educationists, who sought to expand Anglo-Indian schools
because an English education was sought after by wealthy
non Anglo-Indians. The argument can be sustained that
although the schools exist for Anglo-Indians through
legislation, they shun these very schools in which they are
expected to fail.
The next chapter discusses the third issue which is
religious education in Anglo-Indian schools. The focus
will be on the actual practices of religious education for
Anglo-Indians and non Anglo-Indians. The empirical
findings involved self-critical, reflective analysis and
judgement by different groups of respondents operating at
all levels of education in India.
284
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