BOOK REVIEWS 127 Government of India, these establishments still retain their upper-class exclusiveness.5 Indian public schools have not departed from the aims and objectives laid down by Smith-Pearse, Pearce, Merchant and Foot who firmly believed in the mimicry of British values and beliefs by the Indian elites so as to keep them subservient to imperialist rule. Public school education was an effective means of perpetuating colonial domination by grooming the upper class into some kind of cultural dependence and emotional loyalty. Though such training grounds served the interest of colonialism, they came to be reduced to an educational farce during the post-independence period and ceased to have their former significance. Problems of Adjustment This study shows that notwithstanding the moves to adapt themselves to post-independence standards of secondary school education and also to climb down from the high pedestals, ^evidence suggests that the public schools have not as yet evolved a style of life that is noticeably different from what it was when Sargent, Pearce and their English colleagues founded them.596 The structure of public schools and the patterns of socialization and communication as detailed in chapters III and IV indicate that "the tendency of the schools is to give importance to 'status9 socialization, that is, the transmission of a general code of conduct, symbols and social skills that are distinctive of elite styles of life.597 The various extra-curricular activities, which often have precedence over academic pursuits, show more the leisure-class exclusiveness of these institutions than their academic excellence. At the same time the pattern of sanctions and controls, as De Souza describes, are in conformity with the -needs of British imperialism for securing subservience from Indian elites. ^Training in self-reliance, initiative, leadership and responsibility tends to be undermined by the patterned conformity demanded by the rigorous •discipline."8 As a consequence, though De Souza does not seem to be -aware of it, one who goes through his data gets the impression that the alumni of public schools who belong to the rich upper class tend to be ambivalent in their attitudes and consequently to be disorganized in their personality. De Souza has collected enough data to give a vivid picture of the organizational structure of the public school system. Leaving aside a few generalizations on the elite structure of public school organization,9 the structural-functional scheme which he used has been quite adequate for the analysis of his data. But his attempt to link the public school "with its external environment" in chapter VII did not turn out to be a success: it is difficult to identify the'linkage5 which, he claims, exists between public schools and the public. What the author has done amounts to collecting some information about the parents and the old boys and passing it off* under the l •out any perceptible contribution of the public school system to the Indian