The name is absent

faith concerned and given with the consent of
the parents and the managements. (20)

After the promulgation of the Constitution, there was a
perceptible shift from the question of imparting
religious instruction to that of inculcating social,
moral and spiritual values. The major recommendations of
the Report of the Committee on Religious and Moral
Instruction, 1960, offered a curriculum which could best
be described as a world community of religions. This was
contained with a framework of ethical criteria, which had
taken into consideration the basic premises of human life
and society. (21)

The Education Commission (1964-66) was concerned about
the

... serious defect in the school curriculum
... the absence of provision for education in
social, moral and spiritual values. (22)

The thesis is arguing that the religious education
policies in Anglo-Indian schools fail Anglo-Indian
children for three reasons:

1. The present practice of teaching Christianity and
ethics (moral education) in separate classrooms to
Christians and non-Christians, outside school hours is
irrelevant to India's pluralist society (c.f. discussion
above Ch. 8 pp.3 0 6-8) .

2. The religious education policy is non-integrative.
(23)

3. Teachers are:
inadequately trained for teaching a two-tiered
curriculum in Christianity and Moral Education;
this voluntary curriculum was not taken
seriously by students or staff (c.f. discussion
above Ch. 8 p.304. See also, Appendix 1
Profile Nos. 75-88 p.385 and No. 161 p.395).

360

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