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Abstract

Educational development in Multan during the British period is acase study of Multan region and its educational growth under theBritish imperial policies because the colonial policies were neitheruniform, nor preconceived and that they revolved over time. TheBritish imperial power used education as a passport for herimperial rule, financial stability or western educational expansionin formal ways. The decision to introduce modern education incolonial Multan was a momentous step taken by the British Raj infront of indigenous vernacular educational system where Persian,Arabic or Sanskrit schools delivered education to the natives in theindigenous languages. There was no conception of education as acommon form of training to be given to all alike because everyeducation in Persian, Arabic, Sanskrit or Gurumukhi deliveredwith particular objectives. These all languages except Persianwhich given for governmental services were delivered religioustype education and Madrasas, Maktabs, Patshalas and Gorokulsused as institutions where gave this education but other disciplinesalso taught as Logic, Arithmetic, Philosophy, Grammar and lawbut without any particular or organized system of discipline. Thefollowing topic demonstrates that how the actions of relativelysmall number of colonial Europeans working within a complexadministrative framework retreated from such expensive andimaginative educational policy making and how governmenteducation soon became a town based system mostly for thechildren of elites.