Boundless Family Upgrades For The Deadbeat Lord

he announcement of Althoff Elementary Academy had barely circulated beyond the city when applications began arriving at the Administrative Hall.

Some came from experienced private tutors seeking more stable employment, while others belonged to scribes, retired clerks, and educated merchants who believed their knowledge qualified them to teach.

A few applicants had traveled from neighboring territories after hearing that Count Raymond von Althoff intended to establish a publicly supported educational institution.

Unfortunately, enthusiasm and teaching ability were not necessarily the same thing.

Raymond discovered this when he entered the Administrative Hall and found Alaric reviewing a particularly troublesome application.

”Your Excellency, we have received forty-three applications so far,” Alaric explained, setting aside the document. ”However, several applicants appear to believe that knowing how to read automatically qualifies them to instruct children.”

Raymond smiled. ”I assume you’ve discovered otherwise.”

”One gentleman informed our interview committee that children should memorize entire legal documents before learning arithmetic,” Alaric replied, his expression becoming distinctly pained. ”Another insisted that writing lessons were unnecessary for girls because they would eventually marry.”

Raymond’s smile disappeared.

”Reject the second applicant immediately,” he instructed. ”And tell the first gentleman that we’re establishing an elementary school, not training royal magistrates.”

Alaric nodded approvingly before presenting the remaining applications. The Administration had divided prospective teachers into several categories based upon their experience, literacy, arithmetic skills, and ability to communicate clearly.

Raymond was pleased to discover that a handful of candidates possessed genuine instructional experience. Others demonstrated useful knowledge but would require training before entering a classroom.

”Let’s observe the interviews,” Raymond suggested. ”I’d like to understand what kind of people we’re considering.”

The interview chamber had been arranged with several desks and a small writing board. Alaric’s assistants conducted preliminary assessments while selected candidates demonstrated their abilities.

One applicant, a middle-aged woman named Beatrice Fenwick, had spent twelve years tutoring the children of merchant families.

She answered questions confidently and demonstrated how she would introduce basic arithmetic using wooden counters.

”Children learn more easily when they understand what numbers represent,” Beatrice explained, arranging the counters across the table. ”If I merely demand that they memorize answers, some will succeed, but others will struggle without understanding why.”

Raymond nodded appreciatively. ”And what would you do if a child repeatedly failed to understand a lesson?”

Beatrice considered the question before answering. ”I would try another explanation, Your Excellency. Children don’t all learn at the same pace. Sometimes the problem lies in how the lesson is presented rather than the child’s willingness to learn.”

That response immediately earned her a favorable mark in Raymond’s notebook.

Another candidate, a former municipal scribe named Matthias Keller, demonstrated excellent writing and arithmetic skills but struggled when asked to explain a simple calculation to an imaginary beginner.

Raymond watched him repeat the same complicated explanation three times before intervening.

”Master Matthias, imagine you’re speaking to a seven-year-old who has never studied numbers,” Raymond suggested. ”Could you explain the problem without using words the child wouldn’t understand?”

Matthias hesitated, then attempted a simpler explanation using coins.

The improvement was noticeable.

”Better,” Raymond remarked encouragingly. ”You clearly understand the subject. What you need is practice teaching it.”

By midday, Raymond had become convinced that the Academy required more than a collection of educated employees.

It needed someone capable of organizing an entire educational institution.

Fortunately, he possessed a resource perfectly suited to the problem.

Returning to his private study after lunch, Raymond opened the Infinite Clan Treasury System and examined the rewards obtained from the first construction milestone.

[Specialized Civilian Summoning Ticket ×2]

These tickets allowed him to summon individuals possessing specialized professional expertise.

Unlike ordinary recruitment, which depended upon whoever happened to be available, the System offered access to capable personnel selected according to his requirements.

Raymond had deliberately preserved both tickets until he identified positions where their value would be greatest.

Now he had found one.

”System, use one Specialized Civilian Summoning Ticket,” Raymond instructed mentally. ”I need an experienced educational administrator capable of establishing and managing an elementary academy.”

[Specialized Civilian Summoning Ticket ×1 Consumed.]

[Professional Specialization Confirmed: Education and Academic Administration.]

[Summoning Initiated.]

A soft golden light appeared near the center of his study. The radiance gradually gathered into a human silhouette before fading to reveal a woman in her early forties.

She possessed neatly arranged chestnut hair, intelligent brown eyes, and a composed expression. Her clothing was modest but well maintained, and she carried herself with the quiet confidence of someone accustomed to managing demanding responsibilities.

The woman surveyed her surroundings briefly before bowing.

”Greetings, my Lord. My name is Eleanor Whitcombe. I understand that my services are required in the field of education.”

Raymond rose to welcome her.

