The name is absent

3.3. The analysis of the answers given by student
respondents

The questionnaire given to the students gave them an
opportunity to speak about or write∕draw their experiences
of the religious educational curriculum in the school.
(27) There were four categories of unanimous responses.

Category One :

The students agreed that religion was important in their
lives .

Category Two:

They agreed that "what was on offer, did not interest them
too much, and neither did it interest the teachers". (28)
Category Three:

All the students agreed that they did not want to be taught
separately.

Why should we have different lessons? Why
can't we all be taught together about one
another's religions? We never discuss one
another's religions. (29)

Category Four:

They agreed that character-building was an important aim of
education, but one student made a statement which was
mentioned very often during the field study,

... something is missing in our classes. We are
somehow made to feel separate, because we have
different religions. Why can't morals (ethics) also
be included in our classes, then my friends can come
along. (30)

All the students were very tolerant about the importance of
linking Christianity to Anglo-Indian education,

. . . because after all the schools belong to
the Anglo-Indians who are Christians. (31)

306

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