of Nigeria (1914–1919), Lord Lugard's, 1922 book, The Dual Mandate in British Tropical Africa writes, "...do not enter the tropics on sufferance, or employ their technical skill, their energy, and their capital as 'interlopers' or as 'greedy capitalists', but in the fulfillment of the Mandate of civilization". In accordance with this, in 1923 the British Government established the Advisory Committee on Education in British Tropical Africa (with the word 'tropical' removed to broaden its jurisdiction). With its establishment, for the first time, the colonial authority would be uniformly administering its educational goals across all British African colonies. Programs begun under the new committee were aimed at increasing the "self-sufficiency" of village economies and providing community incentives to counteract flight into big cities. Educational practices under the CEBA came to be known as 'adapted', as it was sought to adjust western education to the contemporary European understanding of the 'African Mind' as inherently different; education was often administered through local contexts and practices, all the while teaching western curriculum. In his essay British Colonial Education in Africa: Policy and Practice in the Era of Trusteeship, Aaron Windel of Bowdoin College describes it as such, "Typical lessons in a village school operating on adapted principles focused on hygiene, vernacular word building, drill, and basic local geography. Ideally, lessons would be taught on the principle of 'teach by doing' and would include objects from village life. One geography lesson used a bicycle pump, a pail of water, and a small gourd to simulate a ship carrying sugar from India and caught in a monsoon. Adapted pedagogy could also include dramatizations of 'African tribal histories' or special holiday plays with an African focus". Most British officials (including Lord Lugard) believed that trusteeship would continue for many generations to come, and the goals of 'civilizing' the native population began to take precedence. Treatment of colonial subjects continued to vary wildly as determined by race, and white settlers were continuously given preferential treatment in the distribution of land and opportunities for careers, among other benefits. The British education system proved to be quite effective. A 2021 study observed a positive effect of British colonization on education levels. Areas that were influenced by the British education system showed a rapid increase in numeracy. For example, in South Africa – where the colonial education and political system switched from Dutch to British in 1806 – the increase in