African Entrepreneurship Record-Chapter 529 - 207 Patriotic Education

"This time, you’ve done well. You succeeded in bringing forward the conflict between Britain and Afghanistan, which is advantageous for us. Those credited for this operation will be rewarded according to the reward and punishment system. Of course, I personally will give you some additional bonus."

Ernst at the Qivite Palace praised the agents involved in the Afghanistan operation, and those receiving the reward felt quite pleased.

"Continue striving forward, but don’t become overly proud. We need to review and improve this operation and accumulate more experience for the future." 𝙛𝒓𝓮𝙚𝔀𝒆𝒃𝓷𝒐𝓿𝙚𝓵.𝙘𝒐𝒎

"Yes, Your Highness!"

After the commendation meeting, Ernst began focusing on the East Africa water conservancy project, a major national project mobilizing millions, so he needed to prevent any mistakes.

Currently, Ernst is tied up with this national project and won’t be able to break free in the short term until it’s on the right track.

...

Mbeya City.

Mbeya in February is quite dry, and students from Mbeya City Second High School participate in regular practical courses organized by the school.

Unlike the usual classroom lectures, this time they engaged in farm labor arranged by the government.

Class teacher Yark led Grade Three, Class Four, to stay at the workers’ dormitory in Mbeya City Third State-Owned Farm.

After arranging the accommodation, Yark said to the class: "Today’s practical course will be completed with the guidance of the experienced Uncle Kade. Over the next week, he will teach you the essentials of farming. You must learn seriously..."

As Yark finished speaking, the students applauded to welcome the farm activity leader, Kade.

Kade, unfazed by the students, confidently stood before them, introducing himself: "I am the head of the Third State-Owned Farm. I’m pleased to interact and learn with you young people here. You’re not the first group of students I’ve led; every year, I host students from Second High School for practical activities, so feel free. You can ask me any questions directly."

Every class has a few troublemakers, and Grade Three, Class Four is no exception. As soon as Kade finished speaking, someone asked the teacher:

"Teacher, we don’t need to be taught farming! We often help with farm work at home."

"Rold, this is a school-organized activity and also a government arrangement. It’s a task for practical science high schools nationwide. It’s not about you knowing it already, hence skipping it. The theme of this activity is diligence and practice. It’s primarily for you to experience the hardships and pleasures of work firsthand and to accumulate life experiences."

Practical science high schools primarily cultivate students’ practical skills, while liberal arts and science high schools emphasize cultural literacy. However, liberal arts schools cannot avoid practical courses, though they have fewer opportunities.

At this point, Kade interjected: "Of course, it also aims to let you gain new experiences and exposure. The Third State-Owned Farm, as a government enterprise, has considerable investment, representing relatively advanced productivity, which can greatly broaden your horizons."

Mbeya City Third State-Owned Farm, as a state-owned enterprise, invests much more than ordinary farms, almost on par with Western countries, introducing advanced production techniques and experiences.

However, East Africa farms still have backward aspects, such as the extensive use of Black slaves. This is unavoidable; for instance, tasks like cotton picking are best suited for Black slaves.

After Kade finished speaking, he took Grade Three, Class Four students to tour the farm. Not to mention, the state-owned farm’s area is quite large, and it doesn’t only grow single crops; it also includes its own ranch and processing workshops. If a castle were built, there’d be little difference from a medieval European manor.

Many Black laborers work here, exploited in East Africa. Their treatment is naturally poor, but the new generation growing up in East Africa has long become accustomed to this slavery system.

Just last year, Mbeya City implemented a policy to replace Black laborers with livestock, allowing Black laborers in small and medium-sized farms to be replaced. However, large farms and mines still retain many Black laborers.

Pointing to Black slaves working on a large scale, he said, "Your fathers were forced into East Africa under difficult circumstances. I, for one, am no exception. This world is quite cruel, and while I don’t claim East Africa is stronger than other countries, it’s a good place. So in the future, you must contribute to East Africa to prevent the nation’s decline. Otherwise, these people are a lesson from history."

Kade’s words were brutal, and the plight of the Blacks is indeed sympathetic. However, for these teenagers, it didn’t have much impact, as Black slaves in East Africa were too commonplace, leading them to take it as a given.

However, the experiences of Black laborers also planted a seed in them: backwardness invites aggression. If East Africa declines, some may become subjugated like these Blacks.

The reason for mentioning "some" is, following Ernst’s understanding, exploiters may be smart, dividing the exploited. The lowest tier is traditionally seen as the exploited, while the bought ones, although exploited by the upper tier, can exploit their lower-tier counterparts themselves.

This is the pyramid structure of human society. East Africa also has such a pyramid, with the Heixinggen royal family at the top, followed by nobles and bureaucrats, then East African citizens, and finally East African Black slaves.

As for the Blacks working in the fields, they have no awareness of being used as patriotic material in East Africa. They simply work numbly, which for them is good. Sometimes, more knowledge and insight bring more troubles.

If a 21st-century person were to fall into the situation of Black slaves, they might collapse. In contrast, these Blacks find it somewhat "sweet," as East Africa offers them a stable environment, a bit better than the precarious life they had before.

The only regret might be the inability to meet basic physical needs. The policy to curb Black population growth causes severe gender imbalance, with almost no female Blacks in eastern and central East Africa, and only a few in the west and south.

Yet, these physical needs can be endured. East Africa demands only a few decades of these two or three generations’ youthful years and promises to return their freedom afterward. So enduring for a few years isn’t too bad—once in Free America, one can do whatever they like, as America has officially abolished Black slaves.

Currently, East Africa needs these Blacks to contribute to its development. Without Black laborers, those projects led by Ernst in East Africa wouldn’t be easily accomplished and might end up like Latin America.

This unusual "patriotism" education lesson was simple yet crude, showcasing the exploitable living conditions in East Africa to establish ideals for the young generation of East Africa.

As for whether they are influenced, the results are already clear. As native East Africans, the new generation young have their considerations—in their stance, this land beneath them was seized by their fathers from the Blacks, so naturally, they stand with East Africa.

As for Ernst, the mastermind, he actually feels no burden; if not him, it would benefit other European colonizers. So he’s taking on the role himself. Though Ernst may not be a good person, he has his bottom line and won’t indulge in senseless massacre.