laid. The foundations for this "Great Divide" between the
English and the Indians reinforced the inequality which
existed in the community's social relationships. The
poverty in the community was apparent, and the repressive
laws against the community were made explicit and evident
in the Petition of 1829. (18)
It is important to understand the humiliation of marriages
being "outside" the law. Family stability was threatened
in the failure to establish legitimacy’or illegitimacy of
children. The gradual impoverishment of the community
grew, because succession to property was also "outside" the
law. The community was disadvantaged. The combination of
the repressive laws against the community being educated in
England and the inadequate provision in India, created a
foundation for subordinacy.
In 1835, Captain John Doveton's will endowed the Parental
Academy with £50,000. Doveton was an Anglo-Indian who had
worked in the Nizam of Hyderabad's Army. £27,000 was spent
on the Academy, which was renamed Doveton College and
affiliated to Calcutta University, and in 1855 Doveton
College in Madras was established with £23,000. (19)
The growth in the Anglo-Indian communities self awareness
and self confidence was noted elsewhere. In 1835, Lord
Macaulay's advice to the Governor General, Lord Bentinck,
was published. It is a key document in the history of
Anglo-Indian (and Indian) education.
2.3. Lord Macaulay's Minute (1835)
Lord Macaulay as the Law Member of the Governor-General's
Executive Council, submitted his famous Minute in February,
1835. He promoted the value of learning English, and was
not in favour of studying Sanskrit and Arabic. Macaulay
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