their own schools.
In 1990, the Laidlaw Memorial School offered a number of
Anglo-Indian students excellent scholarships. (29) The
Principal and Headteacher were concerned about raising
standards for Anglo-Indians on scholarships whose homes
were in slums. Although such Anglo-Indians received
scholarships which included tuition fees, uniforms, books
and boarding fees, they were the failures in the school.
The school offered the educational and other social
conditions of an elitist school to students who were not
the social equals of the wealthy Indians. There was no
programme to initiate them or support them once they
arrived. There was no Special Educational Needs Department
in the school for this group of students. The students
were apathetic, disruptive, truanted and did not show any
inclination to return after they repeated a class. The
students eventually dropped out of the school. (30)
The Frank Anthony Schools in India in 1990 are also
prosperous and cater to an elitist, wealthy class of Indian
students. Very few Anglo-Indians are being educated in
these schools. It will be argued that the schools offer
education to Indians, and offer it in a most successful way
to Indian students. On the one hand the schools fail to
offer academic success to Anglo-Indians; on the other the
building programme has accelerated to meet the demand of
non Anglo-Indians during the 1990s.
The following sections describes the educational policies
of the Indian Government during the same period. This
separation is made so as to facilitate analysis of a
complex series of educational events. In particular, these
sections will examine how and why the language and
religious education curriculum underwent a change, and how
Anglo-Indian schools entered further education, by
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