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There was no formal lecture on the first day of Chongwenguan.

At noon, Chongwenguan provided lunch, and the teachers and students all ate very well. The East Palace spent money and invited the meals made by the imperial chef.

Ordinary officials in Chongwenguan ate together in the corridor, while those with bachelor's titles, Zhang Chao and others also had a special dining room, which was rich in dishes, and pears were also eaten in the middle of winter.

This is somewhat similar to the Secretariat and Menxia Province in the palace. The imperial city of the Tang Dynasty had the Secretariat and the Secretariat, which had three provinces and six ministries. There were also Menxia Province and Secretariat and Secretariat around the Taiji Palace. The palace was called Inner Studies, and the imperial city was called Outer Studies. The general idea of ​​Inner Studies was to be on duty in the palace in order to wait for the emperor's inquiry at any time.

The officials in the palace also had a working meal at noon, but the prime ministers' lunch was very rich. The lunch for ordinary officials was eaten under the corridor outside the palace, so it was called under the corridor. Only the prime ministers ate in the hall, also called the hall meal. When the prime ministers ate at noon, they sometimes discussed some political affairs, so ordinary officials would never dare to disturb them.

Zhang Chao was only a fifth-rank official, but in Chongwen Hall, he put on airs and pulled a group of bachelors to eat in the hall.

Zhang Chao even ordered a table for Fumanlou early, disliked the imperial chef in the palace who could not cook.

A group of great scholars and scholars, eating the top-notch table in Fumanlou, had a good impression of the young new boss. After all, the table was paid by the deputy director himself, and he was so stingy.

Ma Zhou was taken care of by Zhang Chao and became a lecturer. He was also Zhang Chao's secretary, so he had a table with Zhang Chao. Other Confucian scholars talked about scriptures and classics on the table, which praised Ma Zhou's talent and knowledge.

Only Zhang Chao, he would never talk about the meaning of the Confucian scholars at the dinner table. On the contrary, Zhang Chao would always look at him, but in the end, Zhang Chao simply took out a killer weapon and printed the book.

As expected, as soon as this killer moves, a group of old scholars or middle-aged celebrities are all moved. These people have written books, mainly the annotations of classics, the textual research of some articles, etc. In short, they are all classic academic papers, not miscellaneous books, etc.

Of course, some people have written a lot of poems and are willing to organize them into books.

During the meal, Zhang Chao had several publications and several custom printing business. Zhang Chao even talked to the group of scholars about his idea of ​​starting the Chang'an Banyuetan. As soon as he asked for a manuscript, these people were willing to provide manuscripts for the Chang'an Banyuetan.

Several of the famous scholars, Zhang Chao, have even promised to give them a special edition to let them serialize the explanations and comments on the meaning of the scriptures.

After a meal, although they didn't drink, these people were like drinking.

His face was flushed, and several old scholars in their seventies were actually rejuvenated. Zhang Chao was a little worried, and it would be bad if they were too excited and had a heart attack.

Zhang Chao discovered that it was really hard to deal with these Confucian scholars by publishing books. This was just as exciting as the directors and young models who told her to ask her to make a movie.

No matter what kind of great scholar or famous scholar, Zhang Chao said, I will publish a book for you in just one sentence. Immediately, the great scholar and famous scholar kissed Zhang Chao's smile three times.

However, if you publish a book, you still have to do the main business.

Zhang Chao gathered nearly a hundred people from Chongwenguan and continued to have a meeting after dinner.

The meaning is simple and clear. It is necessary to do a good job in learning, but also to do a good job in editing books. Zhang Chao gave everyone the first task to compile a set of primary school students' textbooks.

After editing this set of books, it will not only be available to these students from Chongwenguan Primary School, but can even be promoted to the provincial and county schools across the country. By then, the teaching needs will be completed, but also the responsibility of Chongwenguan to organize and compile books will be taken into account.

Many Confucians still feel that they can't keep up with Zhang Chao's thinking, but Zhang Chao thinks it's very simple.

First, the subjects are divided into subjects, and then the grades are divided into grades.

Every student majors in Chinese, arithmetic, calligraphy, history, elective music, painting, and handcraft.

The teaching objectives of Chinese language are literacy, rhyme, reading comprehension, writing, and application text. These fundamental goals are divided into six stages according to six grades, and then writing textbooks. For example, literacy can be used to learn the three-character classics and thousands of characters. Phonology can be learned from the Sui people's rhymes, or they can compile a set of phonology textbooks. For example, learning common sense knowledge, or using books like "Qizhang" from the Han Dynasty to select books.

In short, this is a different teaching method. The original method is to read one book by one, first read a few Mongolian books, so that you can memorize it thoroughly, and then explain it a little bit. It is a standard cramming education.

Read a few Mongolian books, learn some characters, and then you may learn some arithmetic, and then learn phonology, calligraphy, and writing in the future. This is a relatively general and simple teaching method. Some children in the same class may learn fast, and may all learn Confucian classics, but those who learn slowly are still memorizing thousands of characters.

Now Zhang Chao is asking to break this model, divide the class into grades and classes, try to keep the children in a class at the same level, and then teach in a targeted manner.

It turned out that the Tang people might have read the Thousand Characters texts and then slowly learned to write. However, Zhang Chao's new model focuses on the words of students, and then learn the Thousand Characters texts to understand the deep-seated meanings such as historical geography and philosophy.

This actually makes teaching easier.

Zhang Chao thought it was easy to compile a set of sixth-grade textbooks.

