The name is absent

Journalist Calcutta, (p.32); see also, Stark, H. (1936)
(Reprint 1987) op. cit., (pp.99-104). Stark quotes a poem
by Derozio entitled, "The Enchantress of the Cave." The
opening lines of the poem are:

To lead them on to deeds of worth.
And raise their glory yet on earth! (p.104)

(17) Chatterjee, E.P. (1982) op. cit.,  (pp.32-3); see

also, Daniell, H.R.H. (1941) The Development of
Anglo-Indian Education and its Problems Unpublished Thesis
University of Leeds, Master of Education, Brotherton
Library, University of Leeds, (p.65)

(18) The "Great Divide" (includes race, class and gender)
hardly supports an optimistic pronouncement of an
egalitarian social and educational system. See Craig, H. I.
(1990) op. cit., (p.15);

THE "PLAINS" AND "HILL-STATION" SCHOOLS: THE GREAT DIVIDE
The hill-stations were situated:

- in the foothills of the Himalayas, at Murree, Simla,
Mussoorie, Naini Tal, Darjeeling and Shillong.

- in the Nilgiri Hills in the south of India at
Ootacamund (known as Ooty) and Kodaikanal.

The hill-stations were the holiday resorts, and attracted
the wealthy Europeans, Anglo-Indians and Indians.

See, Allen, C. (1977) Raj : A Scrapbook of British India
1877-1947 London: Andre Deutsch (pp.90-1). The schools
were elitist and reflected the exclusive and isolationist
social practices of the British in India. Dr. Graham built
a "home" (school for 'destitutes and orphans') in
Kalimpong, near Darjeeling. See, Graham, J.A. (1934) 'The
Education of the Anglo-Indian Child' JOURNAL OF THE ROYAL
SOCIETY OF ARTS November 23 1934 pp. 21-46. In Ketti
(Nilgiri hills) St. George's "homes" were built. See,
Hammick, E.A. (1989) St. George's Homes - A Brief History
1914-1964 The Laidlaw Memorial School and Junior College
Platinum Jubilee Brochure 1914-1989 pp.83-97.

THE GENDER DIVIDE; ANGLO-INDITkN WOMEN TkND EDUCATION IN THE
NINETEENTH CENTURY

Miss Ashworth (See Graham, J.A. (1934) op. cit., p.43)
described Anglo-Indian girls

... as a class, very apathetic, careless, and
with a few outstanding exceptions, entirely
lacking in ambition. ... The problem was how
to overcome their apathy and idleness and
inoculate them with some ambition and pride in
their work. As teachers in the schools they
were unsatisfactory.

See also, Byrne, E. (1978) Women and Education London:
Tavistock; see also, Deem, R. (1978) Women and Schooling
London: Routledge & Kegan Paul; see also, MacDonald, M.
(1980) 'Socio-Cultural Reproduction and Women's Education'
IN: R.Deem (ed) Schooling for Women's Work London:
Routledge and Kegan Paul; see also, R. Deem (1981)

IOO

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