Remaining Topic of British Education System in India

 Today I'll complete the topic of development in education system by Britishers in India,and will also discuss about implications of Education and and efforts in education system in India by Britishers.and if you have any question regarding it so please ask it ,I will try my best to answer you as positive as I can..Thanks

So In the 1880's the British made an assessment of education in the Central Provinces and considered the situation far from satisfactory. One report states that they found the people "thoroughly uneducated in no part of British India can there be found a population lower or darker in this respect." There were no places of Indian learning, "no educated youths anywhere."In the southern part of the province, for example, there were few educated Maratha Brahmins to fill government offices, so Indians were drawn from other provinces and these were considered "foreigners" during these early years. One of the assessments about education indicates the British were beginning to form an education policy which distinguished between different social classes.

     Among the great agricultural community the complete preservation of the upper and middle classes is, perhaps, a happy circumstance. They are, indeed, rude and uninstructed, but they exist and maintain their relative position. In all districts there is a middle class, a degree below the upper class, but clearly above the mass of the rustic people. If this middle class can be gradually enlightened and civilized, it will serve as a lever to lift up the mass of the people from the slough of ignorance and apathy.

IMPLICATIONS OF EDUCATION:

These British assessments reflect three implications which had significance for the future of education in the Central Provinces. First, education al efforts were to be directed mainly toward the agricultural "middle class," whom the British recorded as the village landlords or malguzars. Second, it was assumed and educated middle class would raise the lower classes from their uneducated state. Third, it was intended that at least some of the newly educated Indians, especially the Maratha Brahins , would fill subordinate administrative posts.
    EFFORTS TO ENCOURAGE EDUCATION:

Efforts to encourage education in the Central Provinces waxed and waned over the six decades. Already in the early 1860's an education department had been established with its inspectors, a few government schools and many aided schools. Chief Commissioner Richard Temple supported education declaring that "Commissioners, the Deputy Commissioners and their Assistants are as much responsible for the various Government schools, great and small in their charge, as they are for the Courts, the Jails, the Dispensaries and the District roads." There was an initial period of expansion. During the first decade from 1862-1872, the number of all schools increased from 1210 to 1778, while the students quadrupled from 21,327 to 82,930. Many local British officials made extraordinary efforts to promote education in the late 1860's and early 1870's. Under the persuasion of district officers some Indians opened private schools. When, later in the 1870's, education began to decline, these same Indians refused to maintain their schools "except under compulsion." In that decade (1870's)educational institutions declined by 213 to 1565, while the number of students rose very slowly, from 82,930 to 89,506. One explanation for this lack of continual growth was said to be compulsive policy of the government.

British Educational Reforms

 INTRODCUTION:Today I'd like to share some educational history reforms by britishers in India.and Education is must for any country's administration, and Britishers had made positive role in it.I will publish this article in 4 parts .In this part I only discuss about about the introduction and some part of development of britishers in educational history.I hope you will love it and your interest would be created itself after reading this.ThanksBritish Empire and its history in India are considered one of the most remembering and remarkable historical periods in Indian history. With the advent of British ships on Indian coasts in early 16th century, things did not remain the same any more. Distinct features of each age and century underline British rule in India, starting with the British East India Company and ending with Lord Mountbatten and transfer of power in 1947.British regime in India can be named as one of contrasts; on one hand, they were hell bent to wrench havoc on hapless `natives` and `blackies`, one the other hand, they went on establishing umpteen ways to make natives educated and learned for the future. Education was such a sphere, where the British perhaps contributed the most. Development of education in India during British rule was enormous, commencing from the elementary level and reaching up to high school and doctoral levels. Though the years within the late 17th and early 18th centuries were not the serious education years, development of education under British regime was first witnessed in late 18th and early 19th centuries. The years of Sepoy Mutinyand its after-effects had passed by. The times later to Mutiny were divisional, after Quenn Victoria directly annexed India under Her ruling from England. Indians now were divided among social classes and groups - high-classed educated Indians, assisting the British government and crusading natives, also termed freedom-fighters, `swadeshis` and nationalists.The former group primarily leaned towards British-aided education, with the opening of schools, colleges and universities. In these cases also one could witness an overall bias towards educative measures. British individuals were always favoured over Indian counterparts. Yet exceptions proved these arguments as on the contrary.DEVELOPMENT OF EDUCATION:The turn of the century witnessed even more development in education under British ruling, when Eduacational Reforms in 1901-1904came into consideration. The reforms were primarily made under the supervision of Lord Curzon, Viceroy of India. Initial resistance were dispensed with and the politically intelligent Indian class came into proper picture. In fact, had it not been for such native men, British educational system would never have been thus popular as it is in present times. To honour Indian contribution to education, several acts were made into law by the British government of India.The purposes and structure of education as introduced closely followed British school models. So also with respect to health programs ; British administrators promoted ideas and practices of contemporary Waste medicine, while Hindu, Muslim, and other local practices and their doctors were disregarded. Local government suffered a similar treatment. The British made a little attempt to collect information about pre-British local governmental institutions or lend support to them. Instead, they established Municipal Committees, District Councils, and eventually a Provincial Council. these essentially British civil institutions were usually expected to be financially self-supporting and this severely limited their effectiveness. During the six decades from 1861 to 1921 these social and local government institutions had checkered history, being alternately promoted and ignored as personnel in the provincial administration changed. As a result they affected the lives of only a small upper segment of the provincial population. This section examines the first of these three social service institutions-education.   

Modern History

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