on a more generous scale. Sir Robert Laidlaw, was a
wealthy Calcutta banker who became a benefactor of the
community. He was concerned about the lack of academic
qualifications the Anglo-Indians possessed.
The lack of educational qualifications produced a community
which was unable to compete with the Indians for jobs. (3)
In a similar vein, the Butler Conference in 1912, urged
that destitute children should be offered free education
and that collegiate education should be available after
High School. These colleges provided a curriculum which
led to university and a professional career. The fees were
higher, but the colleges were free to poor boys who showed
ability.
These colleges were opened in Bangalore, Mussoorie, Naini
Tal and Allahabad. In addition two colleges were opened
for teachers. The Sonawar college for men and another one
in Simla for women. But, Anglo-Indians were still not
completing an elementary education. So, despite all these
improvements and most of the places in these new
prestigious colleges went to non Anglo-Indians. (4)
Little had changed despite the attempted reforms.
The Sadler Commission 1917-1919 referred to the inadequate
educational facilities for Anglo-Indians and stated that
any system of education which ignored higher education was
incomplete. The curriculum reflected the future occupations
of Anglo-Indians.
The pattern continued and the occupational opportunities of
Anglo-Indians consisted of subordinate positions. The
culture of subservience created a cycle of disadvantage.
The minority who succeeded in gaining professional status
were fair-Complexioned Anglo-Indians, who called themselves
Domiciled Europeans. (5)
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