The name is absent

educate the poor, so where does that leave the
majority of Anglo-Indian poor, who cannot
afford to go to these schools? (9)

Non Anglo-Indians were aware of the divide between Anglo-
Indians and themselves in these schools. Anglo-Indians
were being

... differentially treated by the schools, or
even overlooked. Now, that's not something we
need when mixing religion and education? (10)

Category Three:

In an Anglo-Indian staff room the teachers who had to teach
Christianity to Anglo-Indians and ethics to non Anglo-
Indians were looked upon with "pity". (11) The teachers
were expected to conduct classes outside formal school
hours, the classes without any formal training, aided by a
few videos and a couple of illustrated books. The students
were preoccupied with either completing homework, or were
thinking of excuses to play truant.

The teachers were being asked to raise

... consciousness and promote honesty and
even, now wait for it, create fundamental
change. (12)

There was a feeling among the teachers that the whole issue
needed serious discussion. Teachers found the whole issue
of teaching Christianity and ethics "frustrating to say the
least". (13)

The schools had not adopted an educational policy which
promoted understanding between Christians and non-
Christians. (14) The question was viewed by some

. with relief, that now we can discuss a

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