The name is absent

time, the survey methodology was adopted for three reasons.

(1) It was successful because the well-defined stages
required for completion of a survey can be outlined in
a specific time frame.

(2) It offered opportunities to make alterations and to
identify situations and standards against which
existing conditions can be compared.

(3) Most importantly, it enabled the researcher to sample
as wide a sample of Anglo-Indian opinion as was
possible in the time available.

This chapter has described the methodology used for the
history and the field research. The next three chapters
will outline the research findings in relation to the three
key elements identified earlier in chapter one, namely,
ethnicity and size, language and religion.

These three key issues (c.f. discussion above Ch.l pp.30-1)
had to be actively investigated because the Anglo-Indian
educational system was founded on them. The historical
evidence gathered in chapters 1-4, also relates these three
issues to a set of social relationships in the Anglo-Indian
community. Ethnicity, the English language and
Christianity developed social-class identifications which
were crucial ingredients for integrating the Anglo-Indian
community into the economic system of subordinate jobs.
The community had developed in different parts of India,
and the survey of Anglo-Indians had to be as extensive as
possible.

The field study first had to investigate who is an Anglo-
Indian, and ask questions about the actual size of the
community in India. It had to investigate various
communities of Anglo-Indians who fulfilled the criteria in
the Constitution of India's definition of an Anglo-Indian
and had to find out the reasons why some communities were

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