<P> Frykenberg examines the 1784 to 1854 period to argue that education helped integrate the diverse elements Indian society, thereby creating a new common bond from among conflicting loyalties . The native elite demanded modern education . The University of Madras, founded in 1857, became the single most important recruiting ground for generations of ever more highly trained officials . This exclusive and select leadership was almost entirely "clean - caste" and mainly Brahman . It held sway in both the imperial administration and within princely governments to the south . The position of this mandarin class was never seriously challenged until well into the twentieth century . </P> <P> Ellis argues that historians of Indian education have generally confined their arguments to very narrow themes linked to colonial dominance and education as a means of control, resistance, and dialogue . Ellis emphasizes the need to evaluate the education actually experienced by most Indian children, which was outside the classroom . Public education expenditures varied dramatically across regions with the western and southern provinces spending three to four times as much as the eastern provinces . The reason involved historical differences in land taxes . However the rates of attendance and literacy were not nearly as skewed . </P> <P> Jha argues that local schools for pre-adolescent children were in a flourishing state in thousands of villages of Bihar and Bengal until the early decades of the nineteenth century . They were village institutions, maintained by village elders with local funds, where their children (from all caste clusters and communities) could, if the father wished, receive useful skills . However, the British policies in respect of education and land control adversely affected both the village structure and the village institutions of secular education . The British legal system and the rise of caste consciousness since the second half of the nineteenth century made it worse . Gradually, village as the base of secular identity and solidarity became too weak to create and maintain its own institution by the end of the nineteenth century and the traditional system decayed . </P> <P> Kumar argues the British rule during the 19th century did not take adequate measures to help develop Western science and technology in India and instead focused more on arts and humanities . Till 1899 only the University of Bombay offered a separate degree in sciences . In 1899 B.Sc and M.Sc . courses were also supported by the University of Calcutta . By the late 19th century India had lagged behind in Western science and technology and related education . However, the nobility and aristocracy in India largely continued to encourage the development of sciences and technical education, both traditional and western . </P>

Who is known as the father of modern education in india