The name is absent

In the final section, conclusions are drawn from this
analysis. In particular, an examination is made of the
rapid expansion of Anglo-Indian schools and the problems
that exist in the teaching of Indian languages and
Christianity. The chapter argues for a change in teaching
methods in the classrooms of Anglo-Indian schools.

5. Conclusions

This chapter offered a revisionist viewpoint of Anglo-
Indian educational history which challenges the importance
these schools play in educating Anglo-Indians in the
twentieth century. The chapter documents the reports and
the educational reformers in British India and independent
India. It employs historical arguments about the
intellectual arena for the debates about strategies which
failed to increase educational attainment levels for Anglo-
Indians .

The historical evidence of this chapter suggests that the
structure of Anglo-Indian schooling for Anglo-Indians has
not changed over time to accommodate the spirit of free
enterprise and integration in modern India. This chapter
described the three crucial influences or driving forces
which determined the historical development of these
schools in the twentieth century. They were the Anglo-
Indian's ethnicity, language and religion.

The ethnicity of the Anglo-Indian is defined in the
Constitution of India. Since the 1961 Census of India,
Anglo-Indians are counted under Christians. They have thus
lost their separate status which they enjoyed since 1911.
As a consequence, there is currently no official number of
the size of the community. This has raised further
questions about "who" is an Tknglo-Indian. The chapter

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