The name is absent

Benares Sanskrit College. By the late eighteenth century,
substantial inequality in economic privilege and social
status was clear in Anglo-Indian schools.

There was little chance for Anglo-Indians to come into
touch with the broader environment offered to Sanskrit
scholars. The European Orientalists favoured a Sanskrit
education, and the proposal for Indians to be educated in
Sanskrit was met with enthusiasm.

One year separates the establishment of Mrs. Murray's
female Boarding School and the Benares Sanskrit College.
Anglo-Indians and Indians were being divided into racially,
sexually and ethnically distinct sections, and the
justification of the consequent inequality must
increasingly lie in the growing educational inequalities.

This casts further doubts on the fairness of the
educational experience of Anglo-Indians at that time and
subsequently. The education system played a central role
in preparing Anglo-Indians for a world of work in which
they were stratified into low-skilled and semi-skilled
jobs .

The next section describes the repression of Anglo-Indians.
The community was growing larger and there were fears that
Anglo-Indians would revolt against the East India Company.

4.2. Anglo-Indians and the educational repression of 1786

By 1750 the encouragement of mixed marriages between
Europeans and Indians created a problem; the number of
Anglo-Indians who were employed in the East India Company
had increased. Anglo-Indians threatened to outnumber the
English in the employment of the East India Company.

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