In the process of considering the reform of the political institution, Zhu Jingyuan also naturally had to consider the future status of the imperial family.

The ruling family, which is the de facto existence of the imperial family, is already too large in itself, and there is no way to be directly invisible like the emperor.

Then you can only be as ordinary as possible, and become ordinary people as much as possible.

Zhu Jingyuan also began to draw up a reform plan for the family system, and planned to find an opportunity to discuss with his father in the future and start implementing it.

The direct approach is to nominally divide the family and minimize the scale of the direct exposure.

All the remote clans that no longer have any title status will no longer be named according to the Emperor Ming's ancestral precepts in the future.

The Zongren Mansion no longer interfered with their children's names.

When a child registers for household registration, he or she must first go to the ordinary household registration management department and go through the same procedures as ordinary people to obtain a unique identity number.

On this basis, he will get the identity number and report it to the Zongren Mansion for registration.

In the future, you can go to the school of the clan.

In addition to this, he usually eats and lives as an ordinary person and does not enjoy any form of additional privileges.

However, when you really encounter difficulties and unfair treatment, you can directly seek help from the subordinate institutions of your branch, which is equivalent to having an additional way to appeal.

The actual benefits are basically unchanged, but there are no iconic words in the name, and the Zongren Mansion is no longer specially registered and registered.

The benefits of these marginal clans are actually free education provided by the royal family, and the royal family foundation is completely affordable.

The clans with titles below the king of Daming County, after the twenty generations of generations set by the Hongwu Dynasty were used up, the clans of the next generation were all divided as a new ancestor.

These clans need to decide on their own branch of the new generational characters, and after confirming them, send them to the Zongren Mansion for archiving, and use them after the original generational characters are used up.

All the families of the Prince of the Ming Dynasty, including the princes of the Chengzu line outside the emperor's family, were unified by the Zongren Mansion to compile different generational characters.

It was also enabled after the two crosses of the Hongwu Dynasty were used up, and the generational characters between the prince's lineage could not be repeated.

The emperor is of course special, so the descendants use a separate set of generational characters, and the same generational characters are no longer used by other ancestral lineages.

Zhu Jingyuan now has a grandson, who is the first generation, and the great-grandson is the twentieth generation of the ancestor lineage, and the great-grandson will have to recompile the generational division separately in the future.

It seems that the Ming Emperor does not need to continue to compile the generations for the time being.

However, the Ming Emperor has a relatively high rank in the family, because several generations of emperors are the children of their fathers who are thirty years old.

The eldest sons of emperors and princes are usually born before the father is twenty years old.

Therefore, there are many clan branches with lower seniority than the emperor, and the seniority characters set by the Hongwu Dynasty have long been used up.

Continuing to compile generations for different clans has become the daily task of the current Zongren Mansion.

Most of the subsequent generations of the prince's branch have actually been compiled.

However, now there are too many Ming clans, and some of the number of brother clans under the same generation of the same family has exceeded the total number of Chinese characters.

Then choose words according to the five types of attributes, which is simply not enough.

Before the Renwu Dynasty, new characters were often coined for the name of the clan, and now they are not allowed to create new characters.

Only de facto duplicate names can be allowed.

It's just that there are too many people in the clan, and they rarely have the opportunity to see them on the spot, and it basically won't affect their lives.

Moreover, the clans with the same name are also brothers of the same generation, so they will not make mistakes in their generation.

It's been a long time.

But sooner or later, it will be a problem if this thing goes on like this.

There must be more and more duplicate names.

Therefore, let the largest number of untitled clans name themselves, and divide the clans with titles into more branches and self-determined generations.

It is already a very necessary choice.

If Zhu Jingyuan's idea is to be implemented, it is necessary to reorganize all the princes of the Chengzu line, and also change the names of some of the clans that have been named.

Zhu Jingyuan was the emperor but not the patriarch, and this kind of thing was originally directly managed by the emperor.

So Zhu Jingyuan discussed with his father.

Zhu Jingyuan wrote down his thoughts clearly and asked Niu Jian to send them directly to Shuntianfu's father, Zhu Jianyan, the emperor of the Ming Dynasty.

Zhu Jingyuan quickly received a response, and his father felt that it was indeed time for the clan to reform, and the clan management system could be split in this direction.

On this basis, Daddy asked another question.

In fact, the clan is fully compulsory, so should universal compulsory education be implemented among the people?

After Zhu Jingyuan saw it, he also fell into thinking again.

Education does need attention, and it needs to be planned in advance.

