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.
