document_title: Education in India

question_text: percentage of students in private schools in india

question_tokens: percentage of students in private schools in india

text: Education in India

text: School education[edit]

text: The central and most state boards uniformly follow the "10+2+3" pattern of education.[13]:3 In this pattern, study of 10 years is done in schools and 2 years in Junior colleges,[13]:44 and then 3 years of graduation for a bachelor's degree.[14] The first 10 years is further subdivided into 4 years of primary education, 6 years of High School followed by 2 years of Junior colleges.[13]:5 This pattern originated from the recommendation of the Education Commission of 1964–66.[15]

text: Administration[edit]

text: Policy[edit]

text: Education Policy is prepared by the Centre Government and State Governments at national and state levels respectively. The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system.[16] A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.[17] A significant new feature has been the extension of SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan.[18]

text: Curriculum and School Education Boards[edit]

text: School boards set the curriculum, conduct board level exams mostly at 10th and 12th level to award the school diplomas. Exams at the remaining levels (also called standard, grade or class, denoting the years of schooling) are conducted by the schools.

text:
National Council of Educational Research and Training (NCERT): The NCERT is the apex body located at New Delhi, Capital City of India. It makes the curriculum related matters for school education across India.[19] The NCERT provides support, guidance and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies.[20] There are other curriculum bodies governing school education system specially at state level.
State Government Boards of Education: Most of the state governments have at least one "State board of secondary school education". However, some states like Andhra Pradesh have more than one. Also the union territories do not have a board. Chandigarh, Dadra and Nagar Haveli, Daman and Diu, and Lakshadweep and Puducherry Lakshadweep share the services with a larger state. The boards set curriculum from Grades 1 to 12 and the curriculum varies from state to state and has more local appeal with examinations conducted in regional languages in addition to English - often considered less rigorous than central curriculums such as CBSE or ICSE/ISC. Most of these conduct exams at 10th and 12th level, and some even at conduct board level exams at 5th, 6th and 8th level.
Central Board of Secondary Education (CBSE): The CBSE sets curriculum from Grades 1 to 12 and conducts examinations at the 10th and 12th standards that are called board exams. Students studying the CBSE Curriculum take the All India Secondary School Examination (AISSE) at the end of grade 10 and All India Senior School Certificate Examination (AISSCE) at the end of grade 12. Examinations are offered in Hindi and English.
Council for the Indian School Certificate Examinations (CISCE): CISCE sets curriculum from Grades 1 to 12 and conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE - Class/Grade 10); The Indian School Certificate (ISC - Class/Grade 12) and the Certificate in Vocational Education (CVE - Class/Grade 12). CISCE English level has been compared to UK's A-Levels; this board offers more choices of subjects. CBSE exams at grade 10 and 12 have often been compared with CICSE and ISC examinations. CICSE is generally considered to be more rigorous than the CBSE AISSE (grade 10) but the CBSE AISSCE and ISC examinations are almost on par with each other in most subjects with ISC including a slightly more rigorous English examination than the CBSE 12th grade examination. The CBSE and ISC are recognized internationally and most universities abroad accept the final results of CBSE and ISC exams for admissions purposes and as proof of completion of secondary school.
National Institute of Open Schooling (NIOS): The NIOS conducts two examinations, namely, Secondary Examination and Senior Secondary Examination (All India) and also some courses in Vocational Education. National Board of education is run by Government of India's HRD Ministry to provide education in rural areas and challenged groups in open and distance education mode. A pilot project started by CBSE to provide high class affordable education, provides education up to 12th standard. Choice of subjects is highly customisable and equivalent to CBSE. Home-schooled students usually take NIOS or international curriculum examinations as they are ineligible to write CBSE or ISC exams.
Islamic Madrasah: Their boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband or Darul Uloom Nadwtul Ulama.
Autonomous schools: Such as Woodstock School, Sri Aurobindo International Centre of Education Puducherry, Patha Bhavan and Ananda Marga Gurukula.
International Baccalaureate (IB) and Cambridge International Examinations (CIB): These are generally private schools that have dual affiliation with one of the school education board of India as well as affiliated to the International Baccalaureate (IB) Programme and/or the Cambridge International Examinations (CIB).
International schools, which offer 10th and 12th standard examinations under the International Baccalaureate, Cambridge Senior Secondary Examination systems or under their home nations school boards (such as run by foreign embassies or the expat communities).
Special education: A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education.[19] but which was converted into Inclusive Education at Secondary Stage[21]

text: Midday Meal Nutrition Scheme[edit]

text: The Midday Meal Scheme is a school meal programme of the Government of India designed to improve the nutritional status of school-age children nationwide,[22] by suppling free lunches on working days for children in primary and upper primary classes in government, government aided, local body, Education Guarantee Scheme, and alternate innovative education centres, Madarsa and Maqtabs supported under Sarva Shiksha Abhiyan, and National Child Labour Project schools run by the ministry of labour.[23] Serving 120,000,000 children in over 1,265,000 schools and Education Guarantee Scheme centres, it is the largest such programme in the world.[24]

text: Teachers education[edit]

text: In addition, NUEPA (National University of Educational Planning and Administration)[25] and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation.[26]

text: Levels of schooling[edit]

text: Pre-Primary education[edit]

text: The pre-primary stage is the foundation of children's knowledge, skills and behaviour. On completion of pre-primary education, the children are sent to the primary stage but pre-primary education in India is not a fundamental right. In rural India, pre-primary schools are rarely available in small villages and urban areas on the contrary. But in cities and big towns, there are many established players in the pre-primary education sector. The demand for the preschools is growing considerably in the smaller towns and cities but still only 1% of the population under age 6 is enrolled in preschool education.

text:
Play group (pre-nursery): At play schools, children are exposed to a lot of basic learning activities that help them to get independent faster and develop their self-help qualities like eating food themselves, dressing up, and maintaining cleanliness. The age limit for admission into pre-nursery is 2 to 3 years. Anganwadi is government funded free rural childcare & mothercare nutrition and learning program also incorporating the free Midday Meal Scheme.
Nursery: Nursery level activities help children unfold their talents, thus enabling them to sharpen their mental and physical abilities. The age limit for admission in nursery is 3 to 4 years.
LKG: It is also called the Junior Kindergarten (Jr. kg) stage. The age limit for admission in LKG is 4 to 5 years.
UKG: It is also called the Senior Kindergarten (Sr. kg) stage. The age limit for admission in UKG is 5 to 6 years.

text: LKG and UKG stages prepare and help children emotionally, mentally, socially and physically to grasp knowledge easily in the later stages of school and college life. [27] A systematic process of preschool education is followed in India to impart knowledge in the best possible way for better understanding of the young children. By following an easy and interesting curriculum, teachers strive hard to make the entire learning process enjoyable for the children.

text: Primary education[edit]

text: The Indian government lays emphasis on primary education, also referred to as elementary education, to children aged 6 to 14 years old.[28] Because education laws are given by the states, duration of primary school visit alters between the Indian states. The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions.[28] However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions.[28] 80% of all recognised schools at the elementary stage are government run or supported, making it the largest provider of education in the country.[29]

text: However, due to a shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India.[30] As of March 2012 there were 2,127,000 secondary school teachers in India.[31] Education has also been made free[28] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.[32]

text: There have been several efforts to enhance quality made by the government. The District Education Revitalisation Programme (DERP) was launched in 1994 with an aim to universalise primary education in India by reforming and vitalising the existing primary education system.[33] 85% of the DERP was funded by the central government and the remaining 15% was funded by the states.[33] The DERP, which had opened 1.6 lakh new schools including 84,000 alternative education schools delivering alternative education to approximately 35 lakh children, was also supported by UNICEF and other international programmes.[33] In January 2016, Kerala became the 1st Indian state to achieve 100% primary education through its literacy programme Athulyam.[34]

text: This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states.[33] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme.[33] The current scheme for universalisation of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low.

text: Secondary education[edit]

text: See also: Gender inequality in India

text: Secondary education covers children aged 12 to 18, a group comprising 8.85 crore children according to the 2001 Census of India. The final two years of secondary is often called Higher Secondary (HS), Senior Secondary, or simply the "+2" stage. The two halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under HRD ministry, before one can pursue higher education, including college or professional courses.

text: UGC, NCERT, CBSE and ICSE directives state qualifying ages for candidates who wish to take board exams. Those at least 15 years old by 30 May for a given academic year are eligible to appear for Secondary board exams, and those 17 by the same date are eligible to appear for Higher Secondary certificate board exams. It further states that upon successful completion of Higher Secondary, one can apply to higher education under UGC control such as Engineering, Medical, and Business Administration.

text: Secondary education in India is examination-oriented and not course-based: students register for and take classes primarily to prepare for one of the centrally-administered examinations. Senior school or high school is split into 2 parts (grades 9-10 and grades 11-12) with a standardized nationwide examination at the end of grade 10 and grade 12 (usually informally referred to as "board exams"). Grade 10 examination results can be used for admission into grades 11-12 at a secondary school, pre-university program, or a vocational or technical school. Passing a grade 12 board examination leads to the granting of a secondary school completion diploma, which may be used for admission into vocational schools or universities in the country or the world. Most reputable universities in India require students to pass college-administered admissions tests in addition to passing a final secondary school examination for entry into a college or university. School grades are usually not sufficient for college admissions in India.