Zhu Jingyuan did not like compulsory education, at least he did not like the compulsory education in Europe and the United States in later generations.

In fact, most people themselves understand that there is definitely a substantial difference in the IQ of different people.

Putting all the children together and forcing them to learn the same knowledge is a last resort.

It is torture for people who do not have basic talents, and it is also a mess for those who are sent to high school and college, and it can also affect the learning of others.

For those who are gifted, they will also have to slow down the pace of learning because the pace of teaching must be accommodating to others.

The compulsory education that Zhu Jingyuan experienced in his previous life, as well as the compulsory education in Europe and the United States that he understood, are no longer fundamentalist compulsory education.

The earliest compulsory education was carried out by the Prussians in order to acquire soldiers with basic literacy skills.

Increase the competitiveness of the Prussian state on the Tessie continent.

"Prussian education requires the cultivation of patience, diligence, discipline and devotion to the country."

After industrialization, European and American countries began to carry out compulsory education in order to obtain a labor force with a higher level of knowledge.

Because further industrialization requires a higher level of labor.

But if factories want a higher level of workforce, why not train them themselves?

The factory thinks about its own interests, and first feels that this cost is too high.

One of the essential reasons for the abolition of slavery in the United States was the high cost of raising slaves as workers than freelance workers.

The more important reason is that the speed of training a middle-school level worker from scratch is far from keeping up with the speed of factory expansion and the speed of market development and change.

At the same time, when the labor market is in a buyer's market, factories can put forward the condition of "if you don't have skills, I don't want them".

The factory decided to let the workers spend their own time and cost to train themselves before they could compete for job qualifications.

But they soon found that it was too inefficient for the workers to train themselves.

The factory wanted a high school student to be in charge of bookkeeping, but all the workers did not even go to junior high school.

The factory is not to mention looking for high school students, there is no junior high school.

Only one can be selected from among primary school students.

Therefore, through the medium of the state apparatus, he took over the work of training the workers in general.

Of course, compulsory education in general has improved the level of knowledge of the entire population, which in turn has increased the productivity of the entire country.

Eventually, it can in turn improve the living standards of ordinary workers themselves.

So compulsory education is a good thing.

However, in later generations, the compulsory education in Europe and the United States has successively deviated in various unexpected directions.

This is dictated by the basis of their social organization.

After the Age of Enlightenment, the core of the universal values formed by Tessie was that all men are created equal, or all beings are equal.

It follows from this that all people are equally qualified to participate in any possible matter.

The state institutions of the Tessian countries, which are based on this theory, have an obligation to provide the same services to all citizens and to open up the same social authority.

On the basis of this understanding, if Prussia and England or the United States want to make compulsory education, they must also make everyone equal.

So there will be opposition from anyone in the United States who is not allowed to grade children, and who are not allowed to say that my child is too stupid to go to high school and college.

Coupled with the coercion of public opinion in the United States, which is becoming more and more white-left, and the continuous promotion of stakeholders in the education-related industries in the United States.

The United States and other European and American countries continue to extend the duration of compulsory education in their countries, and at the same time, they are constantly accommodating the lowest level of students and constantly reducing the overall education level.

The American people even came up with the strange saying that the math test questions are difficult, that is, discriminating against people who are not good at math.

As a result, public compulsory education in the United States eventually became the so-called "happy education".

The American court spent money on normal education, but in the end, most of the students were not up to their requirements.

Zhu Jingyuan's own educational model in his previous life was actually a combination of training and selection.

Through different stages of examinations, more intelligent people are screened out and sent to industries and positions that require sufficient knowledge and brain foundation.

Brush off people of a relatively average level at several different exam stages to engage in jobs that don't require much knowledge.

Essentially, it is to let people with different natural abilities do their own work that they can adapt to.

Of course, this kind of design is good, but it is a tradition left over from the classical era, and everything is inferior, only the reading is high, and they all hope to get ahead through reading.

Children who are not good at reading do not have a relatively decent way out for the masses.

As a result, competition within the system is extremely fierce.

The current situation of the Ming Dynasty is different from any country in the previous life, and of course it cannot directly refer to the plan of any country.

Daming now has the ability to gradually realize more than 10 years of free and compulsory education.

But there is no need to do it.

Everybody is illiterate, that's everybody has to compete together.

Everyone is a top student, so everyone has to compete together.

It is of course theoretically the best thing to make everyone a high-achieving student, and then get an easy and decent job, but it is not realistic at all and does not conform to the objective law.

