The name is absent

Both Gidney and Anthony attempted to create greater
equality between Anglo-Indians and Indians. Their high-
risk political approach became a possibility because there
was widespread discontent with Anglo-Indian education.
Although Anthony more than Gidney had the advantage of
community control, he found it difficult to increase Anglo-
Indian parental interest and participation in education.

The next two sections describe Gidney and Anthony and
places their achievements in the context of Anglo-Indian
education.

4.1. Sir Henry Gldney: Leadership Years (1918-1942)

In 1919, Sir Henry Gidney (1873-1942) a medical doctor, was
elected President of the Anglo-Indian Empire League. He
was to lead the Anglo-Indian community for over two
decades. Gidney amalgamated the various Anglo-Indian
Associations, with the sheer force of his personality. (56)

Gidney initiated the fund raising activities to create the
Higher Education Fund, which was independent of the
Association's funds. Loans were offered to deserving
students. Scholarships were opened up, for example, the
Desouza Indian Civil Service Scholarship, founded in 1888
for study in England had not been awarded until 1926.

The Virginia Cuyper and Griffith Scholarship funds were
also administered by the Jknglo-Indian Association. Gidney
restarted The Anglo-Indian Review in 1926. It was the
rival of The Anglo-Indian Citizen which was the journal of
the rival Anglo-Indian and Domiciled European Federation.
(57)

135

<<   132   133   134   135   136   137   138   >>

More intriguing information