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The next section describes the Reports and the Educational
Reforms of the early part of the twentieth century.

2.2. The Montagu-Chelmsford Report (1918)

The Pickford Report (1918-1919)

The Government of India Act (1919)

In 1918, the Montagu-Chelmsford Report stated that the
Government had an obligation to protect the Anglo-Indian
community. The Pickford Report (1918-1919) recommended
that there should be more opportunities for Anglo-Indians
to enter elementary schools, and there should be a move to
introduce Technical and Vocational education into the
schools to offer the Anglo-Indian an avenue for employment.
Unfortunately because of the War, the two Reports were not
seriously considered by the Government. (9)

The Pickford Committee's Report 1918-1919 did not stress
higher education, but further education, in order to
improve the technical and vocational skills of
Anglo-Indians. By 1919 the Indianisation of the government
services started with the Montagu-Chelmsford Reforms, which
commented on the "peculiar situation" of the Anglo-Indians.

The Indianisation should not "prejudicially" affect their
"peculiar situation". The "peculiar" Anglo-Indian schools
and the "peculiar" job reservations prevented the
Anglo-Indians from entering professional careers, but the
"Indianisation" continued in the services without
"prejudicially" affecting their interests. (10)

The Government of India Act (1919) made the distinction
that European education, which was where the Anglo-Indian
system was situated, was a "reserved" subject. This
introduced an element of exclusivity into the education
which the Indians resented, because European education came

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