University Records: Schools and Education in the Omega Regions (Public Information)

[University Of Cambridge]

University of Cambridge

Schools and Education in the Eastern & Southern Omega Region

A general Overview of Hessian Education

Schools of Anthropology and Education
Date: 17/09/826 A.S.

Introduction:

After much consideration and debate, my travels into the Deep Omegas have at long last yielded fruit that has proven to be enlightening and wearisome in equal measure. This report is designed to shed light onto how those outside of the five great houses educate themselves and their offspring far from what is normally considered by academia to be the bastions of learning and culture. Particular emphasis is given to those in the care of the Red Hessians, with whom I stayed with for a majority of my time in the Omegas. This report is not designed to provoke nor condemn those who live in these regions nor is it designed to comment on the political standpoints of the various groups currently embroiled in centuries long conflicts. It is however designed to give insight into the vastly different mindsets that are reflected in education and give criticism where necessary, for no system regardless of region or origin can adapt and become better if criticism is not given.

All care must be given when dealing with children due to the obvious ethical concerns but also due to the fact that I was there as an observer, not as a critic or teacher. No attempt was made to challenge the methods of those who taught, but improvements can always be made. It is my hope that some of my recommendations may be taken into account by those who live in these regions and that academics from the Houses consider those living outside of established borders as possible research subjects in the future.

Chapter One: Primary Education in the Hessian Movement

Hessians have been around for many hundreds of years now, their presence in the Omega region is well established and this is reflected in their schooling systems. Primary education starts very much in line with most other schooling, the teaching of basic language skills (both verbal and written), mathematics and artistic expression. The youngest Hessians are obviously the most vulnerable and so special care is afforded to those who (by no fault of their own) cannot defend themselves, yet no time is wasted in instilling discipline and order, even at this young age. All students follow strict routines, as has been established by their teachers. I was struck mostly by the willingness of teachers to ensure that all students could, by the end of their time in Primary school, read and write proficiently. Lessons were all highly structured with very clearly defined periods of study. The routine (as will become clear) cannot be understated in Hessian society. Resources for teaching however, are scarce and teachers, while very effective at making do with that is on hand, suffer from a lack of efficient teaching models and resources (such as blackboards and other visual aids). While Primary education had a clear focus on ensuring commands could be understood and obeyed, teachers were also tasked with ensuring that commands would be obeyed. Punishments were harsh and justice swift, even for minor infractions. As one teacher put it Deviating from the norm breeds chaos, and chaos leads to destruction. We ensure that the Hessians of the future are as disciplined as those of today. The Army survives through Order and discipline, we make sure every Hessian child knows this before they leave.

With that said, it is important to note that teachers understand the fundamental importance of their charges, a child who cannot read or write is useless, and due to the scarcity of resources, no child is considered a 'lost cause'. Private lessons for those not as gifted as their peers are held after classes and every teacher makes a serious attempt to ensure that the child learns. The major weakness of this practice is that little experimental teaching styles are considered, a child must conform to the establishment, not the other way around. While few children 'fail' those who do could benefit from from a slightly more relaxed teaching style. As Psychologist D. A Burns has mentioned in his 784 study The youngest children learn best by experimentation, ridged structures often cause them to rebel later in life. An environment that stifles a child's capacity to experiment and learn on their own, ultimately does the child a disservice (Burns, On Children and Learning 784 A.S. While the concept of 'fun' means very little to Hessian educators (one such educator duly informing me They are here to learn, not have fun) the importance of visual aids cannot be overstated, as it is quite well known that many children learn better with visual aids, which encourage attentiveness and focus.

The Primary system is the strong encouragement of sports and physical activity. Children are strongly encouraged to play team sports and physical fitness is held in high regard, although due to safety reasons, physical contact sports are watched closely by teachers. Patriotism and loyalty are also given priority, as is the understanding of History (although this is mainly taught more comprehensively to senior students). Children are drilled in the meanings of loyalty, duty and honour and great care is given in ensuring that a meaning is given to these things. They are not, to the Hessians, mindless words, but the heart and soul of the Hessian Movement itself.