text: Most schools in India do not offer subject and scheduling flexibility due to budgeting constraints (for e.g.: most students in India are not allowed to take Chemistry and History in grades 11-12 because they are part of different "streams"). Private candidates (i.e. not studying in a school) are generally not allowed to register for and take board examinations but there are some exceptions such as NIOS.

text: 10th (Matriculation or Secondary) Exam[edit]

text: Students taking the grade 10 examination usually take six subjects: English, Mathematics, Social Studies, Science, one language, and one optional subject depending on the availability of teachers at different schools. "Elective" or optional subjects often include Computer Applications, Economics, Physical Education, Commerce, and Environmental Science.

text: 12th (Senior Secondary or Higher Secondary) Exam[edit]

text: Students taking the grade 12 examination usually take four or five subjects with English or the local language being compulsory. Students re-enrolling in most secondary schools after grade 10 have to make the choice of choosing a "core stream" in addition to English or the local language: Science (Mathematics, Chemistry, and Physics), Commerce (Accounts, Commerce, and Economics), or Humanities (any three of History, Political Science, Sociology, Psychology, Geography depending on school). Students study Mathematics up to single-variable Calculus in grade 12.

text: Types of schools[edit]

text: Government schools[edit]

text: Majority of the students study in the government schools where poor and vulnerable students study for free until the age of 14. According to Education Ministry data, 65% (113 million,) of all school students in 20 states go to government schools (c. 2017).[35] These include schools runs by the state and local government as well as the centre government. Example of large centre government run school systems are Kendriya Vidyalaya in urban areas, Jawahar Navodaya Vidyalaya, Jawahar Navodaya Vidyalaya for the gifted students, Kasturba Gandhi Balika Vidyalaya for girls belonging to vulnerable SC/ST/OBC classes, Indian Army Public Schools run by the Indian Army for the children of soldiers.

text: Kendriya Vidyalaya project, was started for the employees of the central government of India, who are deployed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee's family has been transferred.[19]

text: Government aided private schools[edit]

text: These are usually charitable trust run schools that receive partial funding from the government. Largest system of aided schools is run by D.A.V. College Managing Committee.

text: Private schools (unaided)[edit]

text: According to current estimates, 29% of Indian children are privately educated.[7] With more than 50% children enrolling in private schools in urban areas, the balance has already tilted towards private schooling in cities; and, even in rural areas, nearly 20% of the children in 2004-5 were enrolled in private schools.[36]

text: Most middle-class families send their children to private schools,[36] which might be in their own city or at distant boarding schools such as Rajkumar College, Rajkot, the oldest private school in India. At such schools, the medium of education is often English, but Hindi and/or the state's official language is also taught as a compulsory subject.[citation needed] Pre-school education is mostly limited to organised neighbourhood nursery schools with some organised chains.[citation needed] Montessori education is also popular, due to Maria Montessori's stay in India during World War II. In 2014, four of the top ten pre-schools in Chennai were Montessori.[37]

text: Many privately owned and managed schools carry the appellation "Public", such as the Delhi Public Schools, or Frank Anthony Public Schools. These are modelled after British public schools, which are a group of older, expensive and exclusive fee-paying private independent schools in England.

text: According to some research, private schools often provide superior results at a multiple of the unit cost of government schools. The reason being high aims and better vision.[38][39][40] However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation.[citation needed]

text: In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama.[41] The pupil teacher ratios are much better in private schools (1:31 to 1:37 for government schools) and more teachers in private schools are female.[citation needed] There is some disagreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (para-teachers) is 54.91% in private, compared to 44.88% in government schools and only 2.32% teachers in unaided schools receive in-service training compared to 43.44% for government schools. The competition in the school market is intense, yet most schools make profit.[41] However, the number of private schools in India is still low - the share of private institutions is 7% (with upper primary being 21% secondary 32% - source: fortress team research). Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% school-children in Hyderabad's slums attend private schools.[40]

text: International schools[edit]

text: As of January 2015, the International Schools Consultancy (ISC)[42] listed India as having 410 international schools.[43] ISC defines an 'international school' in the following terms "ISC includes an international school if the school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or if a school in a country where English is one of the official languages, offers an English-medium curriculum other than the country’s national curriculum and is international in its orientation."[43] This definition is used by publications including The Economist.[44]

text: Home-schooling[edit]

text: Home-schooling is legal in India, though it is the less explored option. The Indian Government's stance on the issue is that parents are free to teach their children at home, if they wish to and have the means.The then HRD Minister Kapil Sibal has stated that despite the RTE Act of 2009, if someone decides not to send his/her children to school, the government would not interfere.[45]

text: Higher education[edit]

text: Student may opt for vocation education or the university education.

text: Vocational education[edit]

text: India's All India Council of Technical Education (AICTE) reported, in 2013, that there are more than 4,599 vocational institutions that offer degrees, diploma and post-diploma in architecture, engineering, hotel management, infrastructure, pharmacy, technology, town services and others. There were 17.4 lakh students enrolled in these schools.[46] Total annual intake capacity for technical diplomas and degrees exceeded 34 lakh in 2012.[citation needed]

text: According to the University Grants Commission (UGC) total enrollment in Science, Medicine, Agriculture and Engineering crossed 65 lakh in 2010. The number of women choosing engineering has more than doubled since 2001.[citation needed]

text: University education[edit]

text: After passing the Higher Secondary Examination (the Standard 12 examination), students may enrol in general degree programmes such as bachelor's degree (graduation) in arts, commerce or science, or professional degree programme such as engineering, law or medicine and become B. Sc., B. Com., and B. A. graduates.[47] India's higher education system is the third largest in the world, after China and the United States.[48] The main governing body at the tertiary level is the University Grants Commission (India) (UGC), which enforces its standards, advises the government, and helps coordinate between the centre and the state up to Post graduation and Doctorate (Ph.D).[49] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission.[50]

text: As of 2012, India has 152[51] central universities, 316 state universities, and 191 private universities. Other institutions include 33,623[52] colleges, including 1,800 exclusive women's colleges, functioning under these universities and institutions,[49] and 12,748 Institutions offering Diploma Courses. The emphasis in the tertiary level of education lies on science and technology.[53] Indian educational institutions by 2004 consisted of a large number of technology institutes.[54] Distance learning is also a feature of the Indian higher education system.[54] The Government has launched Rashtriya Uchchattar Shiksha Abhiyan to provide strategic funding to State higher and technical institutions. A total of 316 state public universities and 13,024 colleges will be covered under it.[55]

text: Some institutions of India, such as the Indian Institutes of Technology (IITs), Indian Institute of Science and National Institutes of Technology (NITs) have been globally acclaimed for their standard of under-graduate education in engineering. Several other institutes of fundamental research such as the Indian Association for the Cultivation of Science (IACS), Indian Institute of Science (IISc), Tata Institute of Fundamental Research (TIFR), Harish-Chandra Research Institute (HRI), Indian Institute of Science Education and Research (IISER) are also acclaimed for their standard of research in basic sciences and mathematics. However, India has failed to produce world class universities both in the private sector or the public sector.[56]

text: Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are run by big businessmen & politicians. Many private colleges and universities do not fulfil the required criterion by the Government and central bodies (UGC, AICTE, MCI, BCI etc.) and take students for a ride. For example, many institutions in India continue to run unaccredited courses as there is no legislation strong enough to ensure legal action against them. Quality assurance mechanisms have failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universities.[57] In this context of lack of solid quality assurance mechanism, institutions need to step-up and set higher standards of self-regulation.[58]

text: Our university system is, in many parts, in a state of disrepair...In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 % of our colleges are rated as below average on quality parameters... I am concerned that in many states university appointments, including that of vice-chancellors, have been politicised and have become subject to caste and communal considerations, there are complaints of favouritism and corruption.

text: The Government of India is aware of the plight of higher education sector and has been trying to bring reforms, however, 15 bills are still awaiting discussion and approval in the Parliament.[60] One of the most talked about bill is Foreign Universities Bill, which is supposed to facilitate entry of foreign universities to establish campuses in India. The bill is still under discussion and even if it gets passed, its feasibility and effectiveness is questionable as it misses the context, diversity and segment of international foreign institutions interested in India.[61] One of the approaches to make internationalisation of Indian higher education effective is to develop a coherent and comprehensive policy which aims at infusing excellence, bringing institutional diversity and aids in capacity building.[62]

text: Three Indian universities were listed in the Times Higher Education list of the world's top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006.[63] Six Indian Institutes of Technology and the Birla Institute of Technology and Science—Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek.[64] The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010[65] while the All India Institute of Medical Sciences has been recognised as a global leader in medical research and treatment.[66] The University of Mumbai was ranked 41 among the Top 50 Engineering Schools of the world by America's news broadcasting firm Business Insider in 2012 and was the only university in the list from the five emerging BRICS nations viz Brazil, Russia, India, China and South Africa.[67] It was ranked at 62 in the QS BRICS University rankings for 2013[68] and was India's 3rd best Multi-Disciplinary University in the QS University ranking of Indian Universities after University of Calcutta and Delhi University.[69] Loyola College, Chennai is one of the best ranked arts and science college in India with the UGC award of College of Excellence tag.

