ABSTRACT
In the 1810s and 1820s the British colonialists expressed their commitment to improving the natives through English education. Fifty years later, instead of rejoicing at the success that they had achieved, they were showing great apprehension. This chapter explores the bipolarity between English-educated Indians −in the substantial number of well-educated, well-informed, articulate, intelligent professionals who wanted the community leadership to be handed over to them by the land-holders who had held it so far − and, at the other end of the spectrum, the ever-increasing number of poorly educated, unemployed, and unemployable young men who were showing worrying signs of what the government interpreted as quasi-disloyal discontent.
