for selected children between the ages of 11
examination, for selected students;
technical, commercial and art education for full time and part time students
on an adequate scale;
liquidation of adult illiteracy and the development of a public libraries system
in about 20 years;
full provision for the proper training of teachers required for the
implementation and continuation of the scheme;
organisation of compulsory physical education, medical inspection followed
by after-treatment and provision of milk and midday meals for
undernourished children;
creation of employment bureaus;
education of the physically and mentally handicapped children;
social and recreational facilities on a fairly liberal scale.
INDIAN RENAISSANCE: SOCIAL AND
RELIGIOUS REFORM MOVEMENTS
Introduction
Diversities in Experiences and Reactions The experience of those who
were conquered and then administered by the English varied sharply,
depending on the time and the circumstances that saw them incorporated into
the new colonial world. Their reactions were also shaped by the regional
culture in which they lived, by their place in the social hierarchy, and by their
membership in a particular religious community. The British themselves
changed in their attitudes and in their own culture as the 18th century gave
way to the 19th, and then to the 20th.
Meaning and Context of Colonial Milieu The term “colonial milieu” may
be used to indicate areas of time and place where the indigenous civilizations
of Indian subcontinent came into active contact with British culture. A sphere
of military and political control was established first, while the zone of
cultural interaction evolved slowly from within the conquered territories.
Conquest did not necessarily create the colonial milieu for all individuals or