Holy Roman Empire

Chapter 617: The Struggles of an International Student (Bonus Chapter)

At the Vienna Palace, ever since the British broke the unwritten rules, Franz’s desk had been flooded with requests for military action.

Don’t misunderstand—these weren’t aimed at fighting the British. The Austrian military wasn’t so bold as to challenge the might of the Royal Navy, which still held significant deterrence.

The target of these requests, naturally, was the unclaimed territories yet to be divided. Since it was a game of strength, the Austrian military wasn’t about to lag behind.

Franz casually remarked, “The military’s operational plans are all here, covering nearly every unclaimed territory. If anything has slipped through, it’s likely beyond our reach. Now, you can just pick one from this list!”

The fervent colonial race, which had stirred up great commotion elsewhere, seemed like a trivial matter here. Franz’s nonchalant demeanor betrayed no sense of urgency.

Colonial Minister Stephen spoke up, “First, we can rule out Persia. The British have been entrenched there for a long time, with India as their stronghold. As latecomers, we would find it very difficult to compete with them.

Next, the Indochina Peninsula can also be excluded. British, French, and Prussian forces are all deeply entangled there, creating a highly complex situation.

Oh, and according to our intelligence, the French and British are competing intensely, and the Prussians are about to be squeezed out. If we were to intervene, we would likely meet the same fate.

This leaves East Africa and South America as the most viable options.

In South America, the countries have already gained independence and are recognized by the European powers. Taking action against them could spark fear among smaller European states, damaging our international image.

By comparison, expansion into East Africa is much easier. With the British planning to target Ethiopia, we can seize the opportunity to claim our share, perhaps by occupying the Horn of Africa (the Somali Peninsula).”

Hearing “Horn of Africa,” Franz’s first reaction was to think of it as “chicken ribs”—of little value but hard to discard entirely.

What does the Somali Peninsula have to offer?

The answer: pirates!

That was Franz’s main impression of Somalia. Well, that and poverty. There might be some resources or minerals, but they’re certainly not abundant. Otherwise, Franz wouldn’t have such a blank impression of the region.

Its only value, perhaps, lies in its “significant” strategic importance. However, even this so-called significance depends on the context. For example, right now, the strategic value of the Somali Peninsula isn’t very evident.

While it appears to be on the critical route of the Suez Canal, the British are already blocking the way ahead.

Austria already controls the Arabian Peninsula, but with its navy not being a match for the Royal Navy, the Somali Peninsula’s strategic importance is greatly diminished for the Austrian government.

Foreign Minister Wessenberg weighed in, “From an international perspective, East Africa remains the most suitable region for us to colonize. Beyond Britain and France, there are no significant competitors.

The French are focused on Sudan and haven’t extended their influence this far so they won’t compete with us for the Somali Peninsula.

While the British place importance on East Africa, their resources for operations in Africa are limited. Engaging in a war with Ethiopia means they won’t have the capacity to contest the Somali Peninsula with us.

The only drawback is that the Somali Peninsula has very little economic value and will bring us minimal tangible benefits.”

East Africa was already dominated by the British, French, and Austrians—a playground reserved for the three major powers. Naturally, no smaller nations would dare intrude, and competition was sparse.

However, this also meant limited returns. Were it not for the opening of the Suez Canal, the British likely wouldn’t even glance at Ethiopia.

Franz nodded in agreement, “Then the Somali Peninsula it is. Even if it has no economic value, its ability to curtail British expansion makes the strategic benefits sufficient to justify the costs.”

With such low expectations, there was no room for disappointment. The world had already been carved up, leaving only scraps. As long as the venture wasn’t a financial loss, it would be considered a success.

…

Austria had made its move, and other nations were not sitting idly by. A new web of alliances and rivalries began to unfold while the Paris Conference devolved into a farce. ?

Perhaps, once the final wave of colonial partition was complete, the Paris Conference might yield some results. The reason the conference hadn’t been officially declared over yet was due to the British diplomatic effort.

The British government cared about maintaining appearances. The Paris Conference had been convened at Britain’s initiative, and if it collapsed because of their breach of agreements, Britain’s reputation would be completely tarnished.

Even if it was mere self-deception, they were determined to keep this fig leaf intact. However, no one took the conference seriously anymore. One by one, delegations returned to their respective countries, leaving only the resident diplomatic staff in Paris to continue the charade of negotiations.