Chapter Two: Secondary Education

Senior students have a vastly different experience, most are roughly 14 or 15 years of age, where they will remain until they are roughly 22 years of age. When they reach this next stage of the Hessian schooling system, it's transition is not pleasant. The ability to adapt in a new environment is prized in the students first year, and while the ideals of duty, honour and loyalty are ever present the limited creativity that was permitted in their first years is now stamped out. Physical sport is now actively encouraged with full contact sports being permitted between both genders. Teamwork is an essential part of Hessian life, all must contribute if they can and this idea is firmly instilled in the various team sports they play, as is physical aggression in general. It should be noted that this aggression is channeled into competitiveness, and students are encouraged to compete with one another in all things. Yet always, the chain of command is absolute, teachers are above reproach. Year groups are encouraged to develop rivalries between other year groups and between one another, yet it all falls just short of outright hatred and conflict. The point here is to be better, better than other teams, better individually but ultimately, all are Hessians and the movement will not permit internal strife.

As mentioned before, History is taught in greater detail, particularly the founding of the Hessian Movement and early Rheinlandic History. History about the Corsairs and the Imperial Monarchy are also taught in great detail along with (albeit to a lesser degree) the History of the Coalition and Bretonia. This, however is not an abstract or informative form of history, rather it is designed to instill a sense of hate toward 'the enemies of the Army'. This is not unexpected, if fact considerable attention must be given to the ability of those teachers who manage to foster the already growing sense of 'Hessianess' that their charges are developing. Girls are not taught any differently to boys and indeed, gender means very little to a Hessian, be they student or otherwise, obvious differences aside, they are all part of the Army and ultimately that is all that matters. Gender, I note, is not a prohibiting factor, but it is wielded as an insult due to the intense rivalries that develop.

In addition to History, other classes are now added to a student's daily life, Language skills and mathematics are replaced as priority roles and replaced with engineering, piloting, basic human anatomy and military drill. The Hessian Army (the armed Branch of the organisation) now begins to play an increasingly large role in students lives and all students undergo their basic training at secondary school. Weapons proficiency, fitness tests, survival skills, unarmed combat (which is almost always full contact) and evasion are all taught in this period. There are, of course many civilian roles in the Hessian movement and those with the aptitude (or those who fail military basic) are offered the choice of economic theory, agricultural sciences, medicine and architectural design. It is important to note that those who follow these courses will find all others unavailable to them as the Hessians have no need for polymaths or a 'jack of all trades'. The Military handles matters of Engineering, diplomacy, navigation, cartography and ship construction among others.

Following their time at secondary school students either move into the Civil route or the much larger Military route. I was not permitted to view the way in which training progressed in these branches due to my being a security risk, however I have been told by trust worthy sources that it is largely 'on the job' training. The Military deals in precision, and so it is safe to assume that great care is given in overseeing the final stage of the education system, lasts for the better part of 5 years. By this time, roles, rules and hierarchies are all clearly established and well defined. There is little in the way of deviation from the basic rules of the Hessian movement and rule number one has always been: The Army comes first.

This state of affairs requires greater exploration as the authoritarian nature of Hessians does leave many gaps in the overall education and thus the level of competence could be improved further. All in all however the system at current serves it's overall purpose perfectly, the molding of children into working members of the Hessian movement has been proven to be almost flawless in it's execution and it's results speak for themselves. The general efficiency of the Movement is hard to deny yet, as in all things, improvements in the way this system works could see an increase in valuable Hessian members, the introduction of teaching aids being a good starting point.

Initial Conclusions

No formal conclusion has been reached as of yet, given the nature of this study, more time will need to be spent examining the 'post-secondary school education'. As well as the changing nature of the Hessian Schooling system, if indeed it does change. In addition, there are many inhabitants of the Omega region, limiting this study to only Hessians would be improper in assessing schooling in the wider region. It can be safely noted however that authority is greatly respected and feared in equal measure in the Red Hessian Army. The long term effects of this require in depth interviews, which are unlikely to happen this early on. One must be aware of the delicate nature of such a study as well, given that access to the most vulnerable members of Hessian society is not a privilege given lightly. Extreme care must be taken to protect the identity of the subjects with whom I work and without whom this report would not have happened. I would be correct then in concluding for certain only one thing, more work is required.

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Professor A. Steiner
School of Anthropology
University of Cambridge

Acknowledgements

Lt. Hyderich Untermann (Editor)
Generalmajor A. Heinrich

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