The name is absent

discussion above Ch.l. pp. 30-1 ) were established. The
British imperialists demanded a literate and loyal
work-force from the Anglo-Indian community via their
education in English. (41) The missionaries were successful
in establishing Christianity in the Anglo-Indian schools.
(42) The Anglo-Indian community developed a class
consciousness linked to their size and ethnicity which
differentially tracked them into subordinate jobs. (43)

The chapter offered an explanation of the "Great Divide"
within a culture of subordinate class consciousness in the
Anglo-Indian community. The "Great Divide" effectively
deprived, dispossessed and disinherited the Anglo-Indians
in relation to selective education, the upper echelons of
administration and professional careers. (44)

The chapter also explored the criticism that Indians were
offered opportunities to educate themselves. (45) If the
British offered them the jobs, it was because the
Anglo-Indian's educational experience had fitted him for
nothing else.

The schools churned out Anglo-Indians as petty
functionaries in the large administrative machine of the
British Raj. The roles of clerks and petty officials were
offered to the Anglo-Indians, but the main prize of careers
and professional jobs eluded the community.(45)

The argument is that, as a consequence, Anglo-Indians were
neither destined nor aspired to the elitist positions in
the British Government. They would need much more than
Christianity and a knowledge of English if they could or
wanted to step outside the "cycles of disadvantage" created
by the schools. (46)

Higher education was therefore found to be unnecessary
because parents who were unsuccessful parents inevitably

94

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