”That’s correct, Mistress Eleanor,” he replied warmly. ”I’m Raymond von Althoff, and I’m establishing an Elementary Academy for the children of my territory. I need someone who understands how to build a proper educational institution.”

Eleanor’s expression brightened with professional interest.

”Then I would be delighted to assist, Your Excellency,” she answered. ”May I ask whether the Academy already possesses an established curriculum, teaching staff, and administrative framework?”

Raymond gave a rueful smile.

”We have a construction plan, several promising teacher candidates, and an enormous amount of enthusiasm,” he admitted. ”Unfortunately, the remaining details are precisely why I need your help.”

Eleanor smiled in understanding.

”Then we have considerable work ahead of us, my Lord.”

Raymond introduced Eleanor to Alaric later that afternoon, explaining that she was an experienced educational specialist he had recruited through his private contacts.

Alaric welcomed her enthusiastically, particularly after discovering that she possessed extensive knowledge of curriculum development, teacher supervision, student assessment, and institutional administration.

Within an hour, Eleanor had reviewed the Academy’s preliminary documents and identified several areas requiring attention.

”Your Excellency, the proposed subjects provide a reasonable foundation,” she explained during their meeting. ”However, we should organize instruction according to the children’s ages and existing abilities. A child who has never held a writing instrument should not receive the same assignments as someone already capable of reading simple passages.”

Raymond nodded. ”Agreed. I also want the curriculum to remain practical. Reading, writing, and arithmetic are essential, but children should understand how those skills apply to everyday life.”

Eleanor began outlining a structured program covering literacy, numeracy, basic geography, hygiene, civic responsibilities, and introductory practical knowledge.

She recommended shorter lessons for younger children, regular exercises, and opportunities for teachers to assess progress without relying entirely upon memorization.

The Academy would also require an organized enrollment registry, attendance records, teaching schedules, and procedures for communicating with parents.

”Teachers must understand their responsibilities before classes begin,” Eleanor continued. ”We should establish clear expectations concerning discipline, lesson preparation, and student welfare. Harsh punishment cannot become a substitute for proper instruction.”

Raymond approved immediately.

”I don’t want children terrified of attending school,” he declared. ”Discipline matters, but the Academy should encourage learning rather than make education something they dread.”

Alaric recorded the recommendations while Eleanor examined the proposed staffing arrangements.

She suggested appointing a headmistress or principal, establishing teaching assistants for larger classes, and creating a modest administrative office responsible for enrollment and records.

Raymond considered her qualifications before making a decision.

”Mistress Eleanor, I’d like you to serve as the Academy’s founding Headmistress,” he announced. ”You’ll oversee recruitment, curriculum development, and preparations for opening. Alaric will coordinate the administrative arrangements, while Lucan and Mara handle construction.”

Eleanor bowed respectfully.

”I accept the responsibility, Your Excellency,” she replied. ”I shall do everything within my ability to establish an institution worthy of your expectations.”

Over the following days, Eleanor transformed the recruitment process.

Applicants were no longer assessed solely upon their education or previous employment. They were required to demonstrate lessons, explain difficult subjects clearly, and show patience when responding to questions.

Beatrice Fenwick quickly emerged as one of the strongest candidates, while Matthias Keller was recommended for further instructional training.

Eleanor also began organizing prospective teachers into groups according to their strengths, ensuring that literacy, arithmetic, and general instruction would receive appropriate attention.

Meanwhile, Raymond insisted that enrollment arrangements accommodate ordinary families.

”Some parents will hesitate because their children help at home or because they fear additional expenses,” he explained. ”We need to make education genuinely accessible, not merely announce that everyone is welcome.”

Eleanor agreed, recommending publicly supported basic instruction, assistance with essential supplies, and schedules that considered the circumstances of working households.

Alaric subsequently instructed the Civil Registry to distribute preliminary enrollment notices throughout the Residential District, Historical Core, and surrounding neighborhoods.

Parents were invited to register their interest and provide the ages of children who might attend.

Raymond expected a respectable response.

He did not expect what arrived three days later.

Alaric entered his study carrying the preliminary enrollment report, accompanied by Eleanor, whose expression suggested that their calculations required immediate reconsideration.

”Your Excellency, we’ve received the first consolidated figures,” Alaric announced. ”And I believe we may have underestimated the demand for education.”

Raymond looked up curiously.

”By how much?” he asked.

Eleanor placed the report before him.

”Enough that our proposed classroom capacity may be insufficient before the Academy even opens, my Lord,” she explained. ”And these figures only represent the families we’ve managed to contact.”

Raymond examined the growing list of prospective pupils.

For several moments, he remained silent.

Then he looked toward the Headmistress.

”It seems,” Raymond remarked slowly, ”we’re going to need a bigger school.”