There was little improvement. The negativism in
Anglo-Indian education continued. The stereotypes of the
"poor-must-be-dumb-or-lazy" theories of inequality were
being applied to Anglo-Indians. The community was
struggling in a culture of subservience. (29)
The Lawrence Report (1873) examined the state of
Anglo-Indian schools. His Report on the "Existing Schools
for Europeans and Eurasians" concluded that the
Anglo-Indians were often left without any education. The
Calcutta Government ordered an enquiry (1874); which
reiterated Lawrence's findings. Anglo-Indians who lived at
"out-stations" which were inaccessible or scantily
populated had no schools to which they could send their
children. (30)
Further evidence of disquiet is also found in the Baly
Report (1879) . The Report stated that out of 8,567 European
and Eurasian children in Bengal, 4,037 (probably mainly
Anglo-Indians) were not in school. The destitute children
without schools would become vagrants and this would
... also reflect badly on British prestige and
good name. (31)
By 1877, the community shared this concern. The Eurasian
and Anglo-Indian Association Reports, 1877, stated that the
Lawrence Military Asylums which were founded by Sir Henry
Lawrence did not fulfil the wishes of Sir Henry Lawrence.
The sons of soldiers and the poor were not receiving an
education to enable them to seek
. . . employment suited to their position in
life. (32)
The Report of the Indian Education Commission (1883)
clearly showed that there was no adequate higher secondary
educational provision for Anglo-Indians, despite its being
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