The issue of drinking water safety is a major concern, not sothing to be taken lightly. In the past, Africans would rather drink murky water from shallow pits than dig wells.
There’s no special reason for this; it’s a matter of perception. Perhaps Africans are more inclined to believe that bacteria and viruses are rely Western conspiracies.
After all, African Black people have survived in such conditions for thousands of years, continuing to thrive. Even a terrifying disease like AIDS appears feeble before Africans.
In the past, two South African presidents openly declared that AIDS was not caused by a virus but was a result of poverty, highlighting the mindset of Africans.
It’s important to note that those who beco South African presidents are among the most elite in Africa, yet they still hold such anti-intellectual views. Consider the mindset of the African masses, steeped in superstition and lacking in knowledge.
Perhaps AIDS is not formidable enough, unlike the Ebola virus, which commands respect.
Of course, Ernst feels there is so validity to the conspiracy theories held by African people and politicians, considering that all those terrifying diseases in Africa erupted after Western colonial arrivals (around the 1950s).
Currently, the most terrifying disease in Africa, which also hinders European countries from developing Africa, is "malaria." Compared to other incurable diseases, it seems sowhat less significant.
Malaria can, in fact, be eradicated. This is not an empty statent. The forr Huaxia eradicated malaria (with thirty million cases in the early founding years), and it is well known that mosquitoes transmit malaria, yet mosquitoes were not eradicated.
However, through comprehensive planning and imnse determination, Huaxia eliminated malaria. Even India, which suffered from malaria as much as Africa did for years, managed to suppress it to a very low level.
Yet Africa, in the past, was indeed a paradise of diseases. Malaria, as an ancient virus in Africa, has not weakened over a hundred years; it has only grown stronger.
Ernst firmly believes that Africa is truly lacking in disease prevention, as many countries with the sa latitude and environnt do not share such outrageous conditions (Haiti excluded).
Though the East African colonies are sowhat impoverished, they are determined to fight diseases. Ernst is also keen on educating the populace about the relevant knowledge. Of course, they may choose not to listen, but if they dare to not act...
...
Rudolph had completely lost the enthusiasm he had at the beginning. In the past, Rudolph was forced by Franz to undergo the austere and demanding royal education of the Austria-Hungary Empire.
Though it was tough, it was nothing compared to the learning arranged by Ernst. What was once considered hard was now sheer torture.
The essence of exam-oriented education is such that it tests one’s patience to the extre. The test papers and assignnts seem endless.
And these assignnts were put to good use by Ernst, sent to the Austria-Hungary royal family for inspection by Empress Dowager Sophie and Franz.
When a pile of test papers and assignnts are placed before them, they cannot claim that Ernst does not take Rudolph’s education seriously.
According to Ernst’s own assumption, Franz might review his son’s educational achievents on the first day, but when a never-ending stream of assignnts keeps coming his way, he probably won’t look at them a second ti. Thus, Ernst’s goal was achieved.
Influenced by Rudolph, there were a dozen or so students from the Heixinggen Military Academy who also suffered alongside him, all relatively young in age.
To recreate the educational atmosphere of the past, Ernst tried his best to restore the scene.
When misfortune befalls soone, it’s undoubtedly painful and torturous. However, when more unfortunate individuals erge, so worse off than oneself, it becos schadenfreude.
That’s the case with Rudolph. Ernst deliberately selected a group of excellent, high-IQ geniuses along with a few average students.
Due to Rudolph’s earlier education in Austria and his extensive learning, his knowledge far exceeded that of the Heixinggen students (the Heixinggen Military Academy had fewer courses and knowledge points), thus initially receiving frequent comndations.
But as those geniuses gradually absorbed these knowledge points, the gap between them and Rudolph visibly narrowed by the day.
This placed imnse pressure on Rudolph, especially in the exams, where each score approached rapidly (the Heixinggen Military Academy students had not been exposed to these courses before).
"Rudolph, 97 points, your score is still the highest in the class, but your progress isn’t obvious; you need to work harder," said the class teacher, Alfred Essenbezer, to Rudolph.
Alfred Essenbezer found Ernst’s demanded educational approach very intriguing. This was a modified version of Prussian compulsory education.
The difference lies in the endless assignnts and exams, using a percentage system, without having to explain all the questions and answers; just the key points need to be explained, leaving other tasks to the students.
In other words, his responsibilities had not changed much, while the students’ workload multiplied several tis. From Alfred Essenbezer’s own experience, even he might not be able to complete the amount of work, yet these students managed to do it. Although the quality wasn’t high, it was undeniably impressive.
"Yes, sir!" Rudolph replied, feeling both relieved and a little nervous.
"Well then, take a good look at where your problems lie," Alfred Essenbezer said.
"David Zhang, 93 points, this score is very good. You’ve improved a lot since the last ti. Keep up the good work.
User Comments
0 comments from readers