The name is absent

Anglo-Indian schools should join the main
stream of Indian education.

He was the first Anglo-Indian educationist to see the
benefits of a

. . . curriculum based on activities and on
psychological interest and capacities. (37)

Daniell encouraged the technical and vocational initiative
in Anglo-Indian schools. He also saw the necessity of
teaching Indian languages. (37) Daniell's curriculum was
based on activities and on psychological interest. His
1941 curriculum for change was ill-timed. Education took
a back seat to the war effort. The researcher carefully
studied Daniell's curriculum. It provided the researcher
with some of the ideas to create an educational theory-
practice model to eliminate disadvantage (c.f. discussion
below Ch. 9. p.331).

The next section describes an educationist and a politician
who was elected Honourary General-Secretary of the All-
Indian Anglo-Indian Association in 1955. He remained in
this office until his death in 1990.

3.2.2. A.E.T. Barrow: Anglo-Indian Educationist and
Politician

An equally influential figure at this time was A.E.T.
Barrow. He was the Anglo-Indian Member of Parliament and
Secretary of the Council for the Indian School Certificate
Examination. He was responsible for the preparation of the
Anglo-Indian school syllabus. Uniformity was one of the
objectives, and Barrow worked tirelessly to implement
change. (38) In an interview with the researcher in 1990,
Anthony spoke of his friend who had died earlier in the

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