structural:expansion, quality:corruption, linguistic:voice_change, structural:reformatting
Education

Thomas Babington Macaulay (1800–1859) presented his Whiggish interpretation of English history as an upward progression always leading to more liberty and more progress. Macaulay simultaneously was a leading reformer involved in transforming the educational system of India. He would base it on the English language so that India could join the mother country in a steady upward progress. Macaulay took Burke's emphasis on moral rule and implemented it in actual school reforms, giving the British Empire a profound moral mission to "civilise the natives".

Yale professor Karuna Mantena has argued that the civilising mission did not last long, for she says that benevolent reformers were the losers in key debates, such as those following the 1857 rebellion in India, and the scandal of Edward Eyre 's brutal repression of the Morant Bay rebellion in Jamaica in 1865. The rhetoric continued but it became an alibi for British misrule and racism. No longer was it believed that the natives could truly make progress, instead, they had to be ruled by heavy hand, with democratic opportunities postponed indefinitely. As a result:

The central tenets of liberal imperialism were challenged as various forms of rebellion, resistance and instability in the colonies precipitated a broad-ranging reassessment....the equation of 'good government' with the reform of native society, which was at the core of the discourse of liberal empire, would be subject to mounting scepticism.

English historian Peter Cain, has challenged Mantena, arguing that the imperialists truly believed that British rule would bring to the subjects the benefits of 'ordered liberty', thereby Britain could fulfil its moral duty and achieve its own greatness. Much of the debate took place in Britain itself, and the imperialists worked hard to convince the general population that the civilising mission was well under-way. This campaign served to strengthen imperial support at home, and thus, says Cain, to bolster the moral authority of the gentlemanly elites who ran the Empire.

Universities in Calcutta, Bombay, and Madras were established in 1857, just before the Rebellion. By 1890 some 60,000 Indians had matriculated, chiefly in the liberal arts or law. About a third entered public administration, and another third became lawyers. The result was a very well educated professional state bureaucracy. By 1887 of 21,000 mid-level civil services appointments, 45% were held by Hindus, 7% by Muslims, 19% by Eurasians (European father and Indian mother), and 29% by Europeans. Of the 1000 top-level civil services positions, almost all were held by Britons, typically with an Oxbridge degree. The government, often working with local philanthropists, opened 186 universities and colleges of higher education by 1911; they enrolled 36,000 students (over 90% men). By 1939 the number of institutions had doubled and enrolment reached 145,000. The curriculum followed classical British standards of the sort set by Oxford and Cambridge and stressed English literature and European history. Nevertheless, by the 1920s the student bodies had become hotbeds of Indian nationalism.