…

The University District of Vienna is Austria’s largest educational hub. It is home to more than 30 universities and boasts the world’s most advanced education system.

Today, the influence of Austrian universities extends far beyond their borders. International students from all over the world bring a vibrant, cosmopolitan atmosphere to the city.

In this era, studying abroad in Austria is no simple matter. Not only do students need outstanding academic performance, but they must also pay high tuition fees, and admissions are subject to strict quotas.

The Ministry of Education has clearly stipulated that the number of international students admitted to universities must not exceed 4% of the total enrollment.

Austrian universities typically enroll between 500 and 1,000 students annually. To ensure the quality of education, even the largest institutions do not admit more than 1,500 students per year.

This means each university can accept no more than 60 international students annually. On paper, this number might seem sufficient, considering Austria has over a hundred universities.

In reality, the distribution is far from balanced. The majority of international student slots are taken by students from the German Federal Empire and the Kingdom of Prussia, who account for 43% and 29% of the total, respectively.

Following them are students from the Swiss Confederation, who make up 5% of the total, leaving the remaining slots for students from other countries.

The disparity in numbers isn’t due to the superior education systems of these three regions, but rather because of shared cultural ties, easier access to student visas, and the Austrian government offering them student loans.

In this era, most countries adhere to an elitist approach to education, making universities inaccessible to the average person.

When it comes to international students, the situation is even more restricted. Local education resources are barely sufficient for domestic needs, let alone for foreigners.

Nearly all international students are required to pay exorbitant tuition fees. For instance, at the University of Vienna, international students must pay annual tuition fees ranging from 2,000 to 3,000 guilders, depending on the program.

This is no small sum, especially considering that Austria’s per capita annual income is less than 70 guilders. For an average person, a lifetime’s earnings wouldn’t be enough to cover even one year of university tuition.

Of course, this only applies to international students. Tuition fees for domestic students are much more affordable, typically ranging from 50 to 500 guilders, with student loans available to ease the financial burden.

As long as students are admitted, finances aren’t an issue. For some specialized fields in high demand, the government even covers the tuition fees.

Austria is not the only country with limited international student admissions. Other nations follow similar practices, primarily admitting students from Europe, with very few slots for overseas students.

The impression that this era had many international students is largely a misconception. While some students did study abroad, whether they gained a real education is another question entirely.

Schools, too, are divided into various tiers. Prestigious universities admit only a small number of international students, but less reputable institutions impose no such restrictions.

There are even “universities” specifically targeting international students. They employ so-called “renowned scholars,” who are often far from credible and teach dubious content.

Failing exams? No problem. These schools offer special packages for struggling students—pay the fees, and you’ll get your diploma.

As for acquiring genuine knowledge? Don’t count on it. Most of the teachers at these schools, despite their grandiose presentation, have never attended university themselves.

Austria naturally has its share of these “profit-oriented universities.” Aside from their degrees not being recognized by the Austrian government, they appear superficially similar to regular universities, which is sufficient to deceive international students.

Take, for example, the Austrian Army and Navy Advanced Command Academy. This is a classic diploma mill, borrowing credibility by mimicking the names of the Austrian Army Advanced Command Academy and the Austrian Navy Advanced Command Academy.

The difference of a single word marks a world of disparity. Anyone with basic knowledge knows that the army and navy are entirely separate systems, requiring distinct training programs.

Training both army and navy commanders simultaneously isn’t impossible, but it’s nearly impossible to excel at both.

Just like individuals, a school’s resources and focus are limited. Franz prioritizes cultivating specialists rather than generalists. Austrian universities place a particular emphasis on developing specialized talent.

This is evident even in Austria’s entrance examinations. High scorers are admitted to universities, but students who excel in a specific subject can also gain direct admission.

The latter category even admits more students as it’s more common to find individuals strong in one subject than those excelling across all areas.

However, this system isn’t without limitations. Those admitted for their specialization have very few options for majors—they essentially have no choice.

After graduation, switching fields is also challenging, as they lack foundational knowledge in other areas.

These individuals are typically suited for technical roles, with most becoming engineers in their specialized fields and a select few joining research institutions.

Students who are well-rounded have much broader career options, appearing in various industries, but generalists are far fewer in number.