From another point of view, if a large number of people do not need to work hard to learn advanced knowledge to live a comfortable and comfortable life, then why do they have to learn?

Not everyone is suitable for learning complex knowledge, and not all jobs require complex knowledge.

There should be a relatively comfortable way for ordinary people to live without working hard.

The level of productivity after the Second Industrial Revolution, and the proportion of resources and population that are now under control, are clearly capable of achieving this.

However, on this basis, it is also necessary to create a relatively fair and broad upward path for those who have their own abilities and aspirations.

Let them enter the court and become pillars, instead of being idle among the people, or even become a factor of instability.

Zhu Jingyuan wanted to design the education system of the Ming Dynasty based on this purpose.

First of all, the word compulsory education is not mentioned directly.

The imperial court built universal public schools, gradually providing free primary education, or general and moral education, throughout the day.

The teaching activities themselves are completely free, and a free lunch is also provided.

Parents of the vast majority of families in Daming should not refuse this kind of service like free childcare.

The basic requirement of primary school is literacy, just be able to listen, speak, read and write, and do not need to learn too complicated knowledge.

It is more important to understand the basic social common sense and accept the universal moral system planned by the imperial court.

After graduating from elementary school, he grew up to be the most ordinary worker and soldier.

Free primary schools also have daily assessments, which can screen out gifted children.

Let the children themselves and their parents know whether their children are good or not, and whether there is any point in continuing to secondary school and college.

Secondary school requires passing an exam to attend, and at the same time, all fees are charged for normal education beyond secondary school.

However, scholarships are given to students with excellent academic performance.

The scholarship is enough for them to pay for their tuition, and the rest is enough for their living expenses.

The number covers at least 20% of secondary school students

It is equivalent to providing free education and subsidies to children with excellent grades.

Enabling gifted children to continue to secondary school without placing any burden on their families.

At the same time, families who have the money and are willing to go to school have to pay for it themselves.

The imperial court only bears the cost of education for a small number of students, reducing the financial pressure on the education system.

Middle school teaches more practical knowledge, which can be easily transferred to a specialized craftsman school, and can only be a skilled craftsman after graduation.

Now the school system of primary and secondary schools in the Ming Dynasty is five years, and middle schools will not be divided into junior high schools and high schools, and they will be directly admitted to universities after graduating from middle school.

At the same time, Daming's college students have the status of students after graduation, that is, Xiucai, which is equivalent to a bachelor's degree in later generations.

Therefore, Daming's university entrance examination is actually equivalent to the talent qualification examination.

However, now the method of taking the examination is already similar to the form of the college entrance examination in later generations.

When they arrive at university, they will be given scholarships as commonly as middle schools, and they still cover 20% of students.

Students in the top 20 have the opportunity to go to college for free.

Junior craftsmen who come from specialized artisan schools can also be paid more through examinations and promotions, and can enjoy the same benefits as officials.

In this way, the status of craftsmen in society as a whole is raised.

The direction of Zhu Jingyuan's suggestion, on the basis of the current education system in the Ming Dynasty, the biggest adjustment that needs to be made is to send money.

The method and content of education do not need to be, they are the direction planned by Emperor Shizu at the beginning.

KnowledgeBefore the industrial age, the imperial court did not have enough money.

There is no way to achieve universal free primary education, or there is no way to escort outstanding students through scholarships.

However, sending money itself is not a trivial matter, and sending it badly is a pure waste of money.

The fairest solution possible is the exam.

Exams with the highest possible specifications and standards.

Referring to the model of the college entrance examination, all public schools in each province are asked to organize a unified examination on a regular basis every year.

Factors other than direct test scores are not considered.

Do not add or deduct points because of family background or any specialty.

Also try to avoid things that are greatly influenced by the will of the examiner's supervisor, including but not limited to interviews and private prosecutions.

It's basically the kind of exam scheme that I used in my previous life.

Zhu Jingyuan knows that this kind of system cannot be absolutely fair, but it is obvious that it can only be planned in the spirit of being as fair as possible.

Students who are medium-minded but work extra hard may be able to achieve higher grades than children who are particularly flexible but don't work hard enough.

Various assessment results and scholarships are rewards for the former's special efforts.

At the same time, teachers in schools with good test scores can also get more rewards and promotion opportunities, encouraging them to work hard to screen out good students.

Zhu Jingyuan himself put forward one idea after another, and asked Lin Zexu to sort it out and hand it over to the school department.

Let the school continue to make a detailed plan.

(End of chapter)