The Gazetteers Department

Education did not receive the required attention in the district in the feudal system dominant under the rule of the ex-Hyderabad State. A few educational centres were attached to the temples and masjids where the three R's were taught along with the knowledge of religion and religious scriptures.

The Gazetteer of Hyderabad State has detailed the following regarding the state of education in Bhir district as it existed then—

"In 1901 the proportion of persons able to read and write was 3 per cent (5.9 males and 0.05 females). The number of pupils under instruction in 1881, 1891, 1901 and 1903 was 436, 2,000, 3,247 and 3,383, respectively. In 1903 there were 3 middle and 54 primary schools, with 44 girls under instruction. The first State school was opened in 1866 and Local Fund schools date from 1888. The total expenditure on education in 1901 was Rs. 23,500 of which Rs. 10.600 were contributed by the State and the remainder by Local Boards. The receipts from fees amounted to Rs. 2,200."

The Hyderabad Census Report of 1911 points out a fall in the number of candidates entering the university courses of study and remarks that it is but the reflex of the general retrogression in the lowest stages of education during the decade.

As reported by the Census Commissioner, the Nizam government followed a policy of rapid expansion within its territory during the years previous to 1921. In spite of the general demand for further expansion, the government deemed it necessary to consolidate the gains already achieved and improve the large number of schools already opened. Definite steps were taken to improve the standard of teaching and the management. Private schools were inspected from time to time and, if found to operate on right lines, were given grants-in-aid and then converted into local fund schools.

The sizeable increase in the number of primary schools within the State in turn created a demand for the development of secondary as well as university education. This demand was met with subsequently. Special schools were started for the children of the backward classes. Adult education was also taken in hand. Circulating libraries were started, colleges and girls' schools (secondary schools and a first grade college for women) were opened. Progress was also made in the field of physical and vocational education. Vocational education was imparted mainly in the following vocations: —

Weaving, carpentry, blacksmithy, tailoring, bidi work, pottery book-binding, leather work, cane work, gardening, agriculture etc.

As remarked by the Census Report of 1941 the importance of the period 1931—41 lay not in the increase in the number of institutions and scholars but in the reorganisation of the entire educational system. The system was made vocation oriented The essence of the reorganisation scheme was the diversion of the students having no aptitude for higher academic education to institutions where they may receive a type of training which may prove beneficial to them in practical life. Primary and secondary education was extended and introduction of Urdu as medium of instruction in all secondary schools was aimed at. The Osmania University was established with a view to encouraging college education with Urdu as medium of instruction. Islamic culture bore a heavy imprint on the educational activity during this period. In 1942, as a result of the reorganisation scheme, government took over all the local fund schools, thus making primary education a responsibility of the government. Private enterprise in the educational field was discouraged.

The conditions prevailing in Bhir district, however, were not in keeping with the general progress of the region. While most of the other districts progressed, no substantial progress was visible in Bhir district. The literacy statistics as revealed by the Census Report of 1931 clearly point out that Bhir district stagnated during the decade at 29 literates per thousand, while Parbhani claimed 46 literates, Aurangabad 66, and Raichur, 56.

That the district has not made considerable progress during the subsequent period could be seen from the facts and figures The pupil-teacher ratio in the district at primary, secondary and high school stage stood at 35, 22 and 13, respectively. Similarly, out of the total number of 1,545 rural habitations of the district in 1963, group schools covered only 387 and independent schools served 405. The percentage of enrolment to the total population of the district was 3.81 in 1963.

The district has no industrial and technical training institutions and colleges for medicine, law and engineering. College education in the faculties of Arts and Science is provided by only two colleges, one started in 1958, and the other in 1961.

The educational backwardness of the district and the absence of suitable educational institutions drew the attention of the planners. Phased educational programme was undertaken in the State Five-Year Plans. To draw active public support for the government effort towards educational expansion, schemes creating a cadre of 'voluntary' teachers were introduced.

Encouragement by way of grants was given to public institutions to open new schools and attach higher classes to the existing primary and middle schools. As a result educational activity received a great fillip and educational institutions developed during the subsequent period. This could be seen from the remarkable rise in literacy from 86 per 1,000 in 1951 to 148 per 1,000 in 1961.