The name is absent

Matriculate students of Indian universities.

The Hartog Report was important because it defined for the
first time the Anglo-Indian school's curriculum. It raised
challenging questions about the aims and processes of
curriculum development in Anglo-Indian schools. The Hartog
Report sought for better communication along with a
realisation that Anglo-Indian education, with its reliance
on a British examination, was isolating and alienating the
Anglo-Indian community from the majority of Indians in the
sub-continent.

In the same year, the Interim Report of the Indian
Statutory Commission (September 1929) presided over by Sir
Philip Hartog, came to similar conclusions, stating that

. . .the examination was alien and was out of
touch with the schools and with the lives and
experiences of the children. (17)

The argument is that, Anglo-Indian schools lacked the
fundamental right to determine their own curriculum,
although there were many declarations of excellence about
Anglo-Indian schools and the teachers' professional
responsibility for curriculum decisions. The good
intentions of the Hartog Report, like so many before it,
came to nought.

2.4. The Government of India Act (1935)

In 1932, Sir Henry Gidney, the Anglo-Indian leader, was
responsible for ensuring the rights of employment and
education for Anglo-Indians. One of the most important
aspects of the Government of India Act 1935 was the
safeguarding of the rights of minorities in India. It
protected the Tknglo-Indians' "reserved" jobs, and defined
the status of an Anglo-Indian. (18)

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