text: Technical education[edit]

text: From the first Five-year Plan onwards, India's emphasis was to develop a pool of scientifically inclined manpower.[70] India's National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament.[71] At the federal level, the Indian Institutes of Technology, the Indian Institute of Space Science and Technology, the National Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance.[71]

text: The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are among the nation's premier education facilities.[71]

text: [71] The UGC has inter-university centres at a number of locations throughout India to promote common research, e.g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi.[72] Besides there are some British established colleges such as Harcourt Butler Technological Institute situated in Kanpur and King George Medical University situated in Lucknow which are important centre of higher education.

text: Central Universities such as Banaras Hindu University, Jamia Millia Islamia University, Delhi University, Mumbai University, University of Calcutta, Jadavpur University etc. too are pioneers of technical education in the country.

text: In addition to above institutes, efforts towards the enhancement of technical education are supplemented by a number of recognised Professional Engineering Societies such as:

text:
Institution of Engineers (India)
Institution of Civil Engineers (India)
Institution of Mechanical Engineers (India)
Institution of Chemical Engineering (India)
Institution of Electronics and Tele-Communication Engineers (India)
Indian Institute of Metals
Institution of Industrial Engineers (India)
Institute of Town Planners (India)
Indian Institute of Architects

tag: ol

text: that conduct Engineering/Technical Examinations at different levels (Degree and diploma) for working professionals desirous of improving their technical qualifications.

text: The number of graduates coming out of technical colleges increased to over 7 lakh in 2011 from 5.5 lakh in FY 2010.[73][74] However, according to one study, 75% of technical graduates and more than 85% of general graduates lack the skills needed in India's most demanding and high-growth global industries such as Information Technology.[75] These high-tech global information technologies companies directly or indirectly employ about 23 lakh people, less than 1% of India's labour pool.[76] India offers one of the largest pool of technically skilled graduates in the world. Given the sheer numbers of students seeking education in engineering, science and mathematics, India faces daunting challenges in scaling up capacity while maintaining quality.[77][78]

text: Open and distance learning[edit]

text: At the school level, National Institute of Open Schooling (NIOS) provides opportunities for continuing education to those who missed completing school education. 14 lakh students are enrolled at the secondary and higher secondary level through open and distance learning.[citation needed] In 2012 Various state governments also introduced "STATE OPEN SCHOOL" to provide distance education.[79]

text: At higher education level, Indira Gandhi National Open University (IGNOU) co-ordinates distance learning. It has a cumulative enrollment of about 15 lakh, serviced through 53 regional centres and 1,400 study centres with 25,000 counselors. The Distance Education Council (DEC), an authority of IGNOU is co-coordinating 13 State Open Universities and 119 institutions of correspondence courses in conventional universities. While distance education institutions have expanded at a very rapid rate, but most of these institutions need an up gradation in their standards and performance. There is a large proliferation of courses covered by distance mode without adequate infrastructure, both human and physical. There is a strong need to correct these imbalances.[80]

text: Massive open online course are made available for free by the HRD ministry and various educational institutes.

text: Extracurricular activities[edit]

text: Extracurricular activities include sports, arts, National Service Scheme, National Cadet Corps, The Bharat Scouts and Guides, etc.

text: Quality[edit]

text: Literacy[edit]

text: According to the Census of 2011, "every person above the age of 7 years who can read and write with understanding in any language is said to be literate". According to this criterion, the 2011 survey holds the National Literacy Rate to be 74.07%.[81] The youth literacy rate, measured within the age group of 15 to 24, is 81.1% (84.4% among males and 74.4% among females),[82] while 86% of boys and 72% of girls are literate in the 10-19 age group.[83]

text: Within the Indian states, Kerala has the highest literacy rate of 94.65% whereas Bihar averaged 63.8% literacy.[81] The 2001 statistics indicated that the total number of 'absolute non-literates' in the country was 304 million.[81] Gender gap in literacy rate is high, for example in Rajasthan, the state with the lowest female literacy rate in India,[84] average female literacy rate is 52.66% and average male literacy rate is 80.51%, making a gender gap of 27.85%.[85]

text: Attainment[edit]

text: As of 2011, enrollment rates are 58% for pre-primary, 93% for primary, 69% for secondary, and 25% for tertiary education.[86]

text: Despite the high overall enrollment rate for primary education among rural children of age 10, half could not read at a basic level, over 60% were unable to do division, and half dropped out by the age of 14.[87]

text: In 2009, two states in India, Tamil Nadu and Himachal Pradesh, participated in the international PISA exams which is administered once every three years to 15-year-old's. Both states ranked at the bottom of the table, beating out only Kyrgyzstan in score, and falling 200 points (two standard deviations) below the average for OECD countries.[88] While in the immediate aftermath there was a short-lived controversy over the quality of primary education in India, ultimately India decided to not participate in PISA for 2012,[89] and again not to for 2015.[90]

text: While the quality of free, public education is in crisis, a majority of the urban poor have turned to private schools. In some urban cities, it is estimated as high as two-thirds of all students attend private institutions,[91] many of which charge a modest US$2 per month. There has not been any standardised assessment of how private schools perform, but it is generally accepted that they outperform public schools.

text: Public school workforce[edit]

text: Officially, the pupil to teacher ratio within the public school system for primary education is 35:1.[92] However, teacher absenteeism in India is exorbitant, with 25% never showing up for work.[93] The World Bank estimates the cost in salaries alone paid to such teachers who have never attended work is US $2 billion per year.[94]

text: A study on teachers by Kremer etc. found out that 25% of private sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 14.6% in Maharashtra to 41.9% in Jharkhand. Only 1 in nearly 3,000 public school head teachers had ever dismissed a teacher for repeated absence.[95] The same study found "only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India."[95]

text: Higher education[edit]

text: As per Report of the Higher education in India, Issues Related to Expansion, Inclusiveness, Quality and Finance,[96] the access to higher education measured in term of gross enrollment ratio increased from 0.7% in 1950/51 to 1.4% in 1960–61. By 2006/7 the GER increased to about 11%. Notably, by 2012, it had crossed 20% (as mentioned in an earlier section).

text: Vocational education[edit]

text: An optimistic estimate from 2008 was that only one in five job-seekers in India ever had any sort of vocational training.[97]

text: Issues[edit]

text: Facilities[edit]

text: As per 2016 Annual Survey of Education Report (ASER), 3.5% schools in India had no toilet facility while only 68.7% schools had usable toilet facility. 75.5% of the schools surveyed had library in 2016, a decrease from 78.1% in 2014. Percentage of schools with separate girls toilet have increased from 32.9% in 2010 to 61.9%in 2016.[98] 74.1% schools had drinking water facility and 64.5% of the schools had playground.[99]

text: Curriculum issues[edit]

text: Modern education in India is often criticised for being based on rote learning rather than problem solving. New Indian Express says that Indian Education system seems to be producing zombies since in most of the schools students seemed to be spending majority of their time in preparing for competitive exams rather than learning or playing.[100] BusinessWeek criticises the Indian curriculum, saying it revolves around rote learning[101] and ExpressIndia suggests that students are focused on cramming.[102] Preschool for Child Rights states that almost 99% of pre-schools do not have any curriculum at all.[103] Also creativity is not encouraged or is considered as a form of entertainment in most institutions.[104]

text: Rural education[edit]

text: Following independence, India viewed education as an effective tool for bringing social change through community development.[105] The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under national programme which could control education in up to 100 villages.[105] A Block Development Officer oversaw a geographical area of 150 square miles (390 km2) which could contain a population of as many as 70,000 people.[105]

text: Setty and Ross elaborate on the role of such programmes, themselves divided further into individual-based, community based, or the Individual-cum-community-based, in which microscopic levels of development are overseen at village level by an appointed worker:

text: The community development programmes comprise agriculture, animal husbandry, cooperation, rural industries, rural engineering (consisting of minor irrigation, roads, buildings), health and sanitation including family welfare, family planning, women welfare, child care and nutrition, education including adult education, social education and literacy, youth welfare and community organisation. In each of these areas of development there are several programmes, schemes and activities which are additive, expanding and tapering off covering the total community, some segments, or specific target populations such as small and marginal farmers, artisans, women and in general people below the poverty line.[105]

text: Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions.[106] A sizeable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5,200 Community Development Blocks were established in India.[107] Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up.[107]

text: The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation.[107] However, in some cases lack of financing balanced the gains made by rural education institutes of India.[108] Some ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results.[108] Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small.

text: Education in rural India is valued differently from in an urban setting, with lower rates of completion. An imbalanced sex ratio exists within schools with 18% of males earning a high school diploma compared with only 10% of females. The estimated number of children who have never attended school in India is near 10 crore which reflects the low completion levels.[citation needed] This is the largest concentration in the world of youth who haven't enrolled in school.[109][110][111][112]

text: Women's education[edit]

text: Women have a much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out.[114] In the patriarchal setting of the Indian family, girls have lower status and fewer privileges than boy children.[115] Conservative cultural attitudes prevent some girls from attending school.[116]

text: The number of literate women among the female population of India was between 2–6% from the British Raj onwards to the formation of the Republic of India in 1947.[117] Concerted efforts led to improvement from 15.3% in 1961 to 28.5% in 1981.[117] By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India.[118] Recently the Indian government has launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level.

