Պերուի հյուսիսում անդունդն է ընկել ֆուտբոլի պատանեկան հավաքականին փոխադրող ավտոբուսը, ինչի հետեւանքով զոհվել են յոթ դեռահասներ, եւս 11 հոգի վերքեր են ստացել: Այդ մասին Canal N հեռուստաալիքին հայտնել է երկրի առողջապահության նախարար Սիլվիա Պեսահը:
Միջադեպը տեղի է ունեցել մայիսի 15-ին Ամասոնաս տարածաշրջանի Չաչապոյաս քաղաքի մերձակայքում: Տեղական ԶԼՄ-ների տվյալներով՝ ավտոբուսը կորցրել է կառավարումն ու ընկել անդունդը:
«Զոհվել է յոթ դեռահաս: Հարազատները ճանաչել են մարմինները»,-հայտնել է նախարարը: 11 տուժածներից տասը 13-14 տարեկան են, եւս մեկը՝ կին»,-հավելել է Պեսահը: Բոլոր տուժածները հոսպիտալացված են, երկու դեռահասների արդեն դուրս են գրել բուժհիմնարկներից: Պերուի ֆուտբոլի ֆեդերացիան ցավակցություն է հայտնել տեղի ունեցած կապակցությամբ, հաղորդել է ՌԻԱ Նովոստին:
English historian Peter Cain, has challenged Mantena, arguing that the imperialists truly believed that British rule would bring to the subjects the benefits of ‘ordered liberty’, thereby Britain could fulfil its moral duty and achieve its own greatness. Much of the debate took place in Britain itself, and the imperialists worked hard to convince the general population that the civilising mission was well under-way. This campaign served to strengthen imperial support at home, and thus, says Cain, to bolster the moral authority of the gentlemanly elites who ran the Empire.[75
The University of Calcutta, established 1857, is one of the three oldest modern state universities in India.
The British made widespread education in English a high priority. During the time of the East India Company, Thomas Babington Macaulay had made schooling taught in English a priority for the Raj in his famous minute of February 1835 and succeeded in implementing ideas previously put forward by Lord William Bentinck (the governor general between 1828 and 1835). Bentinck favoured the replacement of Persian by English as the official language, the use of English as the medium of instruction, and the training of English-speaking Indians as teachers. He was inspired by utilitarian ideas and called for «useful learning.» However, Bentinck’s proposals were rejected by London officials. Under Macaulay, thousands of elementary and secondary schools were opened; they typically had an all-male student body.
Missionaries opened their own schools that taught Christianity and the three Rs. Bellenoit argues that as civil servants became more isolated and resorted to scientific racism, missionary schools became more engaged with Indians, grew increasingly sympathetic to Indian culture, and adamantly opposed scientific racism.
Universities in Calcutta, Bombay, and Madras were established in 1857, just before the Rebellion. By 1890 some 60,000 Indians had matriculated, chiefly in the liberal arts or law. About a third entered public administration, and another third became lawyers. The result was a very well educated professional state bureaucracy. By 1887 of 21,000 mid-level civil service appointments, 45% were held by Hindus, 7% by Muslims, 19% by Eurasians (European father and Indian mother), and 29% by Europeans. Of the 1000 top-level positions, almost all were held by Britons, typically with an Oxbridge degree. The government, often working with local philanthropists, opened 186 universities and colleges of higher education by 1911; they enrolled 36,000 students (over 90% men). By 1939 the number of institutions had doubled and enrolment reached 145,000. The curriculum followed classical British standards of the sort set by Oxford and Cambridge and stressed English literature and European history. Nevertheless, by the 1920s the student bodies had become hotbeds of Indian nationalism.
St. Paul’s Cathedral was built in 1847 and served as the chair of the Bishop of Calcutta, who served as the metropolitan of the Church of India, Burma and Ceylon.
As the Anglican Church was the established church of England, «it had an impact on India with the arrival of the British». Citing the Great Commission, Joseph White, a Laudian Professor of Arabic at the University of Oxford, «preached before the university in 1784 on the duty of promoting the universal and progressive message of Christianity ‘among our Mahometan and Gentoo Subjects in India’.» In 1889, the Prime Minister of Great Britain, Robert Gascoyne-Cecil, 3rd Marquess of Salisbury expressed similar sentiments, stating that «It is not only our duty but is in our interest to promote the diffusion of Christianity as far as possible throughout the length and breadth of India.»