It takes ten years to grow a tree, and a hundred years to cultivate a person.

Education is the cornerstone of tribal development…

Compared with the tribe’s educational plan, the matter of going south to build a second branch tribe can indeed be postponed.

As a person who has received compulsory education and deeply understands the significance of education, Han Cheng easily made a choice between the two.

After having a general idea in mind and making a decision, Han Cheng told Senior Brother Wu, Shitou and others about it.

As always, I told them the significance of doing this.

The reactions of Wu and the eldest senior brother were no different from before. Since the Son of God agreed and explained to them the significance of doing so, it would definitely be like this.

Although there are some things that we don't quite understand, and we have asked the Son of God, and even after the Son of God explained them, we still don't quite understand, but this does not prevent us from strongly supporting what the Son of God does.

Even Wu, Shitou, Yuan and some other people wanted to participate in the revision of the textbooks.

Han Cheng naturally agreed to this. Revision of textbooks was not something that could be accomplished by him alone.

This is partly because although the things in the textbooks seem simple, they are actually very complicated and there is a lot to consider and do.

On the other hand, as a person of later generations, Han Cheng's thinking is often different from that of people of this era.

Many things that he thought were natural and not difficult at all would be difficult for people of this era.

With the addition of Wu, Shitou and others, the textbooks can be made more suitable for people of this era and the difficulty will not be too great.

Chinese textbooks are relatively easier to compile, after all, there are already many famous works in the tribe. These famous works can be sorted according to the difficulty level, and then some chapters can be added to build a general framework. The fastest update is on the computer::/

For example, Han Dashenzi was lying on the table at this time, recreating famous works for later generations.

What he is writing now is "The Little Donkey Crossing the River".

In fact, Han Cheng originally wanted to copy it exactly as it was.

After coming to this era, he has copied many things from later generations. There is nothing wrong with being a plagiarist now. For him, there is no psychological pressure at all.

After all, such excellent qualities have existed since ancient times. For example, the elites of the various schools of thought during the Spring and Autumn Period and the Warring States Period copied each other. Once a very good theory came out of one school, after some time and a little embellishment, another school would use it with peace of mind.

The later confluence of Confucianism, Buddhism and Taoism was similar.

In this regard, Master Lu once gave a very insightful summary of what scholars do. Can it be called plagiarism?

However, considering that there were no horses, cows or mills in the tribe, in order to be more in line with the actual situation in the tribe and allow the children in the tribe to better understand and accept it when they learn, Han Cheng naturally changed "The Little Pony Crossing the River" to "The Little Donkey Crossing the River".

They also transformed the old ox into a larger rhinoceros that had appeared in the tribe before.

The trip to the mill was changed to a desire to go to the other side of the stream to eat better grass.

For Han Cheng, who majored in liberal arts, such things were too easy to do.

After I finished writing it, I picked it up and looked at it to appreciate it. Except for the ugly handwriting, there was nothing wrong with it.

Of course, since it is a textbook, it cannot be just a dry text.

At the end of each lesson, you also need to do something more interesting.

For example, the first appearance of uncommon characters can be marked at the back to encourage people to read and write more.

Raise some inspiring questions to encourage students in the tribe to think. For example, at the end of the lesson "The Little Donkey Crossing the River", Han Cheng asked, "Why didn't the little donkey cross the river the first time? Why did it cross the river later? What lessons have we learned from the story of the little donkey crossing the river?"

There are also small activities such as role-playing.

In addition to "The Little Donkey Crossing the River", Han Cheng also wrote "The Crow and the Pitcher" and "The Fight between the Snipe and the Clam" with slight modifications.

It is really good to learn these short stories which carry some morals as texts.

This allows people in the tribe to learn Mandarin and Chinese characters while also learning how to behave and deal with things.

In addition to these texts that were adapted from later textbooks, Han Cheng also created some original works.

For example, the novel "The Sheep Asks for Death" is based on the true experience of the former leader of the sheep tribe, who, after being captured by the semi-agricultural tribe, would rather bang his chest against the weapons of his enemies than reveal the location of his tribe.

