After talking about the navy, it was mainly up to Archduke Ferdinand, the head of the navy, to run the operation, and Constantin was in charge of coordinating resources.

Ernst, on the other hand, was to preside over the next government education meeting, and because of the graduation of the first class of primary school students in East Africa, the construction of public secondary schools was also on the agenda.

"At present, East Africa has completed the popularization of basic primary education, and the first class of students has also graduated, which is a good thing for the kingdom, but compared to the countries of the world, our education system is incomplete, especially advanced education, which makes it possible for students to participate in further education and training after graduation unless they are selected by the state because of their excellent grades, but how to deal with the remaining students is an important issue." Education Minister Dick Hlaf said at the meeting.

Ernst: "Secondary and primary education are different in that they require higher level teachers, and at the moment we don't have enough people to do so, and it may take a few years, so we have to work hard for the students and teachers first, and we can first gather the students and set up boarding schools in the town or city, and at the same time change the small class teaching system in the primary school and replace it with large classes, and then change them in the future when teachers are no longer scarce." ”

This is actually the state of Ernst when he went to school in the countryside in his previous life, only the township and above have secondary schools, and the existence of secondary schools in villages is relatively rare, after the popularization of primary education in East Africa, almost every village has a primary school, but secondary schools cannot be as universal as primary schools.

This is mainly Ernst's pot, because in the early training of talents, it is necessary to tilt towards the army and the government, which will lead to the fact that the intellectuals cultivated by Heixingen are almost all quick, and it is better to deal with the primary school, but the teachers needed in the middle school cannot be so casual, and it is impossible to meet the standard without a few years of cultivating knowledge reserves.

In this era, high schools were not divided into junior high schools and high schools as in later generations, and it was only in the mid-19th century that high schools appeared in Europe, generally as preparatory schools for universities.

Ernst also does not plan to engage in high school education, and the two systems are completely unnecessary, which requires the strengthening of the study time in East African secondary schools, because there are more things to learn, so as to better connect with European universities.

Ernst continued: "Secondary education, we can't fool ourselves like primary school, we can fool ourselves, but in this way, European universities will not accept such students too much, for secondary education, we need to strengthen management, enhance subject learning, especially the choice of cultural classes, and at the same time realize the diversion of students after the primary school leaving examination, the top 20 percent of the students will enter the liberal arts secondary school, and the remaining students will enter the real secondary school." ”

The liberal arts middle school is a combination of junior high school and high school similar to the previous life, while the real middle school is similar to the technical secondary school, and now European universities do not admit students from the real middle school. Having said that, in fact, it is not an ordinary family that can go to a real school in this era.

And Ernst, an outstanding talent who has received a full nine years of compulsory education, intends to give East Africa a step in place, and by the way, make secondary education an important part of compulsory education in East Africa.

Ernst concluded: "Compulsory education in East Africa should be divided into two phases, first, primary education, which is universal and compulsory for every child in East Africa, and which lasts for five years, and then secondary education, which is also universal, but the difference between the two is that students with excellent grades prepare for university, while those with average grades prepare for entering society, and the duration of schooling is also five years." ”

It is not because Ernst does not pay attention to the issue of education, but because it is the characteristics of today's times.

In Belgium, for example, in 1842 a cotton mill employed 1% of children (5-9 years old), and by 1879 the number of children working in this age group had risen to 9%. Older child labourers (10-14 years old) accounted for 34 per cent in 1859.

Of course, Belgium is a special country after all, after all, Leopold II is indeed a model of Belgian benevolence, and he did have some achievements in the industrialization of Belgium, and the sacrifice of rough industrialization is the entry of Belgian women and children into factories and mines.

Prussia was a special case, although Prussia introduced compulsory education, which allowed school-age children to complete primary school in school, but the original intention was rather strange, because the entry of child labor into the factories led to a shortage of military reserves, Prussia promulgated the first modern worker protection law out of military considerations. The prohibition of child labor under the age of 10 and the prohibition of working more than 16 hours under the age of 16 is well in line with the style of Prussian militarism, but in any case, the result is good.

Of course, Germany was loose before, and each state had its own laws, and after Prussia unified Germany, Bismarck began to work on German legislation, pushing Prussian laws to the whole of Germany, and at the same time improving the previous laws and regulations.

In contrast, children in East Africa are relatively happy, and the Kingdom of East Africa has enacted strict laws since colonial times, prohibiting children under the age of seven from participating in social work, and children over the age of seven must participate in compulsory education.

East African primary schools are five-year and at least 12 years old when they graduate, and those who have excellent grades or have completed their studies early can also be nominated by teachers to take the Kingdom's twice-a-year unified special entrance examinations and then study in Europe.

Therefore, although the first batch of official East African students was only 500, in fact, a very small number of students had gone abroad to study abroad in advance during the previous special recruitment, but the number was only 43, and this group of people was also the legendary genius. After removing this part of the people, 317 of the remaining 862 people went directly to the Heixingen Military Academy.

The rest are some students, because of physical fitness or gender (girls) and other reasons, can not directly enter the Heixinggen Military Academy, so they need to repeat the first town of the primary school, wait until the completion of the first town city middle school, and then enter the middle school to study, and it is a liberal arts middle school, which is also a special period, special treatment.

The total number of primary school students in the first class of East Africa is 1,405, which is the data for the entire East African Kingdom.

This is also very understandable, East African immigrants are generally screened in the Far East, among which immigrants under the age of 15 cannot immigrate to East Africa alone (those with families are not counted), after all, the turmoil at sea is unbearable for ordinary people.

This situation changed dramatically over the years of colonial establishment in East Africa, where schools could be overcrowded in a few years due to the surge in the number of immigrants from the Kingdom of East Africa and the explosion of fertility.

Ernst thinks it is more reasonable to wait until East African primary school students graduate and then enter the same five-year secondary school to continue their education, and wait until they graduate, that is, at the age of seventeen.

East Africa raised them to adulthood, and then it was entirely up to them, and at the national level, the East African government fully fulfilled its responsibilities.

Ernst continued: "In essence, the secondary education we implement is still poor education, so the unified examination will inevitably sacrifice diversity, so for some students who are seriously biased but extremely good in certain subjects, we cannot ignore that the government can conduct special inspections for such students, organize national single-subject examinations, purify these students, and set up a special type of school, but this kind of school should be placed in the city or in the large township. This is also our preferential treatment for special talents. ”

(End of chapter)