The Shadow of Great Britain

Chapter 1147: Chapter 116: Everything I Have Was Given by Sir Arthur (Part 2)

It is obvious that the recent debate over the humanities and natural sciences was not a whim of the professors but rather a conflict long brewing, with both sides having been displeased with each other for quite some time, each wanting to take advantage of the upcoming constitutional reform of the Kingdom to advance their agendas.

The greatest point of contention between the two sides, however, remains the issue of funding.

After Prussia led an educational reform in 1806, a series of reform movements quickly swept through other German States. The most significant change for universities was the integration of teaching and research.

Simply put, the standard for evaluating the merits of teachers at German universities no longer solely depended on fulfilling teaching duties.

Ordinary university lecturers aiming for promotion to professorship must produce research achievements commensurate with the status of a professor, with the most direct measure of such achievements being the number of academic monographs produced.

In order to produce academic monographs, sufficient funding is required to carry out research projects.

This situation has created an academic version of the Matthew effect within universities: the wealthier the college, the more likely it is to produce research outcomes, making it easier to achieve professorships, resulting in more funding, and thus perpetuating either a virtuous or vicious cycle.

Members of the academic committee, having mingled in these circles for years, naturally understand this principle.

As a result, they can compromise on any issue except funding for teaching.

Still, scholars feel that directly discussing money is too vulgar, so they often resort to downplaying the importance of other disciplines as a means to indirectly demand funds from the university.

Due to different research methodologies, producing results in the natural sciences tends to require more funds than in the humanities, so the rhetoric of these professors is naturally more intense. Although they may not care about politics, they cannot ignore funding issues.

For instance, under Gauss, Gottingen University’s observatory is currently applying to construct a new geomagnetic observation station at the university; in addition, he and Weber of the physics department also plan to extend the original 1.5-kilometer electromagnetic telegraph line to 8 kilometers.

Although Arthur may not understand the academic argument reports submitted by Gauss and Weber, he knows that neither the instruments for the geomagnetic observation station nor the 6.5 kilometers of electric wire will come cheap.

However, even if these items are expensive, Arthur still has to approach the Hanover Council for funding under substantial pressure.

Because if these funds are withheld, displeasing Gauss and Weber, who may then resign and transfer to another university, the blame would be far greater than any extra academic funding spent.

Though the German States may not be as affluent as Britain, each State equally values education, and given the fame of Gauss and Weber, if they were to leave Gottingen University, competitors like Jena University, Berlin University, and Munich University would undoubtedly try to recruit them the very next day.

This is not mere fearmongering, as a similar incident occurred not long ago.

Recently, two biology professors at Berlin University, Oken and Vierckov, were expelled for opposing Prussian autocracy; they subsequently joined forces and moved to the Kingdom of Bavaria, where they were immediately appointed professors at Munich University.

When this news reached the Prussian Ministry of Culture and Education, King William III of Prussia was extremely angered, dispatching envoys on horseback overnight to Bavaria to find the two professors and propose that if they were willing to return to Berlin University, the King would personally apologize and double their salaries.

Under these conditions, Prussian envoys were eventually able to persuade the two professors to return to Berlin University.

Given the impact of this incident, an unexpected situation has emerged in Germany. Professors at various universities are now attempting to leverage the threat of being “expelled” to negotiate with their universities and respective States.

To appease these professors, Prussia’s strategy is to significantly increase professors’ salaries as an attractive condition to encourage talent to remain within their State.

Prussia’s wage-increasing strategy quickly spread to other States, resulting in an overnight rise in the treatment of professors across German universities, and previously difficult-to-approve academic projects have seen much easier approval.

Faced with pressure from the professors, Arthur can only reverse the pressure back onto the Hanover Kingdom’s Ministry of Culture and Education.

First, I have already conveyed Gauss’s request. If you refuse to listen and allow him to leave, the blame rests entirely with the Government. Consider carefully whether it is necessary to haggle over a few trifles!

Secondly, do not think about using dismissal to pressure me, because I am a Briton, not a Hanoverian, and I was appointed as Academic Director and National Special Representative by His Majesty the King, so you cannot dismiss me!

Finally, Gauss and Weber are professors, and so am I. If you provoke me, I may also walk away. Three professors leaving in a month is no small matter. Besides, even if I am no longer at Gottingen, there is a Cultural Attaché position at the British Embassy to Russia waiting for me, and failing that, I could always return to teach at the University of London; the Hanover Ministry of Culture and Education cannot constrain me!

Arthur does not usually need to make things so explicit, as the Hanover Government can generally understand that this National Special Representative is a tough nut to crack.

Moreover, this man holds the title of a rather troublesome constitutional reform advisor. If provoked, he might suggest an addition to the constitution, such as recommending the police and the Ministry of Culture and Education co-administer universities to dilute the Ministry’s power, which would certainly make them uncomfortable.

Furthermore, apart from considering the new Academic Director, Arthur, Gottingen University also has several distinguished scholars responsible for constitutional reform, such as Professor Friedrich Dalman in history.

Thus, in the Kingdom of Hanover, at least at this point in time, one must avoid offending Gottingen at all costs.

Arthur fully acknowledged the professors’ needs, and those previously red-faced professors found themselves quite surprised to see this new Academic Director being so agreeable.

They even began to consider on Arthur’s behalf: “Sir, submitting so many projects all at once, won’t there be a problem?”

Arthur, still jotting down the professors’ requests, replied without looking up, “Submit them first, then we’ll see.”

“What if they get rejected? Won’t it all be a failure?”

“Failure? No, a rejection is merely a temporary setback. Unless we are satisfied, the Ministry of Culture and Education cannot rest. “Arthur commented as he organized the requests: “If you have any more proposals, compile them and send them to me. At the end of the month, when I attend the second constitutional meeting in Hanover with Professor Dalman and others, I will take them back, sparing us the need for each college to submit separately.”

The professors, seeing Arthur so full of confidence, couldn’t help but smile widely.

How many years has it been since Gottingen had such a strong-willed school leader?

Truly fitting for a knight of the third year under King William IV, acclaimed by all of London as a major figure in the police world.

Since Sir Arthur Hastings took office at Gottingen University, even the police at Gottingen have shown more respect towards both students and professors. Now, he even dares to stand up to higher education authority figures like the Ministry of Culture and Education. With such a leader, the academic committee members themselves stand taller.

“Good! Let’s go back and organize our needs promptly. The teaching equipment in the college should have been replaced long ago, so might as well seize this opportunity to report it all together now.”

“Our college has two young lecturers wanting to publish academic monographs, yet they have not received any sponsorship, so they can’t afford the printing costs. This should also be included in the academic budget report, right?”

“Additionally, our laboratory is planning to acquire two new instruments, but no manufacturer in Germany produces them, so they must be ordered from London.”

“Our library plans to add another 2,000 books this year. There have been too many German-language publications recently, and our library must expand its collection accordingly.”

Arthur, seeing the professors about to dismiss the meeting energetically, hurriedly spoke out to call them all back.

“Hold on, gentlemen, the meeting isn’t over yet.”

The professors, hearing this, were first taken aback, then awkwardly laughed and reluctantly returned to their seats.

These professors, usually so opinionated, were now behaving remarkably well-mannered, much like schoolchildren in a classroom.

“We’ve let ourselves get carried away, Sir. Are there any other topics to discuss?”

Arthur took out a cigarette, not raising his head as he responded, “Do you know this Ohm fellow?”