"We Are Not Tired" was written based on the story of two people, Liutou and Maque, who chose to run at full speed at night and could hardly walk after the journey in order to report the enemy's attack on the Tongshan residential area to the people of the main tribe as soon as possible so that they could attack the invading enemy.

These passages carry a strong educational significance of love for the tribe. While allowing the people in the tribe to remember the great deeds these people have done, they can also allow those who study these texts to understand what a **tribe is and what they should do when the tribe encounters danger.

In addition to these, Han Cheng also wrote an article titled "I am a Carpenter" based on Lame as a textbook.

It mainly describes how Lame Yichen was injured while hunting, and went from being a useful person in the tribe to a burden in the tribe, suffering a lot.

Then seize the opportunity, never let go, make achievements somewhere else, and become a useful person to the tribe again.

While making great contributions to the tribe, one's own status is improved and surpasses the original status.

Through your own efforts, you can achieve a counterattack in life.

Used to encourage people in the tribe not to give up when they encounter setbacks and difficulties.

If you fail in one aspect, you may be able to achieve success in other areas through hard work.

After writing a text titled "I am a Carpenter" based on Lame's experience, Han Cheng suddenly had the urge to write an article titled "I am a Primitive Man" based on his own experience.

The main idea is to introduce how I, a person from later generations, came to primitive society tragically and inexplicably, and then experienced all kinds of tragic things in primitive society. Later, I did not assimilate the primitive people in the tribe into modern people, but was assimilated by the majority of primitive people in the tribe and became closer to a semi-primitive person, and even fell in love with some of the useless behaviors of primitive society.

Later, considering that such things were too tragic, not positive enough, and did not have much educational significance, but could easily have a bad influence, Han Cheng gave up the idea.

In addition to these, Han Cheng also wrote an article titled "My Tribe" based on the development history of the Qingque tribe. It mainly introduces how the tribe grew stronger step by step through hard work from an initially inconspicuous, poor and backward tribe.

The main purpose of Han Cheng writing such a text is to make the people in the tribe understand the importance of hard work.

At the same time, we also want people in the tribe to remember the history of the tribe, especially those children who were born and grew up after the tribe developed. We want them to understand the past of the tribe and let them know that the good days now are not brought by the wind, but are achieved bit by bit by the people in the tribe.

Only by remembering history and knowing the roots of our tribe can we do better in the future and develop the tribe stronger.

This is why, logically speaking, mathematics, a subject that many people in the tribe are not very good at, is the subject that Han Cheng should deal with first and compile textbooks, but Han Cheng started with the Chinese textbook first.

Mathematics can make people wiser and make their thinking more rational, but language plays a greater role because it can teach people many truths and have a subtle influence on them.

There are various texts, both long and short, including those that already existed, those adapted by Han Cheng, and those written by himself, totaling sixty-four.

With so many texts, if they were revised into a book, it would be enough for the children in the tribe to study for a period of time.

After finalizing these texts and writing things like after-school activities at the back, Han Cheng put the matter aside and called Shi Tou and Wu over to complete the follow-up tasks.

The main thing is to sort the texts from easy to difficult, and then find out the new words that have not been learned in the later texts, select them out specifically, mark them, and list them as the focus of study.

At the same time, you can also follow Han Cheng’s previous model and ask inspiring questions at the end based on the content of the text.

After finishing all these tasks, all that remains is to copy the draft version of the text into a blank textbook.

