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.