INDIAN CHRISTIAN, KHASI AND EUROPEAN
|
MEN |
WOMEN |
BOYS |
GIRLS |
TOTAL | |
|
Bangalore & Mysore |
1 |
1 | |||
|
Bombay |
2 |
4 |
6 | ||
|
Calcutta |
3 |
3 | |||
|
Cochin | |||||
|
Coonoor | |||||
|
Devlali |
1 |
1 | |||
|
Faridabad | |||||
|
Ketti | |||||
|
Madras |
1 |
1 | |||
|
New Delhi | |||||
|
Shillong |
1 |
35 |
36 | ||
|
Total |
6 |
42 |
48 |
8. Conclusions
The historical study was qualitative in nature, and
consisted of material emanating in the past. The basic
skills required for the history section involved
collecting, classifying, ordering, synthesising, evaluating
and interpreting the historical evidence. Choices had to
be made about limiting the information in some areas of the
history of Anglo-Indian schools. Care was taken to avoid
both over simplification and failure to recognise the fact
that the causes of some events are complex.
An attempt was made to understand the words and expression
in the light of their accepted meaning in an earlier period
of history. Tkn effort was made to eliminate an expression
of personal bias by lifting out statements "for purposes of
persuasion". (43) The history had to be written without
being too critical or excessively admiring. The historical
evidence provided the researcher with a more realistic view
of the contemporary scene in Anglo-Indian education. It
illustrated the relationship of the schools to the
structure of Tknglo-Indian society.
In relation to researching the situation of the Anglo-
Indian community in respect of education at the present
194