The name is absent

limitation on higher education was the socializing
influence of the schools, which more implicitly prepared
Anglo-Indian children for the occupations which they were
most likely to enter.

In 1926, the Under Secretary of State for India during
question time in the House of Commons stated that
membership of the auxiliary force in India was

... open to European British subjects, a term
which for this purpose is held to include
Anglo-Indians. (14)

The Anglo-Indians, for purposes of employment with the
Government, were included in schemes of Indianization and
were defined as statutory natives of India. For purposes
of education and internal security, the Anglo-Indians were
defined as European British subjects. (15)

Despite the Montagu-Chelmsford report, little changed over
the next decade, and it was not until 1929 that a further
effort was made to tackle the issue with the Hartog Report,
which had implications for Anglo-Indian students sitting
for the Cambridge University School Certificate
examinations . See Appendix 6.

2.3. The Hartog Report (1929)

The Hartog Report (1929) recommended that European and
Anglo-Indian education should remain under provincial
control. The Inter-Provincial Board for Anglo-Indian and
European Education retained the Cambridge University School
Certificate Examinations. (16) One of the reasons, was
the prestige of these examinations. They offered an
opportunity of gaining admission to universities in
Britain, without having to appear for any pre-university
examination. It was a privilege which was not offered to

112

<<   109   110   111   112   113   114   115   >>

More intriguing information