The name is absent

in military schools to defend the realm. The Anglo-Indians
continued to show their loyalty to the British.
Repression, individual powerlessness, inequality of incomes
and inequality of opportunity did not deter them from
offering themselves once again to serve the British.

2.1. The First World War (1914-1918): The Military

Schools and Anglo-Indian students

Between 1914-1918 Anglo-Indian education was education for
employment in the army. The Royal Military Schools in
Sonawar, Murree and Lovedale sent students into the Army.

The Lawrence School in Lovedale has a list of ex-students
who fell in the wars fought by the British all over the
world. The young officers had to be fair-Complexioned.
Anglo-Indian women were also enlisted in the Indian Army as
nurses and worked in Government of India departments as
typists and stenographers. (8)

The Anglo-Indian schools served the British well in their
hour of need. In the history of Anglo-Indian schooling it
was the integrative function between the Tknglo-Indians and
the British which dominated the purpose of schooling, to
the detriment of other liberal objectives. Once again,
Anglo-Indians laid down their lives for the British Empire.
Their education fitted them for producing an army of loyal
soldiers. Nobody questioned their loyalty because the
community was accustomed to the social relationships of
dominance and subordinacy since the first repressive laws
of 1786.

At the end of World War I three important Reports were
written which had an impact on Anglo-Indian schools. All
these reports were linked with education and employment for
Anglo-Indians at a subordinate level.

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