The name is absent

the climate of rapid growth in Anglo-Indian education
throughout the last thirty years a power struggle has
emerged.

4. Anglo-Indian Leadership and Educational Policies
(1918-1993)

Two men emerged during the twentieth century as leaders of
the Anglo-Indian community. Sir Henry Gidney was a medical
doctor and Frank Anthony a barrister.Between them they
carved the century into two halves. Gidney presided over
Anglo-Indian affairs until his death in 1942, and Anthony
was the Life-President of the All-India Anglo-Indian
Association until his death in 1993.

Both men exerted a major influence on curriculum policies
in Anglo-Indian schools. They were both responsible for
creating types of bodies who examined, validated and
controlled the curriculum in the schools. Gidney more than
Anthony intervened into learning situations and content.
Anthony initiated syllabus and examination bodies and
maintained a firm control over the schools which he founded
and bear his name.

Gidney proposed arrangements within vocational and
technical education. He placed emphasis on the need for
the public sector to provide training. Gidney realised
that vocational and technical education must become more
responsive to employment needs at national and local level
for Anglo-Indians.

Anthony faced major difficulties in implementing Indian
language policies in the schools for Anglo-Indian students.
His first initiatives were the outcome of political
anxieties and his courtroom successes will give him his
well-earned place in Anglo-Indian history.

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