The name is absent

that the Anglo-Indians were being educated to support the
expansionist policies of the colonialists in India. As the
East India Company's hegemony spread, English replaced
other European languages as a medium of instruction in the
schools .

The chapter argues that the East India Company's commercial
requirements of educated Anglo-Indian clerks, caused the
Anglo-Indian community to develop a subordinate class
consciousness within a culturally loaded curriculum. This
was firmly planted by the seventeenth century missionaries.

The chapter offered an analysis of the dynamics of
Anglo-Indian education in the late eighteenth century.
This revealed a correspondence between the East India
Company's economic and military expansionist policy and the
conflict-ridden course of the educational structure of
Anglo-Indian education. By the late eighteenth century,
the words charity school and orphanages began to appear in
Anglo-Indian education.

The impoverishment of the community in terms of loss of
jobs and status started in the eighteenth century. The
repression of educational access to selective higher
education laid the foundation for the subordinate positions
Anglo-Indians would occupy in British India during the next
two centuries .

This chapter also argues that the arrival of upper-class
Englishmen, and Englishwomen seeking husbands, created a
social environment which encouraged racism. Hitherto, it
was socially acceptable for Englishmen to marry or keep
Indian women and their children without stigma.

As the East India Company discharged Anglo-Indians from its
service, they were forced to seek employment with Indian
Rajahs and Rulers. Yet, when the Company warred with these

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