课本，在韩成进行课文编写的时候，就已经让人给制好了，就是将纸张给裁成长二十五厘米，宽十五厘米的样子，而后进行装订。

没有订书针，就让部落里的人先用扎皮子的锥子将之刺出来孔，用皮绳来穿上。

担心仅仅是这样还不结实，就又在那里用胶粘了一遍。

部落里没有打印机，也没有印刷机，所以课本这些东西，只能是用手来誊录。

印刷术的事情，韩成有考虑，不过想要将之从无到有的给弄出来，不是一朝一夕就能够做出来的事情。

需要投入很多时间与精力，经历一遍遍的实验、修改，调整之后，才有可能将之弄出来。

而部落里的教学，又是正在进行着的事情，需要尽可能快弄出课本来投入使用。

所以韩成暂时也就没有往印刷术这些方面使劲，想先用笨方法，制造出一批课本先使用着，救着急之后，再开始让人慢慢的来点这方面的技术。

好在部落里的人口没有那样多，而且两个人或者是三个人暂时使用一本书，也不是不可以。

而且，如果点印刷术的话，部落里目前能够生产出来的纸张，估计还不符合要求，印不成，纸张这方面也需要进行改进。

这些都是需要克服的事情，而不是说，弄个萝卜刻个章，再蘸上一些墨水，往纸张上面一戳，就可以的了。

这哪有那样简单。

真的有这样简单的话，欧陆那边人的人，也不会将之称之为四大发明之一了。

将语文课本的事情大致的定下，剩下的细节让巫、石头几个人进行处理，并往空白的课本之上誊抄，韩成就又开始紧锣密鼓的准备数学课本的事情。

有鉴于部落的人，对于加减这些接受的还比较快些，遇上乘除这些就头大的情况，韩成就在第一页直接将1x1=11x2=2……这九九乘法表，按照顺序从高到低的给写了下来。

这一灵感来自于小时候使用的铅笔盒。

那时候的铅笔盒只要将之翻开，就能在里面看到印在上面的九九乘法表。

韩成那时候，能够将之记下来，铅笔盒的功劳很大。

只要狂轰滥炸的次数足够多，总有将之给记下来的时候。

而只要将九九乘法表给记下来，那再进行简单的乘法与除法就比较容易了，算是有了基础。

开篇的九九乘法表写出来之后，韩成就开始写从1到10这些数字。

为了方便部落里的孩子们进行记忆，韩成还将他小时候学到的儿歌一般的顺口溜给搬了过来1像铅笔写又画，2像小鸭嘎嘎嘎，3像耳朵听声音，4像小旗呼啦啦，5像秤钩称东西，6像勺子墙上挂……

