined a curriculum for children in the compulsory education stage, encompassing subjects such as Greek, mathematics, geometry, physical education, history, geography, and music. Constantine and Corredis voiced no objections to this educational framework.

Yet, Ichios highlighted the financial shortfall, emphasizing that the allocated 100,000 pounds, while significant, falls short of meeting the comprehensive funding needs for compulsory education throughout Greece. Drawing historical parallels, Ichios implored Constantine to consider the progressive education systems established by Britain, France, and Germany in the late 19th century, underscoring the urgency for Greece to make similar strides in education to ensure the nation's revival.

Constantine's reaction, marked by laughter, revealed the tension between the passionate advocates of education and the perceived inadequacies in financial commitment.

While the royal family allocated a substantial sum of 150,000 pounds, a portion of which was contributed by the royal family's return on investments exceeding 10 million francs, the two educators, Ikios and Coredis, found themselves strategizing on the judicious use of the remaining funds.

Ikios, underscoring the pivotal role of education in shaping the civilized quality of citizens, stressed the importance of the royal family's robust support for their foundation, especially given the government's considerable foreign debt.

As discussions continued, Constantine proposed a condition for the allocation of the remaining 50,000 pounds: a strategic focus on strengthening science and engineering disciplines in Greek universities. This proposal aimed to address the prevailing imbalance where the majority of students, hailing from affluent families, predominantly pursued liberal arts subjects.

The ensuing dialogue unfolded as Constantine delineated his vision for the Royal Education Foundation, urging it to establish a fund supporting talented science and engineering students. Notably, Constantine advocated for a global approach, allowing the foundation to select promising students from around the world to study at the University of Athens.

This unexpected condition prompted a moment of reflection for Ichios and Coredis, as they grappled with the realization that their ambitions for educational development were expanding beyond national borders.

In conclusion, the two educators, initially seeking additional funding, found themselves confronted with an ambitious vision that transcended immediate financial concerns. The path forward would not only revitalize compulsory education in Greece but also propel the nation onto the global stage by nurturing scientific and engineering talent through an international lens. As questions arose regarding the placement of these graduates in a country with limited opportunities, the stage was set for a complex and far-reaching educational journey.