The name is absent

class XII. I think they made good sportsmen,
but seemed to think that jobs were waiting for
them. (37)

There was a "hidden" curriculum which had to do with
teacher's expectation for Anglo-Indian students. One of
the saddest observations was the hostility of teachers
towards Anglo-Indians, when there were attempts at joint
activities, that is, Anglo-Indians and non Anglo-Indian
students were expected to work together during an Indian
language lesson. During these observations, the teacher's
behaviour indicated a belief that the lack of an Indian
language was correlated with a lack of ability.

During the field study only one Anglo-Indian teacher was a
coordinate bilingual. He used his bilingual skills to
teach mathematics and geography, and alternated the lessons
with instruction in Hindi and English to the obvious
delight of his students. This young man had attended a
Hindi medium school near his home, because his parents did
not want to send him to a residential Anglo-Indian school.
Although he spoke English at home, he found himself quite
often

... thinking and feeling in both Hindi and English.
(38)

This teacher was on the staff of the one residential school
which encouraged students who spoke Hindi and Marathi to
share their expertise with Anglo-Indians and this provided
this boarding school with a "multilingual dimension" (39)
which other schools found difficult to incorporate.

The rules of the education game had altered. In 1890, the
British offered immediate employment to Jknglo-Indians on
leaving school, and this inhibited progress into higher
education. In 1990, the schools had failed to educate

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