同时还发挥灵魂画师的技能，努力的在几个数字下面尽可能像的画上与之对应的东西。

至于0，韩成则在下面画上了一个鸡蛋。

将数字这些写出来之后，韩成就开始努力的编书了。

三年级二班的小明同学，以及小红小方这些就都随之出现了。

出的题目非常的简单，并且也是采取了先讲述例题，再在后面给出一些与例题相似的题目，好让部落里的学生们，模仿例题来计算这些题目。

多模仿一些也就会了。

比如，第一道例题他就写道小明有三个棒棒糖，神子又奖励了他一支棒棒糖，现在小明一共有几个棒棒糖？

然后再在下面进行解释，最后列出3+1=4的算式。

后面的减法，基本上都是仿照着前面的加法来的。

比如，小明有三个棒棒糖，他吃了一个，现在还有几个？

当然，除了棒棒糖之外，还有分果子、分鱼之类的算术题。

一开始的时候，都是十以内的加减，后面会渐渐的将之发展到一百以内。

而且也不再是简单几加几，几减几，而是发展成为了几加几加几等于几，几减几加再几等于几。

随着需要计算的数字的变大，以及加减运算的次数变多，变得复杂，韩成就很适时的将加法算式与减法算式给写了出来。

如同之前学习简单的加减的时候一样，也是先学习加法算式，等学习了一定的加法例题，将之运用的比较熟练之后，才开始将减法的算式给写出来，让人学习。

后面还会将加减的数字进行扩大，扩大到千、万、十万。

只要能够将加减算式给熟练掌握，这些就不是什么问题。

将加减之后，便是乘除，与加减一样，都是从简单的几乘几开始学习，先学习乘法，再学习除法。

小明、小红、小方等一些遭人恨的小朋友再次现身，各自拿着棒棒糖之类的给人出难题，专门难为部落里的孩子。

涉及到除法的时候，韩成就将余数给弄了出来。

这个时候，其实余数才是最符合部落的实际情况的。

毕竟许多东西都是不能将之给分成几份的。

当然，这也只是最开始的阶段，等到再往后逐渐深入之后，小数这些就会出现。

乘除写完之后，韩成又将加减乘除这四则运算混合到一起。

先乘除，后加减，有括号了先算括号里面的等这些运算规则，也被韩成给搬了过来。

与语文不同，数学这个东西，不能乱编，题目这些可以根据时代进行编写，但是运算规律这些却不能改动，至少韩成自己没有那个能力，能够对此重新改动。

同时（a+b)x=a+b之类的运算规律，也被他给写了出来，并且还用来例题进行讲解，好让部落里的人更加的容易理解一些。

当然，这就算是比较高级一些数学知识了。

第一册的数学书，就将四则运算给学完，就算是到此而止了。

第二册韩成准备在第一册的基础删上，将几何给弄出来，比如计算三角形、正方形、梯形、圆形之类的面积、周长。

后面还会学习立体图形的体积，以及表面积等这些。

当然，这第二册的数学书，韩成并没有立即动手去编写，而是就此停下。

因为这第一册上面的知识，就足够他们部落里的人学上一段儿时间了。

按照他的估计，从他自南方的锦官城归来，部落里的孩子们，都不一定能够将之学完。

第二册的数学书，等到他在锦官城的时候，再进行编写也都耽误。

刚好，那时候的时间也会更加的充裕，也好将之编的更加完善，更加的系统。

又对第一册的数学书的草稿，进行了认真的核对，确认无误之后，韩成便让在这里打下手的圆，往空白的课本上抄录，在抄写的时候，他特意告诉圆，一定要认真，数学是一个非常严肃的事情，错了一个数，都会导致运算结果出现重大失误。

捧着韩成编出来的数学书的草稿，早已经看的着迷的圆，自然是忙不迭的点头。

在圆进行抄录的之前，韩成自己先拿着笔，在空白的课本之上，誊抄了一本出来，当作范本。

同时在右下角的地方写上了页码。

因为部落里的纸张还不够成熟，质量不够好的缘故，课本就只能写一面，不似后世的课本那样，两面都可以印上内容。

也是因此，导致弄出来的课本比较厚。

除了交代圆不要抄错之外，韩成还嘱咐她，字大一点，小一点都没有关系，但每一页上面的内容都要一样。

不能说这一页抄完之后，看看还有不少空余的地方，就将下一页的内容往这上面抄一些。

不仅仅数学书是这样，先一步进行制作的语文书，也同样是遵循这样的原则。

圆果然是一个异类，是部落做数学老师的最好人选。

别人看起来觉得非常枯燥无聊，甚至于是看到之后就觉得头大的数学书，她却能够看的津津有味。

在进行誊抄的时候，抄着抄着就会陷入沉思。

有些时候，还会看着书发笑，有些时候，更是会满是激动的一巴掌拍在书桌上。

听到声响、感受到手疼之后，才会回过神来，然后不好意的朝着不远处的韩成笑笑，接着进行抄书。

但过不了多久，这样的状态就还会再次出现。

韩成对此也是见怪不怪了，曾经没少往网吧跑的他，什么样的神人与神操作都见过，圆的这种状态和他们相比，不知道差了多少。

而且，对于圆的这种状态，韩成是非常喜闻乐见的，毕竟他将这些事情弄一个差不多之后，就需要赶紧带着人往南方的锦官城而去，等到他离去之后，部落里教授数学的重任，就落在了圆这个除了他之外的数学第一人的身上。

她的这种状态，非常有利于她尽可能快的将这课本吃透，为下一步的教学做准备。

喜欢看到圆进入这种状态的，不仅仅只有韩成，巫同样也非常的喜欢。

Because Yuan was fascinated by these questions and calculation rules not only when he was copying books during the day, but also at night he would hold a copied book, sit under the oil lamp and read it non-stop, while also taking paper and pen to do calculations.

She didn't care about anything else.

Wu, who always felt tired, suddenly felt much more relaxed and even walked with more energy.

"Son of God, what does this thing mean?"

"This one is pronounced 'a', that one is pronounced 'b'... They mean an unknown number, which can be replaced by any number. What they express is a law of calculation.

Not only can multiplication be represented by them, but addition and subtraction can also be represented by them..."

When Yuan encountered something that he couldn't figure out while researching a topic, he would ask Han Cheng, and Han Cheng would answer Yuan as detailed as possible...