ABSTRACT
At the end of the nineteenth century, a European could educate his children almost as well in India as in Europe; but little had been attempted, and less accomplished, for the Native. For the most part the schools for Natives owed their origin to the demand for more competent subordinates consequent on economic progress under the system of private enterprise, and to the educational impulse given by humanitarian Liberals. Education, Emigration, Irrigation was the triple motto on the banner of Van Deventer. The leaders of the Ethical movement, however, though not insensible of the potential economic advantages of education, regarded it chiefly as a cultural asset. Just as the institution of Dutch-Vernacular schools made it necessary to provide further education in Mulo schools, so, in due course, the provision of the Mulo schools necessitated the institution of Middle Schools. In the General Middle school there are three sections: Mathematics and Natural Science, Western Letters, and Oriental Letters.