text: Sita Anantha Raman outlines the progress of women's education in India:

text: Since 1947 the Indian government has tried to provide incentives for girls' school attendance through programmes for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasised that education was necessary for democracy, and central to the improvement of women's condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls' occupational centres and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female drop-out rates are high.[119]

text: Sita Anantha Raman also mentions that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions.[119]

text: The education of women in India plays a significant role in improving livings standards in the country. A higher women literacy rate improves the quality of life both at home and outside the home, by encouraging and promoting education of children, especially female children, and in reducing the infant mortality rate. Several studies have shown that a lower level of women literacy rates results in higher levels of fertility and infant mortality, poorer nutrition, lower earning potential and the lack of an ability to make decisions within a household.[120] Women's lower educational levels is also shown to adversely affect the health and living conditions of children. A survey that was conducted in India showed results which support the fact that infant mortality rate was inversely related to female literacy rate and educational level.[121] The survey also suggests a correlation between education and economic growth.

text: In India, it was found that there is a large disparity between female literacy rates in different states.[122] State of Kerala has the highest female literacy rate of 91.98% while Rajasthan has the lowest female literacy rate of 52.66.[123][124] This correlates to the health levels of states, Kerala has average life expectancy at birth of 74.9 while Rajasthan's average life expectancy at birth is 67.7 years.[125]

text: In India, higher education is defined as the education of an age group between 18 and 24, and is largely funded by the government. Despite women making up 24–50% of higher education enrollment, there is still a gender imbalance within higher education. Only one third of science students and 7% of engineering students, are women. In comparison, however, over half the students studying education are women.[126]

text: Accreditation[edit]

text: In January 2010, the Government of India decided to withdraw Deemed university status from as many as 44 institutions. The Government claimed in its affidavit that academic considerations were not being kept in mind by the management of these institutions and that "they were being run as family fiefdoms".[127]

text: In February 2009,the University Grant Commission found 39 fake institutions operating in India.[128]

text: Employer training[edit]

text: Only 10% of manufacturers in India offer in-service training to their employees, compared with over 90% in China.[129]

text: Teacher Careers[edit]

text: In the Indian education system, a teacher’s success is loosely defined. It is either based on a student’s success or based on the years of teaching experience, both of which do not necessarily correlate to a teacher’s skill set or competencies. The management of an institution could thereby be forced to promote teachers based on the grade level they teach or their seniority, both of which are often not an indicator of a good teacher.[130] This means that either a primary school teacher is promoted to a higher grade, or a teacher is promoted to take up other roles within the institution such as Head of Department, coordinator, Vice Principal or Principal. However, the skills and competencies that are required for each of them vary and a great teacher may not be a great manager. Since teachers do not see their own growth and success in their own hands, they often do not take up any professional development. Thus, there is a need to identify a framework to help a teacher chart a career path based on his/her own competency and help him/her understand his/her own development.[131]

text: Corruption in education[edit]

text: Corruption in Indian education system has been eroding the quality of education and has been creating long-term negative consequences for the society. Educational corruption in India is considered as one of the major contributors to domestic black money.[132]

text: Grade inflation[edit]

text: Grade inflation has become an issue in Indian secondary education. In CBSE, a 95 per cent aggregate is 21 times as prevalent today as it was in 2004, and a 90 per cent close to nine times as prevalent. In the ISC Board, a 95 per cent is almost twice as prevalent today as it was in 2012. CBSE called a meeting of all 40 school boards early in 2017 to urge them to discontinue “artificial spiking of marks”. CBSE decided to lead by example and promised not to inflate its results. But although the 2017 results have seen a small correction, the board has clearly not discarded the practice completely. Almost 6.5 per cent of mathematics examinees in 2017 scored 95 or more — 10 times higher than in 2004 — and almost 6 per cent of physics examinees scored 95 or more, 35 times more than in 2004.[133][134]

text: Initiatives[edit]

text: Central government involvement[edit]

text: Following India's independence a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India, and in 1960 a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government.[135] An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes.[135] The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22.5% with the Scheduled Castes accounting for 17% and the Scheduled Tribes accounting for the remaining 7.5%.[135] Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as Dalit, a Marathi language terminology used by B R Ambedkar which literally means "oppressed".[135]

text: The Scheduled Castes and Scheduled Tribes are provided for in many of India's educational programmes.[136] Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e.g. a reservation of 15% in Kendriya Vidyalaya for Scheduled Castes and another reservation of 7.5% in Kendriya Vidyalaya for Scheduled Tribes.[136] Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India.[136] The remote and far-flung regions of North-East India are provided for under the Non-Lapsible Central pool of Resources (NLCPR) since 1998–1999.[137] The NLCPR aims to provide funds for infrastructure development in these remote areas.[137]

text: Women from remote, underdeveloped areas or from weaker social groups in Andhra Pradesh, Assam, Bihar, Jharkhand, Karnataka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the Mahila Samakhya Scheme, initiated in 1989.[138] Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels.[138] The government allowed ₹34 crore (US$5.1 million) during 2007–08 to carry out this scheme over 83 districts including more than 21,000 villages.[138]

text: Currently there are 68 Bal Bhavans and 10 Bal Kendra affiliated to the National Bal Bhavan.[139] The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream.[139] A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums.[139]

text: India's minorities, especially the ones considered 'educationally backward' by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE).[140] The government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992).[140] Both these schemes were started nationwide by 1994.[140] In 2004 the Indian parliament passed an act which enabled minority education establishments to seek university affiliations if they passed the required norms.[140]

text: Legislative framework[edit]

text: Article 45, of the Constitution of India originally stated:

text: The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years.[141]

text: This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed.[142] However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.[142]

text: Following initiatives by the Supreme Court of India during the 1990s the 93rd amendment bill suggested three separate amendments to the Indian constitution:[143]

text: The constitution of India was amended to include a new article, 21A, which read:

text: The State shall provide free and compulsory education to all children of the age of six to fourteen years in a such manner as the State may, by law, determine.[144]

text: Article 45 was proposed to be substituted by the article which read:

text: Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years.[144]

text: Another article, 51A, was to additionally have the clause:

text: ...a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years.[144]

text: The bill was passed unanimously in the Lok Sabha, the lower house of the Indian parliament, on 28 November 2001.[145] It was later passed by the upper house—the Rajya Sabha—on 14 May 2002.[145] After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect.[145] Since then those between the age of 6–14 have a fundamental right to education.[146]

text: Article 46 of the Constitution of India holds that:

text: The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation'.[81]

text: Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342.[81] Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes.[81]

text: Central Government expenditure on education[edit]

text: As a part of the tenth Five-year Plan (2002–2007), the central government of India outlined an expenditure of 65.6% of its total education budget of ₹43,800 crore (US$6.5 billion) i.e. ₹28,800 crore (US$4.3 billion) on elementary education; 9.9% i.e. ₹4,325 crore (US$640 million) on secondary education; 2.9% i.e. ₹1,250 crore (US$190 million) on adult education; 9.5% i.e. ₹4,176.5 crore (US$620 million) on higher education; 10.7% i.e. ₹4,700 crore (US$700 million) on technical education; and the remaining 1.4% i.e. ₹623.5 crore (US$93 million) on miscellaneous education schemes.[147]

text: During the Financial Year 2011-12, the Central Government of India has allocated ₹ 38,957 crore for the Department of School Education and Literacy which is the main department dealing with primary education in India. Within this allocation, major share of ₹ 21,000 crore, is for the flagship programme 'Sarva Siksha Abhiyan'. However, budgetary allocation of ₹ 21,000 crore is considered very low in view of the officially appointed Anil Bordia Committee recommendation of ₹ 35,659 crore for the year 2011-12. This higher allocation was required to implement the recent legislation 'Right of Children to Free and Compulsory Education Act, 2009. In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6% of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalise education through its flagship programmes such as Sarva Siksha Abhiyan and Midday Meal scheme

text: However, even after five years of implementation of NCMP, not much progress has been seen on this front. Although the country targeted towards devoting 6% share of the GDP towards the educational sector, the performance has definitely fallen short of expectations. Expenditure on education has steadily risen from 0.64% of GDP in 1951–52 to 2.31% in 1970–71 and thereafter reached the peak of 4.26% in 2000–01. However, it declined to 3.49% in 2004–05. There is a definite need to step-up again. As a proportion of total government expenditure, it has declined from around 11.1% in 2000–2001 to around 9.98% during UPA rule, even though ideally it should be around 20% of the total budget. A policy brief issued by [Network for Social Accountability (NSA)][148] titled "[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector][149] " provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. [As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 percent or around 12.5 times over the last decade].[150]

text: History[edit]

text: Takshasila (in modern-day Pakistan) was the earliest recorded centre of higher learning in India from possibly 8th Century BCE, and it is debatable whether it could be regarded a university or not in modern sense, since teachers living there may not have had official membership of particular colleges, and there did not seem to have existed purpose-built lecture halls and residential quarters in Taxila, in contrast to the later Nalanda university in eastern India. Nalanda was the oldest university-system of education in the world in the modern sense of university. There all subjects were taught in Ariano -páli Language.[151]

text: Secular institutions cropped up along Buddhist monasteries. These institutions imparted practical education, e.g. medicine. A number of urban learning centres became increasingly visible from the period between 500 BCE to 400 CE. The important urban centres of learning were Nalanda (in modern-day Bihar) and Manassa in Nagpur, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as Buddhist Páli literature, logic, páli grammar, etc. Chanakya, a Brahmin teacher, was among the most famous teachers, associated with founding of Mauryan Empire.

