The name is absent

They also felt that they should learn more about other
religions in an environment which would increase their
understanding of one another.

We should be taught about one another's
religions, particularly the religions of
India. (32)

An Anglo-Indian student said,

Christianity and ethics should be taught in
another way. Religion only happens for me in
Chapel. (33)

Students questioned the relevance of the separation between
Christians and non Christians. An Indian student said,

Why should being truthful and honest be taught
separately? Why shouldn't I learn about
parables? Nobody wants to make me a
Christian. But it's good to know about the
religion. My father is a farmer. We own
paddy fields. I love the parable of the Sower
and the Seed. My parents encourage me to
attend these classes. (34)

Christians and non-Christians were dissatisfied with the
religious/moral educational policy, which offered
Christianity and Moral Education as subsidiary subjects.
These subjects were tacked to or squeezed into the
extra-curricular activities timetable. Students detected
a reluctance by teachers, who found religion and ethics
were uncomfortable subjects to teach. (35)

One teacher told his students that he taught religion and
morals by sheer instinct, and the students commented on the
ill-prepared lessons and feelings of inadequacy shared not
only by the teachers but themselves. (36)

307

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