The educational quality of a person living in the British Empire is decided on the day a baby is born. A child living in the British Empire in the 19th century didn't have much say in their education. Parents directed their children's education, and different people had very different views on education. Wealthy members of English society placed a high value on education and ensured that their children received the best education possible. The English working class were often forced by the government to send their children to school. They thought their children's time would be better spent working in a factory. The Quakers, on the other hand, had a very different approach to education. the indigenous children of the empire had their own unique experiences. The different visions of education led to the creation of an empire of several types of educational institutions that prepared children in various ways for adulthood. Some children's training was aimed directly at preparing them for their future jobs while others taught them skills they might never use. Due to the diversity of educational backgrounds, the children had very different experiences. Some children had positive educational experiences while others remembered their upbringing bitterly. Overall, education in the British Empire was not uniform. The education of privileged children differed greatly from that of Quaker children in the empire and was different from the education of indigenous children in missionary schools. The only unifying factor was that children were sent to school. on preparing boys for their future careers. Members of wealthy society have always wanted to send their children to the middle of paper... and each child has their own story to tell. Works Cited Allen, Kerri and Alison Mackinnon. "'Allowed and expected to be educated and intelligent': the education of Quaker girls in nineteenth-century England." History of Education 27, no. 4 (December 1998): 391-401. First academic research. Auerbach, Sascha. "'Some Punishment Should Be Designed': Parents, Children and the State in Victorian London." Historian 71, no. 4 (December 2009): 757-79. First academic research. Churchill, Winston. My youth. New York: Simon & Schuster, 1930. Prochner, Larry, Helen May, and Baljit Kaur. "'The Blessings of Civilization': Nineteenth-Century Missionary Schools for Young Aboriginal Children in Three Colonial Contexts - India, Canada, and New Zealand, 1820s-1840s." Educational Historica 45, no. 1/2 (February 2009): 83-102. First in academic research.