Over the next few days, the Second Middle School students continued taking part in labor. According to the schedule, East Africa's practical courses were divided into three categories: manual labor, equipment, and industry, taking one day, two days, and half a day respectively.
Manual labor was the work done by East African Black slaves, using relatively primitive tools to carry out a series of agricultural activities, relying mainly on human strength.
Equipment mainly referred to work done with cattle and horses, or with hand tools. These could already greatly save human resources, though manpower still remained the mainstay.
Finally came industry—agriculture in the age of mechanization. At present, no country in the world had achieved agricultural mechanization, so this part could only rely on imagination.
In other words, the final half-day course was still theoretical. Since the students also had to return home for their holiday in the afternoon, the arrangement was made this way.
That afternoon, the students first returned to school, where the teachers summarized the event.
"Practical courses actually correspond to the sequence of development in productive forces, reflecting the enormous improvement technology brings to agricultural efficiency..."
The aim was to let East African students personally experience the benefits of technological development and cultivate their interest in science and technology. Of course, Ernst hoped that East African society as a whole would come to revere science.
At present, East Africans were not actually enthusiastic about science, especially the older generation and new immigrants. Many of them came from backward regions or religious nations, so compared with something like science, they were more likely to believe in gods, ghosts, and spirits.
Just as the Second Middle School students were enjoying their practical courses on the farm, East Africa's Water Conservancy Construction projects were also underway across the