The name is absent

. . . their employment in the preservation of
order ... led them to be regarded as 'strike
breakers' , and thus compromises their position
as railway employees with Indians, and makes
them more out of favour with political Indians
than they already are. (21)

The Government of India Act 1935 proved to be the key
stumbling block to any real educational progress. The
Anglo-Indians were educated as European British subjects
but were employed as statutory natives of India. Equality
of opportunity and social control were intermingled with
education and jobs.

The main idea being pursued in this chapter is, that the
basic issue of inequalities of years of schooling between
Anglo-Indians and other Indians was something done to the
Anglo-Indians and for the Anglo-Indians. The merger of
education and jobs became impossible to separate. Not even
Gidney could unravel the

cumulative effect of long years of
subordination which produced a community so
demoralized ... of almost all self-assertion,
initiative and vision. (22)

Thus, by 1947, the Anglo-Indian school curriculum had not
prepared Anglo-Indians to integrate with other Indians.

The next section continues this history, by discussing the
development of the curriculum in Anglo-Indian schools
after Indian independence in 1947, and the significant role
emigration played in determining curriculum outcomes for
Anglo-Indians.

115

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