text: Sammanas and Brahmin gurus historically offered education by means of donations, rather than charging fees or the procurement of funds from students or their guardians. Later, stupas, temples also became centres of education; religious education was compulsory, but secular subjects were also taught. Students were required to be brahmacaris or celibates. The knowledge in these orders was often related to the tasks a section of the society had to perform. The priest class, the Sammanas, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare. The business class, the Vaishya, were taught their trade and the working class of the Shudras was generally deprived of educational advantages.


document_title: History of New Hampshire

question_text: when was new hampshire founded as a colony

root

text: History of New Hampshire

text: Founding: 17th century–1775[edit]

text: The colony that became the state of New Hampshire was founded on the division in 1629 of a land grant given in 1622 by the Council for New England to Captain John Mason (former governor of Newfoundland) and Sir Ferdinando Gorges (who founded Maine). The colony was named New Hampshire by Mason after the English county of Hampshire, one of the first Saxon shires. Hampshire was itself named after the port of Southampton, which was known previously as simply "Hampton".

tag: p

text: New Hampshire was first settled by Europeans at Odiorne's Point in Rye (near Portsmouth) by a group of fishermen from England under David Thompson [1] in 1623, just three years after the Pilgrims landed at Plymouth.  Early historians believed the first native-born New Hampshirite, John Thompson, was born there.

text: Fisherman David Thompson had been sent by Mason, to be followed a few years later by Edward and William Hilton. They led an expedition to the vicinity of Dover, which they called Northam. Mason died in 1635 without ever seeing the colony he founded. Settlers from Pannaway, moving to the Portsmouth region later and combining with an expedition of the new Laconia Company (formed 1629) under Captain Neal, called their new settlement Strawbery Banke. In 1638 Exeter was founded by John Wheelwright.

text: In 1631, Captain Thomas Wiggin served as the first governor of the Upper Plantation (comprising modern-day Dover, Durham and Stratham). All the towns agreed to unite in 1639, but meanwhile Massachusetts had claimed the territory. In 1641 an agreement was reached with Massachusetts to come under its jurisdiction. Home rule of the towns was allowed. In 1653 Strawbery Banke petitioned the General Court of Massachusetts to change its name to Portsmouth, which was granted.

text: The relationship between Massachusetts and the independent New Hampshirites was controversial and tenuous, and complicated by land claims maintained by the heirs of John Mason. In 1679 King Charles II separated New Hampshire from Massachusetts, issuing a charter for the royal Province of New Hampshire, with John Cutt as governor. New Hampshire was absorbed into the Dominion of New England in 1686, which collapsed in 1689. After a brief period without formal government (the settlements were de facto ruled by Massachusetts) William III and Mary II issued a new provincial charter in 1691. From 1699 to 1741 the governors of Massachusetts were also commissioned as governors of New Hampshire.

text: The province's geography placed it on the frontier between British and French colonies in North America, and it was for many years subjected to native claims, especially in the central and northern portions of its territory. Because of these factors it was on the front lines of many military conflicts, including King William's War, Queen Anne's War, Father Rale's War, and King George's War. By the 1740s most of the native population had either been killed or driven out of the province's territory.

text: Because New Hampshire's governorship was shared with that of Massachusetts, border issues between the two colonies were not properly adjudicated for many years. These issues principally revolved around territory west of the Merrimack River, which issuers of the Massachusetts and New Hampshire charters had incorrectly believed to flow primarily from west to east. In the 1730s New Hampshire political interest led by Lieutenant Governor John Wentworth were able to raise the profile of these issues to colonial officials and the crown in London, even while Governor and Massachusetts native Jonathan Belcher preferentially granted land to Massachusetts interests in the disputed area. In 1741 King George II ruled that the border with Massachusetts was approximately what it is today, and also separated the governorships of the two provinces. Benning Wentworth in 1741 became the first non-Massachusetts governor since Edward Cranfield succeeded John Cutt in the 1680s.

text: Wentworth promptly complicated New Hampshire's territorial claims by interpreting the provincial charter to include territory west of the Connecticut River, and began issuing land grants in this territory, which was also claimed by the Province of New York. The so-called New Hampshire Grants area became a subject of contention from the 1740s until the 1790s, when it was admitted to the United States as the state of Vermont.

text: Revolution: 1775–1815[edit]

text: New Hampshire was one of the Thirteen Colonies that revolted against British rule during the American Revolution. The Massachusetts Provincial Congress called upon the other New England colonies for assistance in raising an army. In response, on May 22, 1775, the New Hampshire Provincial Congress voted to raise a volunteer force to join the patriot army at Boston. In January 1776, it became the first colony to set up an independent government and the first to establish a constitution,[2] but the latter explicitly stated "we never sought to throw off our dependence on Great Britain", meaning that it was not the first to actually declare its independence (that distinction instead belongs to Rhode Island).[3] The historic attack on Fort William and Mary (now Fort Constitution) helped supply the cannon and ammunition  for the Continental Army that was needed for the Battle of Bunker Hill that took place north of Boston a few months later. New Hampshire raised three regiments for the Continental Army, the 1st, 2nd and 3rd New Hampshire regiments. New Hampshire Militia units were called up to fight at the Battle of Bunker Hill, Battle of Bennington, Saratoga Campaign and the Battle of Rhode Island. John Paul Jones' ship the Sloop-of-war USS Ranger and the frigate USS Raleigh were built in Portsmouth, New Hampshire, along with other naval ships for the Continental Navy and privateers to hunt down British merchant shipping.

text: Concord was named the state capital in 1808.[4]

text: Industrialization, abolitionism and politics: 1815–1860[edit]

text: In the 1830s, New Hampshire saw a major news story: the founding of the Republic of Indian Stream on its northern border with Canada over the unresolved post-revolutionary war border issue.

text: Abolitionists from Dartmouth College founded the experimental, interracial Noyes Academy in Canaan, New Hampshire in 1835. Rural opponents of the school eventually dragged the school away with oxen before lighting it ablaze to protest integrated education, within months of the school's founding.

text: Abolitionist sentiment was a strong undercurrent in the state, with significant support given the Free Soil Party of John P. Hale. However the conservative Jacksonian Democrats usually maintained control, under the leadership of editor Isaac Hill. In 1856 the new Republican Party headed by Amos Tuck produced a political revolution.

text: Civil War: 1861–1865[edit]

text: After Abraham Lincoln gave speeches in March 1860, he was well regarded. However, the radical wing of the Republican Party increasingly took control. As early as January 1861, top officials were secretly meeting with Governor John A. Andrew of Massachusetts to coordinate plans in case the war came. Plans were made to rush militia units to Washington in an emergency.[5]

text: New Hampshire fielded 31,650 enlisted men and 836 officers during the American Civil War; of these, 1,803 enlisted men and 131 officers were killed or wounded.[6] The state provided eighteen volunteer infantry regiments (thirteen of which were raised in 1861 in response to Lincoln's call to arms), three rifle regiments (who served in the 1st United States Sharpshooters and 2nd United States Sharpshooters), one cavalry battalion (the 1st New Hampshire Volunteer Cavalry, which was attached to the 1st New England Volunteer Cavalry), and two artillery units (the 1st New Hampshire Light Battery and 1st New Hampshire Heavy Artillery), as well as additional men for the Navy and Marine Corps.[6]

text: Among the most celebrated of New Hampshire's units was the 5th New Hampshire Volunteer Infantry, commanded by Colonel Edward Ephraim Cross.[7] Called the "Fighting Fifth" in newspaper accounts, the regiment was considered among the Union's best both during the war (Major General Winfield Scott called the regiment "refined gold" in 1863) and by historians afterward.[7] The Civil War veteran and early Civil War historian William F. Fox determined that this regiment had the highest number of battle-related deaths of any Union regiment.[7] The 20th-century historian Bruce Catton said that the Fifth New Hampshire was "one of the best combat units in the army" and that Cross was "an uncommonly talented regimental commander."[7]

text: The critical post of state Adjutant General was held in 1861-64 by elderly politician Anthony C. Colby (1792-1873) and his son Daniel E. Colby (1816-1891). They were patriotic, but were overwhelmed with the complexity of their duties. The state had no track of men who enlisted after 1861; no personnel records or information on volunteers, substitutes, or draftees. There was no inventory of weaponry and supplies. Nathaniel Head (1828-1883) took over in 1864, obtained an adequate budget and office staff, and reconstructed the missing paperwork. As a result, widows, orphans, and disabled veterans received the postwar payments they had earned.[8]

text: Prosperity, depression and war: 1865–1950[edit]

text: Between 1884 and 1903, New Hampshire attracted many immigrants. French Canadian migration to the state was significant, and at the turn of the century, French Canadians represented 16 percent of the state's population, and one-fourth the population of Manchester.[9] Polish immigration to the state was also significant; there were about 850 Polish Americans in Manchester in 1902.[9]

text: The textile industry was hit hard by the depression and growing competition from southern mills. The closing of the Amoskeag Mills in 1935 was a major blow to Manchester, as was the closing of the former Nashua Manufacturing Company mill in Nashua in 1949 and the bankruptcy of the Brown Company paper mill in Berlin in the 1940s, which led to new ownership.

text: Modern New Hampshire: 1950–present[edit]

text: The post-World War II decades have seen New Hampshire increase its economic and cultural links with the greater Boston, Massachusetts, region. This reflects a national trend, in which improved highway networks have helped metropolitan areas expand into formerly rural areas or small nearby cities.

