Chapter 147: Educational Immigration
In the evening, after dinner, immigrants gathered at the temporary school in the East African colony for language and general knowledge classes. The classrooms were bustling with the sound of students reading aloud in German, attempting to learn the language:
- "Danke!" (thank you)
- "Danke!"
- "Auf Wiedersehen!" (Goodbye)
- "Auf Wiedersehen!"
- ...
The temporary school was filled with people eager to learn German. Lobos Ryan, one of the teachers, instructed the students, emphasizing the importance of saying "Danke" to express gratitude.
Except for the Germans and some immigrants from the Austro-Hungarian Empire, most of the newcomers didn't know German. Immigrants were divided into different classes based on their native languages. Some of the older farmers from the Austro-Hungarian Empire, who barely knew how to read and write themselves, were now teaching others.
The focus of the lessons was on teaching immigrants basic spoken German, as the goal was to help them adapt to life in the colonies. Learning to write was not a priority, given the age and background of many immigrants.
The method of adult education was quite simple. It involved repeatedly teaching common phrases and vocabulary. Students learned to communicate basic needs and greetings in German. Grammar and complex words were not part of the curriculum.
Next, they attended general knowledge classes, where Lobos Ryan provided information about the East African colony. He explained the region's unique climate, hygiene practices, and the need to protect against diseases and mosquitoes.
Lobos Ryan made it clear that East Africa had no distinct seasons like spring, summer, autumn, or winter. The colony experienced two rainy seasons influenced by monsoons, and temperatures remained relatively hot year-round, with a minimum of 10 degrees Celsius.
He stressed the importance of cleanliness and hygiene, citing disease as the number one cause of death in East Africa. He explained that many diseases were transmitted by mosquitoes and through poor hygiene practices. He encouraged students to follow guidelines such as using mosquito repellent, proper sanitation, handwashing before meals, avoiding drinking untreated water, and refraining from consuming wild foods.
One student questioned whether these precautions were worth the effort, given the perceived difficulty of resisting diseases once infected. Lobos Ryan explained that prevention was key, and while some diseases might be incurable, personal immunity played a significant role in survival.
He compared diseases in East Africa to the historical Black Death, emphasizing that cleanliness and hygiene were essential in preventing outbreaks. The East African government had observed that maintaining cleanliness was crucial in disease prevention.
General knowledge classes served as a guide to life in the East African colonies. They covered various aspects, including geography, local laws and regulations, and practical life advice. The purpose was to help immigrants integrate into the colony and align their thinking with the policies enforced there.
Despite differences in educational backgrounds and superstitions among immigrants, the East African government aimed to transform their thoughts through education and ensure they followed government policies. It was essential for immigrants to understand and adhere to the rules and guidelines of the East African colony. The government was strict in enforcing these rules, and religion was under its control, ensuring that no superstitions could take root and potentially disrupt the policies in place. The East African colony was governed with authority, much stricter than the Prussian rule, even though there were currently no external threats.