MTL - African Entrepreneurship Records-Chapter 50 educate

  Chapter 50 Education

   December 9, 1866.

   Today, another school in Hexingen is established, the Hexingen Cultural School. This school is actually an elementary school. Unlike the Hexingen Military Academy, it recruits students from Heixingen while recruiting Chinese students.

   After all, going to Hechingen Military Academy means going to East Africa in the end. Which German parents will rush to send their children to Africa.

  So apart from the Chinese students at the Hechingen Military Academy, most of the other German students are orphans from all over Germany.

  Hexingen Cultural School is different, it is a regular school, while Hexingen Military Academy is actually a pheasant university.

  Hechingen Military Academy is not included in the Prussian education system. Its students come entirely from the college’s own enrollment, and the destination of graduation is also clear.

  The Hechingen Cultural School has been registered with the Prussian government, and the Chinese students here are all studying as "foreign students".

   Ernst, a student of the Hechingen Military Academy, can be issued a residence permit in the East African colony, while the Chinese students of the Hechingen Cultural School are still Chinese in the files of the Prussian government.

  After all, these Chinese students are going to study in other schools in Germany in the future. They do not have the identity certificate issued by the government.

  Hechingen Military Academy can only meet the needs of military personnel, while Ernst needs professionals from all walks of life in the future.

  In order to take advantage of limited educational resources, those who excel in learning can enter German middle schools to continue their studies, and Ernst also plans to set up a middle school.

  Then Ernst, the best among them, will recommend to attend and study in various universities in Germany.

   As for those who are not good at studying, they can only enter Ernst’s factory to make screws after graduation. Of course, they can also apply for the Hechingen Military Academy, and finally go to the East African colonies to serve as soldiers or become German teachers.

   Now the Shanghai Binhai District has begun to pilot German education, and the first German primary school was established in the first town. The East African colony requires all Chinese immigrants in the first town to send their children to the German primary school in the first town.

  The teachers of the school are students who graduated from Hechingen Military Academy, and the textbooks are the ones they have used.

   As for the education of immigrants, of course, it starts with these children. The older generation of immigrants does not require them to speak German, but only a few common vocabulary.

  These adult Chinese, their thoughts have already been finalized, and they have passed the most suitable age for learning. If they directly eliminate illiteracy, the cost can be imagined, and the final effect may not be satisfactory.

  As long as they realize that German is the future of the colony, the smart ones among them will take the initiative to learn German.

  In fact, some bright-minded immigrants had already learned simple German through exchanges with colonial officials, and thus were arranged as managers.

  For the immigrants in the colonies, there is no psychological burden to send their children to school. After all, there is a saying that everything is inferior, but education is high.

   Those bureaucrats in the Far East really rely on monopolizing knowledge and education to block the upward channel. The folk drama says so well, as long as you are admitted to the top prize, you can get whatever you want. The common people have never eaten pork, but they have seen pigs run away.

Those local scholars, Juren and officials, those who have read the books have real benefits. Even the scholars can rely on teaching and educating people to get rid of manual labor, not to mention the economic privilege of exempting part of the tax, and Improvement in social status.

  The education in the East African colonies is of course not the education mode of screening officials in the Far East, but simply literacy for these ordinary immigrant children.

  Of course, those who receive compulsory education earlier in the early stage will receive greater dividends. For example, in terms of better job placement in the colonies, immigrants who have received colonial education will definitely be given priority.

  In the future, with the popularization of compulsory education in the East African colonies, this dividend will become less and less, and it will become the lowest threshold by then.

  The education content of the first school in East Africa is actually very simple. Except for German education, there are only simple addition, subtraction, multiplication and division, and finally the idea of ​​"loyalty to the monarch and patriotism".

  So these children only have half a day of class every day. They go to school to study in the morning and go home to help in the afternoon.

  In order to improve the quality of life, immigrants will engage in some small income-generating activities, such as growing vegetables near the house, or raising some chickens and ducks, these colonies do not care.

  As long as the work of colony allocation is completed on time, the rest of the time can be arranged at will. Because the land is relatively rich, there is a lot of free land in the East African colonies.

  For example, the houses of colonial immigrants are not as crowded as the Far East, and they are more scattered. When planning these houses, they arrange two open spaces at the front and back, a garden, and a drainage channel.

For Chinese immigrants, gardens have never been heard of. These lands are better used to grow vegetables. The drainage canal is behind the house. In fact, it doesn’t need so much land. Next to the canal, the land is turned over or planted with crops. .

  These additional income from idle land is earned by the immigrants themselves and does not need to be handed over.

  Only the dwellings of the Germans. There are really gardens and lawns in the front, and the land passing the drainage ditch in the back is deserted.

  This can only represent the different life attitudes of the two people, and the wages of the Germans are indeed higher, and the work is more leisurely.

  The Germans are also curious about Chinese immigrants planting vegetables in their gardens. Sometimes they will take the initiative to ask these immigrants what kind of vegetables are these and what is the use of that tool.

  The Chinese did not come completely empty-handed when they boarded a ship to East Africa. The colony would not confiscate their things, but those that were too large could not be boarded.

  And some Chinese carried plant seeds in their arms and were brought to East Africa, causing various Far Eastern vegetables to appear on African land.

  African land is most suitable for the growth of vegetables. After all, vegetables are essentially grasses, and Africa is suitable for grass growth, so it has the largest savannah in the world.

  There is no winter here, as long as the water supply is guaranteed, the plants can always grow.

  There are still some ideological differences between Germans and Chinese immigrants. For example, Germans value their territory. Without their own consent, others cannot step into their yards. However, Chinese immigrants visit each other and have no sense of territory.

The Chinese will not take the initiative to go to the yard of the Germans. After all, the Chinese immigrants are naturally short. In fact, these Germans do not have the idea of ​​domineering. After contacting the Chinese, their impression is not bad. After all, everyone is a farmer. Born, the senses are not bad after exchanging some agricultural experience.

  Chinese immigrants without braids, in addition to being more industrious and hygienic, these are the result of the colonial regulations, but the Chinese are highly obedient, so they cover up some shortcomings.

  The Germans in the East African colonies are also big bosses in the Prussian area, and they don't care about some small details.

  The only difference between the two sides is that the Germans have received compulsory education, so their cultural level is relatively high, but they have only received elementary school education, so their quality is limited.

   In the eyes of these peasant-born Germans, Chinese immigrants are easier to deal with. The thinking of ordinary farmers is relatively simple, without twists and turns.

   Unlike later generations, some people who go abroad pick flowers and fold grass in other people’s yards, and after being criticized, they still pretend to be aggrieved and make unreasonable words. You say he is uneducated! He has gone abroad, and his education is generally not low, so education has little to do with quality.

   This is what happened to the Chinese in developed countries. When Ernst was in Africa, the Chinese were disgusted with people. There were many workers from the motherland on the construction site where Ernst was working.

   Their education is not high, at least Ernst knows a lot of high school and junior high school education, but in Africa, they directly treat the indigenous people as monkeys.

  Drag like two hundred and five every day, give out some snacks to the aboriginal children, and then teach some "stupid words".

  In fact, didn’t those natives take them as a joke? Even take some people as a fool.

  Although Ernst also looked down on the natives, the education of the motherland prevented Ernst from doing that kind of impolite behavior, which was too cheap.

  In this era, because the country is weak, the people's livelihood is poor, and education is enslaved, how can Chinese immigrants dare to look like the boss and my second child overseas like later generations overseas.

   Only promises are the true portrayal, so the Chinese immigrants who voluntarily take a step back and the Germans get along relatively well.

  (end of this chapter)