text: The replacement of the Nashua textile mill with defense electronics contractor Sanders Associates in 1952 and the arrival of minicomputer giant Digital Equipment Corporation in the early 1970s helped lead the way toward southern New Hampshire's role as a high-tech adjunct of the Route 128 corridor.

text: The postwar years saw the rise of New Hampshire's political primary for President of the United States, which as the first primary in the quadrennial campaign season draws enormous attention.


document_title: Untouchability

question_text: the stigma of untouchability was formally abolished in india in the year

text: Untouchability

text: Diverse ethnicities population in the Indian subcontinent[edit]

text: According to Sarah Pinto, an anthropologist, untouchability in India applies to people whose work relates to "death, bodies, meat, and bodily fluids".[3] In the name of untouchability,  Dalits have faced work and descent-based discrimination at the hands of the dominant castes. Instances of caste discrimination at different places and times included:[4]

text:
Prohibition from eating with other members
Provision of separate cups in village tea stalls
Separate seating arrangements and utensils in restaurants
Segregation in seating and food arrangements in village functions and festivals
Prohibition from entering into village temples
Prohibition from wearing sandals or holding umbrellas in front of higher caste members
Prohibition from entering other caste homes
Prohibition from using common village path
Separate burial grounds
No access to village's common/public properties and resources (wells, ponds, temples, etc.)
Segregation (separate seating area) of children in schools
Bonded labour
Social boycotts by other castes for refusing to perform their "duties"

tag: ul

text: Exact origins of Untouchability are unknown. Dr. B. R. Ambedkar, untouchability was born about 400 AD, due to the struggle for supremacy between Buddhism and Brahmanism (an ancient term for Brahmanical Hinduism).[5] But this view of Ambedkar has been successfully refuted by Vivekanand Jha on cognet grounds.[6][7]

text: Government action in India[edit]

text: During the time of Indian independence, Dalit activists began calling for separate electorates for untouchables in India to allow for fair representation. Officially labeled the Minorities Act, it would guarantee representation for Sikhs, Muslims, Christian, and Untouchables in the newly formed Indian government. The Act was supported by British representatives such as Ramsay MacDonald. A separation within Hindu society was opposed by national leaders at the time such as Mahatma Gandhi, although he took no exception with the demands of the other minorities. He began a hunger strike to protest this type of affirmative action, citing that it would create an unhealthy divide within the religion. At the Round Table Conferences, he provided this explanation for his reasoning:

text: I don't mind untouchables if they so desire, being converted to Islam or Christianity. I should tolerate that, but I cannot possibly tolerate what is in store for Hinduism if there are two divisions set forth in the villages. Those who speak of the political rights of the untouchables don't know their India, don't know how Indian society is today constituted and therefore I want to say with all the emphasis that I can command that if I was the only person to resist this thing that I would resist it with my life.[8]

text: Mahatma Gandhi achieved some success through his hunger strike. Dalit activists faced pressure from the Hindu population at large to end his protest at the risk of his ailing health. The two sides eventually came to a compromise where the number of guaranteed seats for Untouchables would be reduced, but not totally eliminated.

text: The 1950 national constitution of India legally abolished the practice of untouchability and provided measures for positive discrimination in both educational institutions and public services for Dalits and other social groups who lie within the caste system. These are supplemented by official bodies such as the National Commission for Scheduled Castes and Scheduled Tribes.

text: Despite this, instances of prejudice against Dalits still occur in some rural areas, as evidenced by events such as the Kherlanji massacre.

text: Untouchable groups[edit]

text: France[edit]

text: Cagot are historically untouchable groups of France.[9]

text: Japan[edit]

text: Burakumin jobs were those designated as "unclean" by Buddhist and Shinto standards. They worked as butchers, tanners, and executioners. The Buraku people were forced to live in segregated neighborhoods, and could not mingle with any of the higher classes of people. The buraku was universally looked down upon, and their children were denied an education.[10]

text: Korea[edit]

text: Baekjeong in Korea are an "untouchable” group of Korea who traditionally performed jobs of executioner and butcher.[11]

text: Other[edit]

text:
Al-Akhdam in Yemen
Ragyabpa in Tibet (see Social classes of Tibet)
Tanka (danhu) ("boat people") in Guangdong, Fuzhou Tanka in Fujian, Si-min (small people) and Mianhu in Jiangsu, Gaibu and Duomin (To min) 惰民 duò mín ("idle/lazy/fallen/indolent people") in Shijiazhuang, jinxing yum-in 九姓魚民 jiǔxìng yúmín ("nine name fishermen") in the Yangtze River region, yon-hoe ("music people") in Shani in China
Osus in Nigeria and Cameroon


document_title: In the Mood

question_text: when did glenn miller wrote in the mood

question_tokens: when did glenn miller wrote in the mood

text: In the Mood

text: Composition[edit]

text: "In the Mood" opens with a now-famous sax section theme based on repeated arpeggios that are rhythmically displaced; trumpets and trombones add accent riffs. The arrangement has two solo sections; a "tenor fight" or chase solo—in the most famous recording, between Tex Beneke and Al Klink—and a 16-bar trumpet solo by Clyde Hurley.[2] The arrangement is also famous for its ending: a coda that climbs triumphantly, then sounds a simple sustained unison tonic pitch with a rim shot.[3]

text: The final recording consisted of musical contributions by Joe Garland, Glenn Miller, Eddie Durham, and Chummy MacGregor in what can be termed a "head arrangement".

text: Origins[edit]

text: "In the Mood" was an arrangement by Joe Garland based on a pre-existing melody. Lyrics were added by Andy Razaf. The main theme, featuring repeated arpeggios rhythmically displaced, previously appeared under the title of "Tar Paper Stomp" credited to jazz trumpeter and bandleader Wingy Manone.[4] Manone recorded "Tar Paper Stomp" on August 28, 1930 in Richmond, Indiana and released it as a 78 single on Champion Records as by Barbecue Joe and his Hot Dogs, re-released in 1935 as by Wingy Manone's Orchestra.[5] The recording was re-released in 1937 as a Decca 78 single as by Wingy Manone and his Orchestra. Horace Henderson used the same riff in "Hot and Anxious", recorded by his brother's band, Fletcher Henderson and his Orchestra, on March 19, 1931, which was released on Columbia Records as by the Baltimore Bell Boys. Don Redman recorded "Hot and Anxious" in 1932 on Brunswick Records.

text: Under copyright laws, a tune that had not been written down and registered with the copyright office could be appropriated by any musician with a good ear. Wingy Manone had brought up the issue of the similarity between "Tar Paper Stomp" and "In the Mood" to Joe Garland and to the publishing company of the song, Shapiro, Bernstein, and Company of New York.[6] Manone also discussed the issue in Down Beat magazine. "Tar Paper Stomp" was copyrighted on November 6, 1941 as a pianoforte version by Peer International.[7]

text: The first recording of Joe Garland's version of "In the Mood" was made by Edgar Hayes and his Orchestra in 1938, with Garland participating, released as a B side to their recording of "Stardust" on Decca Records. In this recording there was a baritone sax duet rather than a tenor sax battle. The riff had appeared in a 1935 recording by the Mills Blue Rhythm Band entitled "There's Rhythm In Harlem" released on Columbia Records which had been composed and arranged by Garland. Before offering it to Glenn Miller, Garland sold the tune to Artie Shaw in 1938, who chose not to record it because the original arrangement was too long. However, he did perform it in concert.[8] The initial Artie Shaw performance was over six minutes in length with a lackluster audience response.[9] The arranger of the Shaw version was Jerry Gray, who would join the Glenn Miller Orchestra in 1940. The band subsequently performed a shorter version. The Hayes recording was over three minutes in length to fit on one side of a 78 record.

text: Joe Marsala released a song entitled "Hot String Beans" on Vocalion in 1938 that also featured the riff from "Tar Paper Stomp".

text: Wingy Manone recorded a new song entitled "Jumpy Nerves" on April 26, 1939 that incorporated the riff from “Tar Paper Stomp” which was released as a 78 single that year on RCA Bluebird.

text: The tune was finally sold in 1939 to Glenn Miller, who played around with its arrangement for a while. Although the arrangers of most of the Miller tunes are known, things are a bit uncertain for "In the Mood". It is often thought[10] that Eddie Durham (who contributed other arrangements on the recording date of "In the Mood", August 1, 1939 as well), John Chalmers, Chummy MacGregor (the pianist, composer, and arranger in the Glenn Miller Orchestra) and Miller himself contributed most to the final version. According to the account by MacGregor, "all they used of the original arrangement were the two front saxophone strains and another part that occurred later on in the arrangement."[11] Both MacGregor and Miller were involved in creating the final arrangement: "MacGregor mentioned that additional solos were added to the original arrangement and he wrote the finishing coda. Miller probably edited some of the arrangement along with MacGregor."[11][6][12]

text: Two editions of the sheet music are in common circulation. The 1939 publication, credited to Garland and Razaf, is in A♭ and has lyrics beginning, "Mister What-cha-call-em, what-cha doin' tonight?" The 1960 reprint, credited only to Garland (with piano arrangement by Robert C. Haring), is in G and has lyrics beginning, "Who's the livin' dolly with the beautiful eyes?"