It’s like learning how many new characters you can learn in the first grade, how many additions and subtractions you can learn, learning some simple historical stories, and then learning basic calligraphy.

According to these tasks, it is certainly not difficult to extract parts from some ancient Mongolian books, or pick some simple poems, and finally compile them into a Chinese book. This Chinese book is a must-choose course, and then the books such as the Three Character Classic, Thousand Character Classic, and the three thousand years of 3000 years of Chingyun can become an elective course.

A child of a few years old who can recognize hundreds of words and write hundreds of words. Isn’t the teaching task of this Chinese class very complete? As for the three-character classics and thousands of characters, even if you really let them memorize them, it will be difficult for them to truly understand the meaning. It is better to do elective courses. As they gradually rise in the future, they will learn more knowledge, and of course they will also learn more about many books.

"Pick excerpts from various elementary schools and even classic subsets to compile a Chinese textbook? The contents of each grade are different?"

"That's it!"

"We must set a good teaching outline, draw up goals, and then teach. We cannot just gossip-like extensive management and let them read it casually. This is undesirable."

"In order to ensure that our teaching objectives are achieved, we must properly assign coursework, increase exams, and understand students' learning progress so that they can keep up."

Teach the new words and write, and also teach the sound and rhyme.

The current rhyme books still use the rhyme written by Lu Fayan of the Sui Dynasty. This is the inheritance and summary of the rhyme books of the previous dynasty, and it is also the basis for the evolution of rhyme books in the later Tang and Song dynasty. It is considered an epoch-making work in the history of rhyme books.

However, in Zhang Chao's opinion, this kind of rhyme book actually has many shortcomings.

Later, Guangyun in the Song Dynasty was a great success for this type of book. After collecting more than 20,000 words, there were nearly 200,000 annotations and more than 200 rhymes.

There are nearly four thousand people who cut the rhyme, even those who turn the rhyme.

Rhyme books were very important to ancient people, because Rhyme books were pronunciation of characters, and a rhyme books were equivalent to the pronunciation standard of characters. Rhyme books in the Sui and Tang Dynasties were all based on the Central Plains sound. However, although this Central Plains sound was also called Luoxia sound, it was not the Luoyang dialect at this time.

It refers to the sound of Luoyang during the Han and Jin Dynasties. Later, the Hu people invaded China and moved south. Many northern scholars fled to the south. The speech and pronunciation of the north were influenced by Hu Hua. At that time, the scholars who moved south were influenced by the indigenous languages ​​of the south and also changed.

The book of Cheyun was revised during the Sui Dynasty, using the language retained by some Nandu scholars in the Lin'an area. It is said that it is closest to the previous Han and Wei dynasties.

Therefore, the standard pronunciation of Qiyun Book is actually very different from normal speaking. Guanzhong of the Sui and Tang Dynasties spoke Lao Qin's pronunciation, and Henan people spoke Luoyang dialect, but they are all very different from the Luoxia dialect.

People and officials usually use this voice to communicate, but most people really don’t understand it.

It's a bit similar to later generations. Those elites always like to mix foreign accents in Chinese, or even Chinese accents in foreign accents. Ordinary young people really don't understand what they are saying.

Anyway, the phonology is very complicated. Why do you need to memorize it by rote in general teaching? Because it is too complicated and Meng Sheng can't understand it, so he simply doesn't explain it and let you learn the words. Only then will you talk about rhyme slowly after you have almost finished your studies.

To put it bluntly, Yunshu is actually equivalent to the pinyin of later generations, but at this time, the anti-cut method is often used, which is a new method of attention created after direct cutting.

But to put it bluntly, it is to use two Chinese characters to spell them together, pay attention to one character, cut the character to take the initial consonant, cut the character to take the final vowel and tone.

However, anti-cutting also has many disadvantages, especially in the early Tang Dynasty, when the anti-cutting method was still very imperfect and had more disadvantages.

Zhang Chao thought, maybe he had to improve the anti-cut method?

The pronunciation of the backcut is very limited. First, the upper and lower characters will contain extra parts, which will cause obstacles when putting together. Second, the backcut characters are used too many characters, which is difficult to master. Another is that there are some narrow rhymes, and you have to occasionally borrow other rhymes as backcut characters, which leads to the problem of inaccurate pronunciation.

It seems that it is better to directly add phonetic notes or letter pinyin to improve the anti-cut method.

In the Song Dynasty, when the anti-cutting method was relatively complete, it was also thirty initials and thirty-six letters, using the finals of the rhyme script as the finals.

But if you use the phonetic notes invented in Beiyang, you should pay attention to the fact that there are only 37 symbols in total, twenty-one initial consonants, three meridian consonants, and thirteen final consonants.

This is actually similar to the pinyin of the letters later. Compared with the anti-cut method, it is much simpler.

After all, the most important purpose of rhyme books is to pronounce the characters, which is simple and accurate.

Oh, why don’t you use the good stuff that is ready-made? Instead, I think about using the ticking rhyme of the primary version of the Sui Dynasty. Using phonetic notes can make phonetics more accurate.

Zhang Chao couldn't help but patted the table, and finally let the first-grade primary school students in Chongwenguan start from initial vowels and finals!

However, should we use the attention symbol or the Chinese pinyin? Both can spell out the Luoxia pronunciation at this time, but one is a relatively unique symbol and the other is the Alah letter. Which one is better to choose?

Zhang Chao sat there and pondered. To be continued.
Chapter completed!