Ironically, the isolation and alienation of the community
had started with the very cohesiveness they were trying to
create. As a consequence, the Anglo-Indian educational
system had etched the subordinate perspective deeply into
the Anglo-Indian community. It was rare for Anglo-Indians
to pursue professions in law and medicine.
The traditional explanation given by Anglo-Indians was that
they were given opportunities to serve the British in
important public services. Again, were this view correct,
it would be difficult to argue in favour of Anglo-Indians
who became frustrated with the Ibert Bill and joined the
so-called "White Mutiny". (39)
It could be argued that, the Anglo-Indians should have
investigated their own educational system to find out why
there were no judges in the community. The prejudice and
racism in the community towards educated Indians further
isolated the community in British India.
Similarly, in 1896, the Rev. Stokes published a pamphlet
entitled, "Remarks upon the prospects of the Higher Classes
of Europeans and Eurasians (Anglo-Indians) in India", in
which he observed that
...with the absence of any professional
prospects in India and the boycotting of the
Anglo-Indian in his native land, parents do
not care to spend more on the sons' education
than they can help. (40)
Lord Curzon's ambitions (1898-1905) for strengthening
British power in India, exacerbated the issue of
Nationalism and this issue of Nationalism demanded the
Indianisation of the Education Department. This affected
Anglo-Indian education, because the two issues which were
involved in the Indianisation process of Education were:
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