It could be argued that learner choice dictated the rapid
expansion of Anglo-Indian schools all over India. The
demand for an education in the English medium from wealthy
Indians has enabled these schools to flourish. The Indian
students who form the majority in the Anglo-Indian schools
have benefited from the Bombay School's Case (c.f.
discussion below pp.139-140) because there was no longer
any restriction to their entry.
In addition, at that time, the Anglo-Indian schools started
teaching Hindi as a compulsory subject because the majority
of students in Anglo-Indian schools were Indians and the
future survival of the schools was linked to such simple
economics. This decision resulted from the report of a
group of headteachers and teachers from Anglo-Indian
schools entitled "Towards the Re-Orientation of Anglo-
Indian education in West Bengal". The report stated that
the Official language Hindi would be taught as a compulsory
second language for all pupils. (25)
In 1956, the Anglo-Indian school which the researcher
attended had adopted the 10+1 pattern of education. The
extra year was an effort made by the school to offer an
Indian Certificate Examination, as an additional
qualification, after completion of the Cambridge Overseas
Examination at 16+. It was not further education, as the
Cambridge Certificate was accepted by some Colleges in
Bombay as completion of the First Year Arts or First Year
Science degree.
In 1956, the Frank Anthony Schools' Scheme was started, and
in May 1958, the All-India Tknglo-Indian Education Society
was established. This Society promoted Anglo-Indian
education, and in 1959, the Frank Anthony Public School in
New Delhi was opened, followed by one in Calcutta in 1965
and another one in Bangalore in 1967. The Education
Society is responsible for an Anglo-Indian Scholarship
118
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