Chapter 50 – Education

Chapter 50 – Education

December 9, 1866 – Hexingen

Today, another new school opened in Hexingen: the Hexingen Cultural School. While technically an elementary school, it was quite different from the Hexingen Military Academy.

Unlike the military academy, which was aimed at producing future officers for the East African colony, the cultural school enrolled both Chinese and local German students.

After all, who among German parents would willingly send their children off to Africa? That's why most of the German students at the military academy were orphans from various parts of the German states.

In contrast, the Hexingen Cultural School was a fully accredited, formal institution. The Military Academy, in truth, operated more like a privately-run college with a singular purpose.

The academy was not part of the official Prussian education system. It handled all its admissions independently and trained students for a very specific destination: East Africa.

The Cultural School, however, was registered with the Prussian authorities. Chinese students there were labeled as "international students."

Ernst, acting as guarantor, ensured they could legally study in Germany. Without that status, they would technically be undocumented migrants—so "study abroad" was a useful cover.

Whereas the military academy only trained officers and soldiers, Ernst would eventually need talent across all professions.

To make the best use of limited resources, students who performed well at the cultural school would be eligible to continue their studies at Prussian secondary schools. Ernst also planned to establish a high school of his own.

The top-performing students would be recommended to attend lectures at universities throughout Germany.

As for the underperformers, they'd either join Ernst's factories or enroll in the military academy—perhaps becoming German teachers in the colonies or enlisting in the army.

Back in East Africa, the first German-language elementary school had already opened in First Town. The colonial government required all Chinese settlers there to send their children.

The teachers were graduates of the Hexingen Military Academy, and the textbooks were the same ones they had used as students.

The goal was clear: educate the next generation. The older Chinese settlers didn't need to speak fluent German—a few essential words were enough.

Most of the adult migrants were already set in their ways. It would be expensive and ineffective to run full literacy campaigns for them.

Instead, those who recognized the benefits of German language skills would learn on their own. A few enterprising settlers had already picked up conversational German through interactions with colonial officers and had been promoted to management roles.

For Chinese migrants, sending their children to school was a no-brainer. As the old saying goes: "Of all trades, studying is the noblest."

In East Asia, the ruling class had long used control of education as a way to block upward mobility. But in folk tales and operas, the path to wealth and power always began with passing the imperial exam.

Even low-level scholars had tangible benefits—reduced taxes, social respect, and a life free from hard labor.

Education in East Africa wasn't meant to produce bureaucrats like in China. It was basic literacy.

That said, the earlier a child received education, the greater the rewards. For example, jobs within the colonial administration would go first to those with formal schooling.

Eventually, as compulsory education spread throughout the colony, this advantage would disappear and become the new baseline.

The first school in East Africa had a very simple curriculum:

Basic GermanArithmetic (addition, subtraction, multiplication, division)Basic patriotism and loyalty

Classes only ran in the morning. In the afternoon, children could help at home.

To improve living conditions, many families planted vegetables or raised chickens and ducks around their homes. The colonial government allowed it—as long as each family completed its assigned labor tasks.

Land was plentiful in East Africa, so homes were spaced far apart.

Settlers' houses weren't cramped like those in the Far East. Each plot had a small garden in the front and a drainage ditch in the back.

Most Chinese settlers saw the garden as a bonus space to grow food.

German homes, by contrast, really did have flowerbeds and grassy lawns. They didn't need the extra land—after all, German officers were paid much better and worked less.

Still, the Germans found the Chinese gardens fascinating. They often asked settlers about different vegetables or farming tools.

When Chinese immigrants boarded ships to Africa, they didn't come empty-handed. Large items were restricted, but many brought small things—like seeds.

That's how Chinese vegetables began to appear in East Africa.

The soil was ideal. Since vegetables are technically grasses, and East Africa had vast grasslands, they thrived.

There was no real winter. As long as water was available, crops grew year-round.

Still, there were cultural differences. Germans valued their private space—no one entered their yard without permission.

Chinese settlers, by contrast, often visited each other's homes. They had little concept of private property.

That said, they generally stayed out of German homes—partly out of respect, partly out of social anxiety.

Interestingly, the Germans didn't look down on the Chinese. They were impressed by their cleanliness, hard work, and cooperation.

These positive impressions were thanks to colonial policies—and to the Chinese settlers' natural obedience.

The Germans in the colony weren't refined—they were rough-and-tumble Prussians. They didn't care much about social graces.

Their only real advantage was basic education. Even then, most had only finished primary school.

But they found Chinese settlers easy to work with. Both groups were mostly farmers.

Unlike modern times, where some highly educated travelers abroad behave poorly, these Chinese settlers had no illusions.

Back home, they were oppressed and impoverished. Abroad, they were humble and careful—just trying to survive.

Their deference helped maintain peaceful relations between the two communities.

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