Chapter 84: The Light of Knowledge: Founding the Persian Academies of Wisdom
Little Kourosh, in the solitude of Mithradates's simple hut in the foothills of Behistun, held a pen in his hand, his thoughts directed towards the fifth and most fundamental pillar of his thousand-year empire: "The Light of Knowledge." He had deeply come to believe that only by spreading knowledge and inextricably linking it with daily life could one build an eternal civilization that would not only endure the passage of time but also guide humanity towards unprecedented progress and boundless enlightenment. The book "The Light of Knowledge" was intended to be a comprehensive and unparalleled roadmap for this scientific and educational revolution; a document that would not only institutionalize the sciences in the Achaemenid Empire but also turn them into the driving engine of industry, agriculture, social welfare, and even art, freeing the people from ignorance.
Kourosh dreamed of an educational system that would bring knowledge to the most remote corners of the empire; a system in which no child, regardless of their social class or ethnicity, would be deprived of the blessing of literacy and awareness. He designed this system based on "Persian Schools" (Maktab-khaneh); schools that would be established in every city, village, and even nomadic camps to make education accessible to all. These schools were not just places for learning but also centers for nurturing wisdom and critical thinking. He had come to believe that mass literacy was the cornerstone of an informed and powerful nation that could stand against any deception and oppression.
Education in these schools would begin at the age of 10 and continue for 7 years, a sacred and blessed number in ancient Iranian culture. This period was sufficient for teaching the basic sciences and raising informed, efficient, and responsible citizens. Kourosh emphasized self-study and the active role of students to reduce the financial and time burden on families, so that education would not be a heavy load on their shoulders. Students would only come to the school 2 days a week to learn the basics of reading and writing with the New Persian script, basic mathematics with "Persian Numbers," and introductory sciences such as public health, nature studies, and agriculture. On other days, children could help their families with farming, herding, or other tasks, and apply the knowledge they had learned in practice.
The teachers of the schools, who were chosen from among educated, reputable, and ethical individuals, played the role of guides and tutors, not just transmitters of information. Using interactive methods, they encouraged students to question, think, and solve problems. Kourosh also had an innovative idea of using portable paper textbooks on which lessons were written, which students could take home to study in their free time and share the knowledge with their families. This system not only spread literacy among the masses but also strengthened curiosity, self-confidence, and a love for learning in children, preparing them for a brighter future.
After 7 years of education in the schools, talented and interested individuals could enter the "Persian Academies" (Danesh-sarā-ye Pārs); a name Kourosh had chosen for his centers of higher education, befitting the greatness and glory of Persian culture. In these academies, students would study in specialized fields for another 7 years to become prominent experts in the areas needed by the empire. This period, with its focus on deep and practical education, would ensure that the empire never suffered from a shortage of specialists in any field and always benefited from elites and experts.
The academies were not only centers of education but also hubs for research, innovation, and the flourishing of the arts, bringing together artists, scientists, engineers, and industrialists. Kourosh designed a competitive but fair system for the academies, where admission was based on merit and interest, not on lineage or wealth. He also gave special importance to the education of women and had a plan to establish special academies for women so that the talents of half of the society could also flourish and contribute to the progress of the empire. This approach, which was unprecedented in the ancient world, would double the human resources of the empire and lead to faster and more sustainable progress.
In these academies, art also held a high position. Kourosh knew well that art is not only an adornment of life but also a reflection of the soul of a civilization and a powerful tool for transmitting culture and values. Fields such as Persian architecture (for designing enduring buildings and beautiful cities), painting and miniature (for recording history and epics), sculpture and carving (for creating works of art and decorating palaces), and music and literature (for nurturing the soul and expressing emotions) were taught in the academies. The goal was to train artists who, inspired by ancient traditions and new insights, could create works that would display the glory and greatness of the empire and immortalize the name of Persia in the history of art.
Kourosh intended to set the wheel of knowledge in motion by establishing the Persian schools and academies and by relentlessly encouraging research and learning, and to prevent any intellectual suppression. He paid special attention to the role of the Achaemenid People's Army, which he had previously described in "The Persian Art of War," in spreading education. He assigned a part of the duties of the "Construction Corps" to building Persian schools and teaching literacy to children and even adults in the form of a great literacy movement. These soldiers, who engaged in civil projects in times of peace, could spread the schools throughout the realm by building simple but sturdy structures. They could also serve as assistant teachers, especially in remote areas, to help teach literacy and basic skills. This action not only promoted literacy among the masses but also deepened the bond between the army and the people, turning it into an arm of construction.