text: Personnel[edit]

text: The personnel[13] on the landmark August 1, 1939 session at RCA studios in New York were: Glenn Miller, Al Mastren, and Paul Tanner, trombones; Clyde Hurley, Lee Knowles, and Dale McMickle, trumpets; Wilbur Schwartz, clarinet; Hal McIntyre, alto sax; Tex Beneke, Al Klink, and Harold Tennyson, tenor saxes; Chummy MacGregor, piano; Richard Fisher, guitar; Rowland Bundock, string bass; and Moe Purtill, drums.

text: Reception[edit]

text: Glenn Miller's "In the Mood" became the best selling swing instrumental.[3] While indisputably a hit, it represents an anomaly for chart purists. "In the Mood" was released in the period immediately prior to the inception of retail sales charts in Billboard magazine. While it led the Record Buying Guide (jukebox list) for 13 weeks and stayed on the Billboard charts for 30 weeks, it never made the top 15 on the sheet music charts, which were considered by many to be the true measure of popular success. The popular Your Hit Parade program ranked it no higher than ninth place, for one week only (1940).

text: The Glenn Miller 1939 recording on RCA Bluebird, B-10416-A, was inducted into the Grammy Hall of Fame in 1983. It is one of the most recognized and popular instrumentals of the 20th century. A sample of the recording is heard in The Beatles' #1 1967 single "All You Need is Love", and in the Jive Bunny and the Mastermixers' worldwide 1989 hit, "Swing the Mood".

text: "In the Mood" also appeared in the 1941 20th Century Fox film Sun Valley Serenade, the 1953 Universal International film The Glenn Miller Story, as well as in The Way We Were, Woody Allen’s Radio Days, 1941, Wild at Heart, Hope and Glory, Dorian Blues, The Philadelphia Experiment, The Marriage of Maria Braun, the 1998 remake of The Parent Trap, Shining Through, The Radioland Murders, "Rookie of the Year", The Black Dahlia, and Narnia: The Voyage of the Dawn Treader. It has also appeared on television in The Simpsons, The Golden Girls, Dancing with the Stars, 90210, 'Scrubs, and Doctor Who.

text: Wartime release[edit]

text: In February 1944, the Glenn Miller RCA Bluebird 1939 studio recording of "In the Mood" was released as a V-Disc, one of a series of recordings sent free by the U.S. War Department to overseas military personnel during World War II. Its designation was V-Disc 123B. The recording was also released as a Navy V-Disc as 132A. A second version, recorded by Glenn Miller's Overseas Band in 1945, was released as V-Disc 842B in May 1948. A new recording by Glenn Miller with the American Band of the Allied Expeditionary Forces (AEF) was broadcast to Germany in 1944 on the radio program The Wehrmacht Hour.[14][15]

text: This piece of music was not new in Europe. The first Swiss record of "In the Mood" were released in April 1940 by Teddy Stauffer und seine Original Teddies in Zurich.[16] Another interpretation was made by Ernst van't Hoff in February 1941 in Berlin.[17] Stauffer and van't Hoff were very well-known Big Band Leader at that time in Europe.

text: Renditions[edit]

text: Notable artists who have recorded big-band versions of "In The Mood" include Harry James in 1964, Joe Loss and his Orchestra, Xavier Cugat, Tommy Dorsey, Duke Ellington on Ellington '55, Benny Goodman in November, 1939 on the Camel Caravan radio program, Ray Anthony, Frankie Carle, Artie Shaw, The Casa Loma Orchestra, Lubo D'Orio, The Brian Setzer Orchestra, The Shadows, John Williams with the Boston Pops Orchestra, Sid Ramin, Nappy Lamare, Paul Kuhn, James Last, Doc Severinsen, Al Donahue with Paula Kelly on vocals, The Four King Sisters with Alvino Rey, The Six Swingers, and Bert Kaempfert.[18]

text: Non-big band renditions were recorded by the Andrews Sisters in 1952 and released on the album Sing, Sing, Sing and a 78 single, Jerry Lee Lewis, Chet Atkins, Bill Haley & His Comets, Bad Manners, and the Puppini Sisters.

text: The song charted at number 16 in 1953 in a version by Johnny Maddox.

text: In December 1959, the rendition of In The Mood that Ernie Fields and his Orchestra recorded had peaked at number 4 by means of the Billboard popular hit parade and number 7 by means of both the Rhythm and Blues [19] and the Cash Box hit parades.

text: Jonathan King scored a UK Top 50 hit with his version of the song in 1976, under the alter ago name of SOUND 9418 [1].

text: In the 1950s, former Bando da Lua musician, producer Aloisio de Oliveira, wrote a humorous Portuguese lyric to this song, re-titling it as "Edmundo". This version was recorded by artists like Elza Soares and Brazilian surf rock/new wave group João Penca e Seus Miquinhos Amestrados.

text: In 1951 a Ferranti Mark 1 computer at the University of Manchester played "In the Mood", one of the first songs to be played by a computer, and the oldest known recording of digitally generated music.[20]

text: In the winter of 1977, a novelty version by the Henhouse Five Plus Too employing the sounds of clucking chickens entered the U.S. Pop Top 40: (Billboard #40,[21] Cash Box #37[22]).

text: In 1984 a cover was released in Japan by the band Crystal King under the name "setôchi kôshinkyoku" as a theme song for the movie "MacArthur's Children" (瀬 戸 内 少年 野球 団)

text: Jive Bunny and the Mastermixers recorded a version of the song as part of a medley entitled "Swing the Mood" which went no. 1 in the UK for 5 weeks. The record reached #11 on the Billboard Hot 100 in the United States where it also went gold. It was the 2nd best-selling single of 1989 in the UK.

text: An arrangement of the song has been performed since 1991 by the Minnesota Marching Band in halftime shows as part of a formation known as the "Mound of Sound".[23]

text: Bluesman John Lee Hooker has said that "In the Mood" was the inspiration for "I'm In the Mood" which became a #1 hit on the R&B Singles chart.[24]


document_title: Flooding of the Nile

question_text: when the nile river flooded what did it leave behind

text: Flooding of the Nile

text: Flooding cycle[edit]

text: This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (August 2017) (Learn how and when to remove this template message)

tag: table

text: The flooding of the Nile is the result of the yearly monsoon between May and August causing enormous precipitations on the Ethiopian Highlands whose summits reach heights of up to 4550 m (14,928 ft). Most of this rainwater is taken by the Blue Nile and by the Atbarah River into the Nile, while a less important amount flows through the Sobat and the White Nile into the Nile. During this short period, those rivers contribute up to ninety percent of the water of the Nile and most of the sedimentation carried by it, but after the rainy season, dwindle to minor rivers.

text: These facts were unknown to the ancient Egyptians who could only observe the rise and fall of the Nile waters. The flooding as such was foreseeable, its exact dates and levels could only be forecast on a short term basis by transmitting the gauge readings at Aswan to the lower parts of the kingdom where  the data had to be converted to the local circumstances. Which was not foreseeable, of course, was the size of flooding and its total discharge.

text: The Egyptian year was divided into the three seasons of Akhet (Inundation),  Peret (Growth), and Shemu (Harvest). Akhet covered the Egyptian flood cycle. This cycle was so consistent that the Egyptians timed its onset using the heliacal rising of Sirius, the key event used to set their calendar.

text: The first indications of the rise of the river could be seen at the first of the cataracts of the Nile (at Aswan) as early as the beginning of June, and a steady increase went on until the middle of July, when the increase of water became very great. The Nile continued to rise until the beginning of September, when the level remained stationary for a period of about three weeks, sometimes a little less. In October it often rose again, and reached its highest level. From this period it began to subside, and usually sank steadily until the month of June when it reached its lowest level, again. Flooding reached Aswan about a week earlier than Cairo, and Luxor 5 – 6 days earlier than Cairo. Typical heights of flood were 45 feet (13.7 metres) at Aswan, 38 feet (11.6 metres) at Luxor (and Thebes) and 25 feet (7.6 metres) at Cairo.[1]

text: Importance for Egypt[edit]

text: If it were not for the Nile River, Egyptian civilization could not have developed, as it is the only significant source of water in this desert region.

text: Its other importance was its function as their gateway to the unknown world. The Nile flows from south to north, to its delta on the Mediterranean Sea. The floods were seen as the annual coming of the god. Possibly Egyptian mythology was based on this understanding, creating stories of gods or nature to give added importance to the processes and cycles that sustained Egypt.

text: Agriculture[edit]

text: Basin irrigation[edit]

text: Whilst the earliest Egyptians simply laboured those areas which were inundated by the floods, some 7000 years ago, they started to develop the basin irrigation method. Agricultural land was divided into large fields surrounded by dams and dykes and equipped with intake and exit canals. The basins were flooded and then closed for about 45 days to saturate the soil with moisture and allow the silt to deposit. Then the water was discharged to lower fields or back into the Nile. Immediately thereafter, sowing started, and harvesting followed some three or four months later. In the dry season thereafter, farming was not possible. Thus, all crops had to fit into this tight scheme of irrigation and timing.

text: In case of a small flood, the upper basins could not be filled with water which would mean famine. If a flood was too large, it would damage villages, dykes and canals.

text: The basin irrigation method did not exact too much of the soils, and their fertility was sustained by the annual silt deposit. Salinisation did not occur, since in summer, the ground water level was well below the surface, and any salinity which might have accrued was washed away by the next flood.

text: It is estimated that by this method, in ancient Egypt, some 2 million up to a maximum of 12 million inhabitants could be nourished. By the end of Late Antiquity, the methods and infrastructure slowly decayed, and the population diminished accordingly.

