Chapter 63: The Foundation Matters Most, the Principal’s New Strategy (Part Two)

Shi Tiexin was charging ahead with all his might, utterly unmindful of any distractions as he studied. When the language teacher entered during the first period that morning and announced something like, “Due to school arrangements, the math class will be temporarily swapped,” he didn’t notice at all. In fact, to be precise, he didn’t even know that the first period was supposed to be math.

He was simply immersed in the joy of his Fundamental Rhetoric Studies about to reach a profound level. The Top Scorer Shi couldn’t help him improve his calligraphy scores, but the first tier of Fundamental Rhetoric was not just about calligraphy; in other areas, his senior could certainly lend him a hand.

After all, Top Scorer Shi had managed to clinch the highest honors in the first military district, which meant he was strong in all subjects without any weaknesses.

As long as he could raise his level to “proficient” or above, the “Legacy of the Masters” attribute would come into play, allowing his script to form much more rapidly. Shi Tiexin had no idea how other students in this world practiced, but he knew he could use this almost shortcut-like approach: leveraging thresholds and attributes.

While Shi Tiexin buried himself in language studies, Old Jia, the Electrician, sat in the office with a puzzled face. He glanced around. A sudden meeting had gathered all math teachers from the first-year group.

What could warrant such a grand assembly?

“Thank you all for coming despite your busy schedules,” began the head of the first-year group and the director of academic affairs, who was chairing the meeting. “Today’s emergency meeting will be brief and to the point, out of respect for everyone’s time.”

The teachers straightened in their seats.

“After discussion by the school committee and the academic affairs team,” the grade leader announced, “the school has decided to add a math diagnostic test for all students this weekend, from first year to third year. The content of the exam—” Here, he paused, his expression subtly shifting. “Basic arithmetic.”

The teachers froze for a moment, then the room erupted.

“What? Basic arithmetic?”

“Why would we test basic arithmetic?”

“That’s elementary school content, not high school!”

The teachers at Mingfeng No. 1 High were all elite, and many had tempers to match. Hearing “basic arithmetic” felt like the school was mocking them, implying they hadn’t even taught elementary material well. Their faces soured.

At this point, the director of academic affairs stepped forward. “Please, everyone, quiet down. Let me explain the school committee’s reasoning for this test.”

The teachers fell silent, eyeing the director impatiently.

“The committee believes that the foundation is the most important thing in learning. As we often say, without a solid foundation, the ground will shake. And what is the foundation of mathematics? Quick and accurate calculation, and clear, logical thinking. Of these, calculation is the most basic—the very starting point of math. That’s why the school wants to use this test to remind students of the importance of fundamentals.”

A math teacher couldn’t help but interject, “That principle makes sense, but basic arithmetic is far removed from our current curriculum. Besides, all Mingfeng No. 1 students have fought their way in through the entrance exam; those with weak basics were weeded out long ago. Is it really necessary to make such a big deal out of this?”

Others quickly chimed in, “Exactly! What a waste of time and energy!” “The pace is already fast, the pressure is huge, and now this!” “Right, and after the test we still have to mark the papers. That’s not just a day or two wasted. Why do this now? Isn’t it a joke?”

The director raised his hand. “Precisely because we’re moving fast, we must pay greater attention to the basics. If your fundamentals are shaky, you’re bound to stumble even if you run fast. All of you are frontline educators. Sometimes, we see students who are smart and quick-witted, and yet there’s always something lacking. You can’t seem to find the cause, right? You’ve all encountered this, haven’t you?”

The teachers fell silent, but Old Jia nodded. “That’s true.”

“Principal Liu’s point is that it’s due to an unstable foundation—the students can’t break through during the final sprint because of this,” the director said with a smile. “Principal Liu himself taught math for close to twenty years. He knows full well the pressures of frontline teaching.

“He insisted on piloting this initiative in the math department because he noticed our students’ foundational weaknesses.”

A teacher protested, “Weaknesses?”

“You don’t believe it? You really think your students have solid foundations?” The director’s tone shifted, alternately firm and relaxed. “I’ve heard this test has a large number of questions, high pressure, and clear gradation. The paper is well designed. This isn’t a usual test—it will reveal students’ true abilities, and push their limits and potential. Those star students you’re so proud of might well be exposed.”

“If you’re so confident, why not give it a try? Let’s see how each class really stacks up!”

The meeting between the director and the math teachers was anything but smooth. The two sides argued repeatedly. Although the test was ultimately approved since it was a school committee decision, many teachers were unconvinced. They felt the new principal was eager for flashy achievements, always seeking novelty to stand out—hoping to earn political capital through supposed reforms.

“Why make things complicated?” some muttered. “Why not stick to the tried and true traditions of Mingfeng No. 1?”

“Exactly! Why ignore proven paths, just to try something bizarre?”

“Sigh, Principal Liu is young and loves these fancy tricks. In the end, he’s bound to stumble hard.”

“Basic arithmetic? This is Mingfeng No. 1 High! If you want to practice arithmetic, go to one of those prodigy training centers out in town!”

After the meeting, the teachers were still grumbling. Among them, only Old Jia seemed thoughtful.

Basic arithmetic?

Foundation?

Roots?

Could it be that what Shi Tiexin meant by “roots” was this very thing? The phrase “little prodigy” brought to mind that “Little Genius” book he’d pulled from the shelf the night before.

Forget it. No need to guess—there would be a test this weekend. Whether the plan was to start over and rebuild the basics, or just an empty gesture, the results would speak for themselves.

All day, the director of academic affairs personally lobbied the math departments of all three grades. The third-year teachers were especially resistant, feeling the college entrance exam was close and time should not be wasted. The director argued tirelessly, but in the end, the matter was settled.

This Sunday: Basic Arithmetic—A School-Wide Examination!