Anglo-Indians are still failing to learn an
Indian language. Anglo-Indians are forced to
repeat a year in the same class if they fail
the Indian language examination. (5)
This factor, amongst others, leads to drop outs and/or poor
academic qualifications for many Anglo-Indians. Success in
an Indian language is linked to academic success at 16+ and
18+. The language casualty rate has reached epidemic
proportions in Anglo-Indian schools because the Language
policy and teaching methods have remained unchanged since
1954. (6)
The Anglo-Indian English mother-tongue speakers are still
unable to speak, read and write an Indian language. The
Indians have continued to learn to speak, read and write
English. Anglo-Indians fail Indian language examinations.
Indians do not fail Indian language examinations. Anglo-
Indians do not gain access to further (16 + ) and higher
education (18+), because they are not bilingual. Indians
who attend the schools become bilingual in English and an
Indian language. The Indians are succeeding because
bilingualism in English and an Indian language is a
prerequisite for entry into higher education in India.
Anglo-Indian schools were established in India for two main
reasons. The first was that the British colonialists
wanted a pliant, cheap, literate and loyal workforce to
fill "reserved" low-level positions in essential services
such as the railways, customs and excise, post and
telegraph and police. The second was that Christian
missionaries wanted to evangelise the Indian population and
saw the Anglo-Indian population as an ideal entry point.
These reasons are described in more detail in Chapters 2-4.
The schools were consciously moulded via a linguistic,
religious and racial framework to guide the Anglo-Indians
sensibly and fairly to their political, social and economic
34