The name is absent

(64) DeSouza, A.A. (1976) op. cit. , (p.30)

(65) In 1954 the Education Department of Bombay state
issued a directive limiting admission to Anglo-Indian
schools in the State to Anglo-Indians and children of
citizens of non-Asiatic descent. This was part of its
attempt to replace English by Hindi as the medium of
instruction in all Bombay schools and colleges. See, AIR
1954, Supreme Court 561 (pp.568-9); see also, Anglo-Indian
Review, June, 1954, (p.2); see also, Anthony, (1969)
op.cit., (p.284); see also, Anglo-Indian Review, June,
1954. (p.2)

Anthony's place in Anglo-Indian history is assured. The
Constitutional battle was brilliantly argued by him in the
Bombay High Court and later in the Supreme Court. The
Bombay Schools' Case was of significance to all
Anglo-Indian schools in India, because it offered
Anglo-Indian schools the opportunity to expand their
schools. The schools could now offer an education in
English to Indians.

The Indians had entered Anglo-Indian schools and their
needs dictated the curriculum of these schools. History
does not record this important detail in this light, and
one needs either to be an Anglo-Indian who experienced the
trauma of the curriculum shift in the fifties, or an
extremely perceptive researcher who can read between the
lines .

(66) DeSouza, A.A. (1976) op. cit., (p.236 and p.238); see
also, Kumar, A.(1985) Cultural and Educational Rights of
the Minorities under Indian Constitution New Delhi: Deep &
Deep Publications (p.130 and p.240); see also, Rudolph,
S.H., and Rudolph, L.I. (eds) (1972). The Bombay Schools'
Case assured the Anglo-Indians that their educational
system would remain intact and continue to be part of the
protected, autonomous sector of Indian education. The case
also declared that the community was a religious as well as
a linguistic minority by the Supreme Court, and that the
majority cannot force its will upon the minority, because
this results in denying the minority the right to establish
and administer educational institutions of their choice.

(67) Handy, C.B. (1987) Understanding Organizations Third
Edition London: Penguin Books Ltd. (pp. 188-9). Handy,
C.B. deals with the management of change. Much of the
literature on groups is linked to motivation and
leadership.

(68) This observation was made during the field study
conducted in India in 1990.

(69) Handy, C.B. (1987) op. cit., (p.193)

(70) Duke, D.L. et.al., (1980) Teachers and shared

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