In the short term, Austria’s education model has proven successful. By focusing on specialized training within limited educational resources, it maximizes cost efficiency and increases the success rate of producing skilled professionals.

…

Morse became a victim of a diploma mill. With excellent grades, he managed to stand out among countless others and finally earned the opportunity to study abroad in Austria.

To save on tuition, he chose to enroll in the impressive-sounding Austrian Army and Navy Advanced Command Academy to study military science.

Compared to other European countries, Austria’s diploma mills are relatively less exploitative. At the very least, their basic military training is passable.

Thanks to the universal conscription system, the school’s instructors had actually served in the military, retaining some degree of professional skills.

While their command abilities might not be particularly strong, they excelled at bluffing. With a theoretical manual in hand, they could lecture for hours without pause, sounding entirely convincing.

This semblance of authenticity made the diploma mills appear somewhat more legitimate. Morse quickly fell for the illusion and dismissed external criticisms of the school.

However, over time, doubts began to creep in. He noticed that the school was almost entirely populated by international students, with only a handful of Austrian locals.

The few local students rarely took the crucial strategy courses seriously, often goofing off during class, which frustrated Morse.

Something felt off. If the officers trained here were really this incompetent, Austria’s military might as well devolve into the chaotic ranks of Mexican warlords.

Yet reality painted a different picture. Morse had visited Austrian military camps and was deeply impressed by their rigorous training and advanced equipment.

As a Mexican studying abroad in Austria, Morse’s choice was deeply tied to his background.

His ancestors were immigrants from the German region, and Austria, being the most powerful nation in the German cultural sphere, appealed to his sense of heritage and nostalgia.

In this era, international students in continental Europe were not highly regarded and often faced discrimination. However, thanks to his German lineage, Morse quickly integrated into social circles.

Just two hours ago, he received shocking news. While gathering with a few classmates at a tavern, a local student, emboldened by alcohol, revealed the truth to him.

The Austrian Army and Navy Advanced Command Academy, which Morse believed to be highly professional, was essentially a hollow facade and not officially recognized by the Austrian government.

Well, not entirely unrecognized—graduates could earn a diploma equivalent to a vocational school degree, at best.

The institution didn’t produce high-ranking officers but rather trained competent soldiers, with top-performing graduates potentially qualifying as junior officers.

This became evident in various ways. Most of the day was spent on military drills, while command courses were limited to theoretical lectures.

When the instructors discussed small-unit tactics, they were eloquent and full of confidence. But when it came to analyzing large-scale battles, their ideas were often as fanciful as “cows flying in the sky.”

This wasn’t surprising, given that the instructors had only ever served as junior officers. They could speak with authority on what they’d experienced firsthand, but for subjects outside their expertise, they relied heavily on exaggeration.

Most of the local students studying here are connected to influential people, allowing them to attend without paying tuition. They were here because they didn’t perform well enough academically to get into a proper military academy.

Although this place is somewhat lax, some of the knowledge it provides is still useful. Gaining some basic military knowledge before serving in the army can help them stand out more quickly once they enlist.

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This also explains why Morse noticed many local students slacking off. It’s not that they’re lazy—when the teachers cover professional knowledge, they do work hard.

As for the so-called “strategy classes,” everyone knows it’s just fluff, so naturally, they don’t take it seriously.

Calling the Austrian Army and Navy Advanced Command Academy a military academy isn’t wrong. Its military training isn’t fake, and every year, it does produce a batch of qualified soldiers for the Austrian military. About half of them go on to become junior officers.

As his classmates put it, excellent graduates from this academy can expect to become company or platoon-level officers in the Austrian army. If they’re lucky and distinguish themselves in war, they might climb a few more rungs up the ladder.

To reach higher levels of command, however, further education is required. The Austrian military has a very comprehensive officer training system. As long as someone is capable enough, they can continue to advance through further studies.

While no commoner marshal has emerged from this system, there have been several commoner generals. These individuals are the role models for ordinary soldiers to strive toward. Though the chances are slim, the possibility still exists.

For Morse, however, this is a disaster. The Mexican military doesn’t have such a training system. The military knowledge gained here, which is limited to company and platoon-level command skills, isn’t going to be of much use.

He came here to learn military knowledge to build a strong Mexico, not to serve as a junior officer.

Yet, he chose this path himself. He could have gone to a proper military academy, but to save money, he jumped into this massive pit.