under the control of the Executive council of the
Provincial Government and was not the responsibility of an
Indian Minister who was answerable to the Legislature.
(11)
By 1919, very few Anglo-Indians had completed a High School
education. As a result, the community found it difficult
to compete for positions in the higher levels of the civil
service after the Government of India Act of 1919. This
was despite Paragraph 346 of the Montagu-Chelmsford Report
which discussed the responsibility the British government
had to ensure that the interests of the Anglo-Indians would
not be "prejudicially affected." (12)
The results of prejudice were the lack of an:
- opportunity to complete a secondary education and
enter university;
- ability to compete and enter the professions.
Elitism was being linked with Anglo-Indian education, by
separating it from the direct administration of an Indian
minister of Education. The Anglo-Indians were however,
becoming deskilled. Anglo-Indians were not completing
secondary education because they were being given reserved
jobs .
The reserved status of subordinate jobs blunted the Anglo-
Indian's ambitions and prejudicially affected their life-
chances. A consequence of this was that many parents
developed a "frame of reference". This had provided them
with "self-images and orientation to work" which were based
on their own educational qualifications and promotion
prospects. (13)
The Anglo-Indian schools provided the Anglo-Indians and the
wealthy Indians with different opportunities and
possibilities of reward. The "frame of reference" with its
111