The name is absent

(1) The adoption of Indian Languages as the medium of
instruction.

(2) The teaching of history from a more objective point
of view.

Curzon spurred the determination for National Education.
It was the British who had created the Downward Filtration
Theory, and by 1902 a class of articulate Indians, educated
in the English language and Western ideology had come into
existence. In 1907 by contrast, the Anglo-Indians were
still struggling to achieve mass elementary education, and
a comparison between 1902 and 1907 shows no appreciable
gain in the numbers of Anglo-Indians attending school.

In 1902, there were thirty one thousand one hundred and
twenty two children attending school. In 1907, this number
had increased by eight children. In 1902, there were seven
thousand children not attending school. There is no figure
given for 1907 for children not attending school. (41)

Interestingly, these records support the argument that
educational disadvantage existed in the community. The
primary educational function of Anglo-Indian schools was
not the production or selection of intellectual skills for
Anglo-Indians. The primary function was not to prepare
them for professional careers like the non Anglo-Indians.
The primary function was to educate them for subordinate
jobs in British India.

Primary education needed to be reformed from within by
curriculum reform, examination reform and the improvement
of teacher training. By 1900, the Anglo-Indian educational
system grew more quickly at the top for non Anglo-Indians,
than at the bottom of the educational ladder for Anglo-
Indians .

91

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