text: By 1800, Egypt had a population of some 2.5 million inhabitants.

text: Perennial irrigation[edit]

text: Muhammad Ali Pasha, (1805–1848 Khedive of Egypt) modernized various aspects of Egypt. He endeavoured to extend arable land and achieve additional revenue by introducing cotton cultivation, a crop with a longer growing season and requiring sufficient water at all times. To this end, the Delta Barrages and wide systems of new canals were built, changing the irrigation system from the traditional basin irrigation to perennial irrigation whereby farmland could by irrigated throughout the year. Thereby, many crops could be harvested twice or even three times a year and  agricultural output was increased dramatically.

text: In 1873, Isma'il Pasha built the Ibrahimiya Canal, thereby greatly extending perennial irrigation.

text: End of flooding[edit]

text: Although the British, during their first period in Egypt, improved and extended this system, it was not able to store large amounts of water and to fully retain the annual flooding. In order to further improve irrigation, Sir William Willcocks, in his role as director general of reservoirs for Egypt, planned and supervised the construction of the Aswan Low Dam, the first true storage reservoir, and the Assiut Barrage, both completed in 1902. However, they were still not able to retain sufficient water to cope with the driest summers, despite the Aswan Low Dam being raised twice, in 1907–1912 and in 1929–1933.

text: During the 1920s, the Sennar Dam was constructed on the Blue Nile as a reservoir in order to supply water to the huge Gezira Scheme on a regular basis. It was the first dam on the Nile to retain large amounts of sedimentation (and to divert a large quantity of it into the irrigation canals) and in spite of opening the sluice gates during the flooding in order to flush the sediments, the reservoir is assumed to have lost about a third of its storage capacity.[2] In 1966, the Roseires Dam was added to help irrigating the Gezira Scheme. The Jebel Aulia Dam on the White Nile south of Khartoum was completed in 1937 in order to compensate for the Blue Nile's low waters in winter, but it was still not possible to overcome a period of very low waters in the Nile and thus avoid occasional drought, which had plagued Egypt since ancient times.

text: In order to overcome these problems, Harold Edwin Hurst, a British hydrologist in the Egyptian Public Works from 1906 until many years after his retirement age, studied the fluctuations of the water levels in the Nile, and already in 1946 submitted an elaborate plan for how a "century storage" could be achieved to cope with exceptional dry seasons occurring statistically once in a hundred years. His ideas of further reservoirs using Lake Victoria, Lake Albert and Lake Tana and of reducing the evaporation in the Sudd by digging the Jonglei Canal were opposed by the states concerned.

text: Eventually, Gamal Abdel Nasser, President of Egypt from 1956 to 1970, opted for the idea of the Aswan High Dam at Aswan in Egypt instead of having to deal with many foreign countries. The required size of the reservoir was calculated using Hurst's figures and mathematical methods. In 1970, with the completion of the Aswan High Dam which was able to store the highest floods, the  annual flooding cycle in Egypt came to an end in Lake Nasser.

text: In the meantime, Egyptian population has risen to 92.5 million inhabitants (2016 estimate).[3]


document_title: List of National Football League career rushing yards leaders

question_text: who has the most rushing yards in nfl history

text: Players with at least 10,000 rushing yards[edit]

text:
Key

^
Inducted into the Pro Football Hall of Fame

*
Denotes player who is still active in the NFL

text: Through Week 12 of 2017 season in progress

text:
Rank
Player
Team(s) by season
Carries
Yards
Average

1
Emmitt Smith^
Dallas Cowboys (1990–2002)
Arizona Cardinals (2003–2004)
4,409
18,355
4.2

2
Walter Payton^
Chicago Bears (1975–1987)
3,838
16,726
4.4

3
Barry Sanders^
Detroit Lions (1989–1998)
3,062
15,269
5.0

4
Curtis Martin^
New England Patriots (1995–1997)
New York Jets (1998–2005)
3,518
14,101
4.0

5
LaDainian Tomlinson^
San Diego Chargers (2001–2009)
New York Jets (2010–2011)
3,174
13,684
4.3

6
Jerome Bettis^
St. Louis/L.A. Rams (1993–1995[a])
Pittsburgh Steelers (1996–2005)
3,479
13,662
3.9

7
Gore, FrankFrank Gore*
San Francisco 49ers (2005–2014)
Indianapolis Colts (since 2015)
3,126
13,636
4.4

8
Eric Dickerson^
Los Angeles Rams (1983–1987[b])
Indianapolis Colts (1987–1991)
Los Angeles Raiders (1992)
Atlanta Falcons (1993)
2,996
13,259
4.4

9
Tony Dorsett^
Dallas Cowboys (1977–1987)
Denver Broncos (1988)
2,936
12,739
4.3

10
Jim Brown^
Cleveland Browns (1957–1965)
2,359
12,312
5.2

11
Marshall Faulk^
Indianapolis Colts (1994–1998)
St. Louis Rams (1999–2005)
2,836
12,279
4.3

12
Edgerrin James
Indianapolis Colts (1999–2005)
Arizona Cardinals (2006– 2008)
Seattle Seahawks (2009)
3,028
12,246
4.0

13
Marcus Allen^
Los Angeles Raiders (1982–1992)
Kansas City Chiefs (1993–1997)
3,022
12,243
4.1

14
Peterson, AdrianAdrian Peterson*
Minnesota Vikings (2007–2016)
New Orleans Saints (2017)
Arizona Cardinals (since 2017)
2,554
12,197
4.8

15
Franco Harris^
Pittsburgh Steelers (1972–1983)
Seattle Seahawks (1984)
2,949
12,120
4.1

16
Thurman Thomas^
Buffalo Bills (1988–1999)
Miami Dolphins (2000)
2,877
12,074
4.2

17
Fred Taylor
Jacksonville Jaguars (1998–2008)
New England Patriots (2009–2010)
2,534
11,695
4.6

18
Steven Jackson
St. Louis Rams (2004–2012)
Atlanta Falcons (2013–2014)
New England Patriots (2015)
2,764
11,438
4.1

19
John Riggins^
New York Jets (1971–1975)
Washington Redskins (1976–1985)
2,916
11,352
3.9

20
Corey Dillon
Cincinnati Bengals (1997–2003)
New England Patriots (2004–2006)
2,618
11,241
4.3

21
O. J. Simpson^
Buffalo Bills (1969–1977)
San Francisco 49ers (1978–1979)
2,404
11,236
4.7

22
Warrick Dunn
Tampa Bay Buccaneers (1997–2001)
Atlanta Falcons (2002–2007)
Tampa Bay Buccaneers (2008)
2,669
10,967
4.1

23
Ricky Watters
San Francisco 49ers (1992–1994)
Philadelphia Eagles (1995–1997)
Seattle Seahawks (1998–2001)
2,622
10,643
4.1

24
Jamal Lewis
Baltimore Ravens (2000–2006)
Cleveland Browns (2007–2009)
2,542
10,607
4.2

25
Thomas Jones
Arizona Cardinals (2000–2002)
Tampa Bay Buccaneers (2003)
Chicago Bears (2004–2006)
New York Jets (2007–2009)
Kansas City Chiefs (2010–2011)
2,678
10,591
4.0

26
Tiki Barber
New York Giants (1997–2006)
2,217
10,449
4.7

27
Eddie George
Houston Oilers/Tennessee Titans (1996[c]–2003)
Dallas Cowboys (2004)
2,865
10,441
3.6

28
Ottis Anderson
St. Louis Cardinals (1979–1986[d])
New York Giants (1986–1992)
2,562
10,273
4.0

29
Ricky Williams
New Orleans Saints (1999–2001)
Miami Dolphins (2002–2010)
Baltimore Ravens (2011)
2,431
10,009
4.1

text: Active players with at least 9,000 yards[edit]

text: Through Week 12 of 2017 in progress. All numbers in yards.

text:
LeSean McCoy, 9,663
Matt Forte, 9,656
Chris Johnson, 9,651
Marshawn Lynch, 9,502

text: Historical rushing yards leaders[edit]

text: Seven players have been recognized as having held the career rushing yards record in the NFL. Since reliable yardage statistics were not recorded prior to 1932, the first NFL player recognized as the career leader in rushing yards was Cliff Battles, who played from 1932 to 1937 for the Boston Braves / Boston Redskins / Washington Redskins.[1] He led the NFL with 576 yards in 1932 and held on to the record throughout his career. Emmitt Smith has held the record since surpassing Walter Payton's long-standing total in 2002.[2]

text:
Reign
Player
Team(s) by season
Carries
Yards
Average

1932–1941
Cliff Battles^
Washington Redskins (1932–1937)
839
3,511
4.2

1941–1949
Clarke Hinkle^
Green Bay Packers (1932–1941)
1,171
3,860
3.3

1949–1958
Steve Van Buren^
Philadelphia Eagles (1944–1951)
1,320
5,860
4.4

1958–1963
Joe Perry^
San Francisco 49ers (1948–1960, 1963)
Baltimore Colts (1961–1962)
1,737
8,378
4.8

1963–1984
Jim Brown^
Cleveland Browns (1957–1965)
2,359
12,312
5.2

1984–2002
Walter Payton^
Chicago Bears (1975–1987)
3,838
16,726
4.4

Since 2002
Smith, EmmittEmmitt Smith^
Dallas Cowboys (1990–2002)
Arizona Cardinals (2003–2004)
4,409
18,355
4.2