The social relationships of economic life was replicated in
the educational system. By the end of the eighteenth
century Anglo-Indian children were educated in charity
schools, orphanages and benevolent institutions run by the
military and Christian missionaries.
The extent to which the Anglo-Indian educational system
accomplished the collective vision of the Europeans for the
Anglo-Indian community is discussed in the next chapter.
It describes education during the nineteenth century from
1786 to 1900. The chapter shows the reinforcement of a
subordinate consciousness in the Anglo-Indian community.
It discusses the three issues of size and ethnicity, the
English language and Christianity. The chapter outlines
the impact these three issues had on the educational and
economic life of the community in the nineteenth century.
66
More intriguing information
1. Optimal Private and Public Harvesting under Spatial and Temporal Interdependence2. SME'S SUPPORT AND REGIONAL POLICY IN EU - THE NORTE-LITORAL PORTUGUESE EXPERIENCE
3. THE DIGITAL DIVIDE: COMPUTER USE, BASIC SKILLS AND EMPLOYMENT
4. Do Decision Makers' Debt-risk Attitudes Affect the Agency Costs of Debt?
5. The bank lending channel of monetary policy: identification and estimation using Portuguese micro bank data
6. A Note on Costly Sequential Search and Oligopoly Pricing (new title: Truly Costly Sequential Search and Oligopolistic Pricing,)
7. The name is absent
8. CROSS-COMMODITY PERSPECTIVE ON CONTRACTING: EVIDENCE FROM MISSISSIPPI
9. Subduing High Inflation in Romania. How to Better Monetary and Exchange Rate Mechanisms?
10. DISCUSSION: POLICY CONSIDERATIONS OF EMERGING INFORMATION TECHNOLOGIES