The name is absent

the Reorientation Committee and circulated to the schools
in 1955. The Advisory Committee recommended a

. . . thorough examination of ways and means
that could be incorporated into the schools
system to give it an Indian bias, (33)

and invited Anglo-Indian schools to consider introducing a
curriculum contained in the Secondary Education Commission.

Yet, as the schools were attempting to move away from an
English language dominated curriculum, by 1960, English had
spread from the professional and middle-classes to the
business and merchant classes. English was regarded by
educationists in Higher Education and especially in the
scientific and technical fields of education as
irreplaceable. (34)

In 1961, the Diversified Courses were published. In 1961,
in the Census of India, the Anglo-Indian community was not
listed as a separate community, but was listed under
religion as Christians whose mother tongue was English. In
1961, the National Integration Conference called for a
mutual understanding between communities.

Language and religion became two of the focal points of the
debate on Emotional Integration, besides casteism. (35)
By this time, however, the Anglo-Indian schools were making
desperate attempts to "Indianise" the curriculum. (36)

3.2.1. H.R.H. Daniell: Anglo-Indian Educationist

H.R.H. Daniell was an Anglo-Indian educationist who also
advocated change in the curriculum. Daniell was aware that
the preservation of the English language and Christianity
was important for the minority community's schools, but he
advised that

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