Chapter 476: Higher Education
It was entirely reasonable for the British to hope to use Portugal as a pawn to probe East Africa. Portugal's colonial territories were sizable and conveniently flanked East Africa on both sides, making geopolitical conflict between East Africa and Portugal inevitable. No one would believe that East Africa had no designs on Portugal's two colonies.
However, whether the British could actually persuade Portugal to act as their knife was another question entirely. At the very least, the new governor of Mozambique, Lyford, harbored some apprehension toward East Africa. Unaware of Britain's scheming, East Africa regarded every neighboring country—except Belgium, with whom it had prior communication—with suspicion.
1877, Soga City.
King Constantine personally attended the opening ceremonies of the National Agricultural College and the Soga Normal School, two institutions in East Africa's burgeoning "City of Science."
The National Agricultural College was East Africa's first planned university. Given that agriculture was the nation's dominant industry, East Africa had far more agronomists than other types of scientists, making it relatively easy to assemble a qualified faculty.
The Soga Normal School, on the other hand, was a unique institution. It wasn't a university but stood above East Africa's secondary schools, specializing in training teachers for primary and secondary education. Its faculty was also unusual—composed of educators trained in the Principality of Hohenzollern. Despite its unconventional nature, it could still be classified as a higher education institution.
Constantine: "Mr. Angros, I am delighted that you have contributed to East Africa's agricultural education!"
Angros (flustered): "Your Majesty, I never expected you to attend in person. This is truly an honor."
Constantine (smiling): "The Kingdom of East Africa respects science, and thus we hold scientific researchers in the highest regard."
Angros was a student of Johann Heinrich von Thünen, a renowned German agronomist who, in turn, had studied under Albrecht Thaer—the founder of modern agronomy and a pioneer in agricultural economics. Though Angros himself was not widely known, his academic pedigree was impeccable, as both his teacher and grand-teacher were among Germany's foremost agricultural scholars.
In 1804, Albrecht Thaer established Prussia's first agricultural school, which was later granted the title of Royal Agricultural University by the Prussian government in 1819. As Thaer's academic descendant, it was only fitting that Angros would establish East Africa's first agricultural college.
However, compared to Prussia's prestigious Royal Agricultural University, East Africa's National Agricultural College adopted a more modest name—a "specialized college." This aligned with Ernst's vision for East African higher education. Universities were meant to focus on theoretical advancements, but East Africa was not yet at that level. For now, it could only follow in the footsteps of Europe and America, lacking the foundation for broad theoretical innovation.
Ernst also rejected the notion that specialized colleges were inherently inferior to universities—a stigma unfairly attached to the term in certain countries. In reality, institutions like Germany's Fachhochschulen and the Soviet Union's specialized academies were highly respected.
Admittedly, specialized colleges had limitations compared to comprehensive universities, as their focus was narrower by definition. East Africa's National Agricultural College, for instance, concentrated solely on agricultural disciplines—unlike some "generalist" colleges that offered a hodgepodge of unrelated programs. It was destined to become one of East Africa's foremost authorities in agricultural education, much like the Hohenzollern Military Academy, which was also a specialized institution (albeit in military studies).
While comprehensive universities were desirable, East Africa couldn't afford to indulge in such ambitions yet. The priority was cultivating high-level talent—only then could it hope to establish world-class universities.
Constantine continued: "The National Agricultural College spans over 3,000 acres, employs more than 200 faculty and staff, and currently houses a collection of 160,000 books. It offers thirteen specialized programs, including agronomy, animal husbandry, pesticide science, and plant pathology. This year, it has enrolled over 700 students."
"These students are among the finest in East Africa. While their foundational knowledge may lag behind their European counterparts, their learning ability is second to none—truly the best of the best."
As for East Africa's absolute top students, they were beyond the capacity of East Africa's fledgling institutions. In 1877, the top 2,000 performers in East Africa's national college entrance exams were sent abroad on government-funded scholarships, primarily to Germany and Austria, in accordance with East Africa's strategic needs.
The destinations for East African students were carefully chosen, with one key criterion: the host country must be a monarchy. Fortunately, this restriction posed no real obstacle, as East Africa had plenty of options—especially since Germany and Austria boasted world-class higher education systems.
Beyond Germany and Austria, countries like Sweden, the Netherlands, Belgium, and even Britain were potential destinations—though aside from Germany, Austria, and Sweden, the number of students sent elsewhere was minimal. After all, 2,000 students barely made a dent in Germany's own demand.
It's worth noting that these 2,000 government-sponsored students weren't the entirety of East Africa's overseas scholars. Due to pre-existing overseas training programs, the total number of East African students abroad exceeded 7,000.
Those already studying overseas had integrated into their host countries' education systems, taking local entrance exams. The newly dispatched students, however, were part of government agreements with Germany, Austria, Sweden, and Belgium, ensuring reserved university slots—effectively guaranteeing admission.
Still, East Africa couldn't afford to send unqualified candidates. The selection process was rigorous: beyond the unified national exam, students underwent two additional rounds of screening, followed by a two-month preparatory program before departure.
This training focused on acclimating students to their host countries' customs and etiquette, ensuring smoother integration. After all, these students were East Africa's ambassadors to the world—especially critical for a closed-off nation like East Africa. Beyond employees of the Hohenzollern Corporation and government officials, students abroad were the primary face of East Africa overseas. Their conduct would shape international perceptions of East African academia.
While Constantine presided over the ceremonies in Soga City, Ernst was busy elsewhere. In First Town, the capital, plans were underway for the National Medical College—East Africa's first institution of higher medical education.
This was a logical choice. As the political heart of East Africa, First Town naturally boasted the nation's best medical resources. Thus, the country's premier medical school would be established there.
Beyond these three institutions, no other new colleges were planned for the year. The reason was simple: East Africa's pool of secondary school graduates remained small.
The 2,000 government-sponsored students sent abroad actually outnumbered the 1,800 enrolled in East Africa's three domestic colleges—highlighting the nascent state of the nation's higher education.
Large-scale university expansion would have to wait at least another decade. For now, Ernst's plan was to add one new college every two to three years, with a more ambitious wave of construction to follow in the 1890s.
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