Chapter 50

Chapter 50: Education

On December 9, 1866, the Hexingen Cultural School was established in the East African colony, specifically in Hexingen. Unlike the Hexingen Military Academy, which primarily trained military personnel for the colony, this new school served as a regular elementary school.

The Hexingen Military Academy was distinct from the Prussian education system, as its students were entirely recruited by the academy itself, and their ultimate destination was East Africa. Given this, German parents were understandably hesitant to send their children to such a far-off location.

In contrast, the Hexingen Cultural School operated within the Prussian education system and recruited Chinese students as well as German students. These Chinese students were registered as "foreign students" and would eventually return to Germany for further education. This educational approach allowed Ernst to cater to a wider range of professionals needed for the colony's development.

To maximize the use of limited educational resources, students who excelled in learning could proceed to German middle schools and later attend various German universities, possibly including those in East Africa. Those who struggled academically might enter Ernst's factories to work or apply to the Hexingen Military Academy to become soldiers or German teachers in the colonies.

German education was also introduced to the Shanghai Binhai District, where the first German primary school was established. Chinese immigrants in the district were encouraged to send their children to this school. The teachers were graduates of the Hexingen Military Academy, and the curriculum included basic German language instruction.

While adult Chinese immigrants were not required to learn German, some took the initiative to do so. The older generation had already settled into their ways, and attempting to eliminate illiteracy among them was seen as costly and potentially ineffective. However, they did recognize the importance of German for the colony's future.

Education in East Africa focused on children, as they represented the future. The curriculum included basic arithmetic and lessons on "loyalty to the monarch and patriotism." Children attended school for half a day, allowing them to help with income-generating activities in the afternoons, such as growing vegetables and raising animals.

Chinese immigrants brought seeds with them to East Africa, introducing various Far Eastern vegetables to the region. The African climate, with no harsh winters, was conducive to year-round crop growth, making it ideal for vegetable cultivation.

Despite some cultural differences between Germans and Chinese immigrants, they found common ground in agriculture. The Chinese immigrants' willingness to learn from the Germans and share agricultural knowledge fostered positive relations.

While the Germans had received compulsory education and had a higher cultural level, they had only completed elementary school. In contrast, the Chinese immigrants, mostly farmers, had a simpler mindset.

In this era, Chinese immigrants overseas were typically more humble, adhering to social norms and being respectful. Education played a role in shaping these attitudes, as the Chinese immigrants had not enjoyed the same privileges as those in developed countries in later generations.

In the eyes of peasants like the German settlers in East Africa, the Chinese immigrants were easier to interact with. Their straightforward thinking and simplicity made them approachable.

Education and culture played significant roles in shaping the behavior and attitudes of overseas Chinese immigrants. While they may have had limited formal education, their humility and respect for others made them stand out in a world where some compatriots displayed less desirable behaviors.

(End of Chapter 50)