The name is absent

4. Conclusions

This chapter explored the continuation of the disadvantage
and inequality within the Anglo-Indian educational system.
It described how the role of these schools developed a
skilled labour force in India. Fundamental social change
was not feasible, because the Anglo-Indians found it
difficult to group themselves and create solidarity.

The chapter also described the Indian national educational
system which was being organised to eradicate inequalities.
Ironically, this created inequalities for the Anglo-Indian
community. In 1854, Wood's Despatch laid the foundation
for Anglo-Indian schools to reject the adoption of modern
Indian languages. Anglo-Indian schools received grant-in-
aid if they rejected instruction in a modern Indian
language.

This classroom culture of what was, to all intents and
purposes, one of colonial subservience, served the British
well. Issues relating to language, religion and ethnicity
in the Anglo-Indian classroom created a community whose
economic ambitions and independent political aspirations
were almost non-existent.

The history of repressive measures, first discussed in the
previous chapter, continued until 1857. This led to a form
of cultural and political subservience that was replicated
and reinforced in the classrooms of Anglo-Indian schools.

When 1857 arrived, the Anglo-Indians had imbibed a British
culture. This caused the response of loyalty, patriotism
and allegiance to the British colonialists during what
Indians call the First War of Independence, or what Anglo-
Indians call the Anglo-Indian War or the Indian Mutiny.

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