The name is absent

not being recognised as Anglo-Indians.

Second, the field study had to find out why Anglo-Indians
were failing to pass Indian language examinations in their
own schools. This affected their entry into further and
higher education. Of more direct importance to the
analysis in this thesis, however, is the uneven development
between Anglo-Indians and Indians learning English and
Indian languages in the same school.

Finally, the field study had to find out whether a cross-
cultural understanding in religious education provided
Anglo-Indian students with opportunities to integrate with
Indians. It is the interpretation of the thesis that to
deny Anglo-Indians and Indians a genuine religious
education would deprive both of an understanding and
knowledge of India's secular society via a knowledge of
India's religions.

The next chapter deals with the first of these issues,
namely, ethnicity and size.

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