PERSPECTIVES AND SOCIAL CONTACTS BETWEEN THE ENGLISH AND THE INDIANS DURING BRITISH COLONIALISM IN INDIA
AS SEEN IN E.M. FORSTER’S A PASSAGE TO INDIA A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Ratna Paranti Student Number: 041214079
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
This thesis is dedicated to:
My Lord Jesus Christ, my Father, my Mother,
my Husband, and my Lovely Son…
ACKNOWLEDGEMENTS
I firstly give my highest thankfulness to my Lord Jesus Christ for His never ending bless so that I can finally finish my thesis. Quoted from Celine Dion’s Because You Loved Me, ‘You were my strength when I was weak, you were my voice when I couldn’t speak, you were my eyes when I couldn’t see…’, these lines inspire me that He never let me fall, and love me more than anybody.
I also give my great, great thank to my parents, my father and mother, for always supporting me in every decision I make. I thank them for praying for me so that I can be who I am today. I thank my younger brother, Boni, who also becomes my younger classmate in this university, for being my information source in dealing with secretariat announcement and any other campus issues.
I dedicate my grateful to Henny Herawati S.Pd., M.Hum. for her guidance and patience in guiding me to do my thesis. I thank her for her kindness to give the best advice so that I can do my thesis easily.
My grateful next goes to my best friends, Anik, Riska, Rina, Aline, Dion, Bekti, Susan, and my boarding house friends, Mbak Ani, mbak Lidya and Mbak Erni, for bringing joys and cheers in my life. For Anik and Christina, I thank them for supporting and helping me with the materials.
My husband, Roosy, and my sweetest son, Raya, are my biggest inspiration in these few years. I thank them for always supporting and giving me motivation to finish my thesis. I love them much.
Finally, I thank all PBI lecturers and Secretariat Staff for being my second family during my study in this university. I thank them for teaching and helping me when I face difficulties during my study and administration problems.
Maria Ratna Paranti
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v
PAGE OF DEDICATION ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
CHAPTER II REVIEW OF RELATED LITERATURE ... 9
2) Negative Social Contacts ... 11
B. Review of the Historical Background ... 13
1. British Colonialism in India ... 13
2. Organization of the Politics, Economy, and Welfare ... 17
a. Organization of Political Power ... 18
b. Organization of Economic Life ... 21
c. Organization of Welfare ... 24
C. Theoretical Framework ... 29
CHAPTER III METHODOLOGY ... 30
A. Subject Matter ... 30
B. Approach of the Study ... 32
C. Method of the Study ... 33
CHAPTER IV ANALYSIS ... 35
A. . The Perspectives of the English and the Indians during British Colonialism in India ... 35
1. The Perspectives of the English toward the Indians during British Colonialism in India ... 35
a. Superordinate View ... 36
b. Christianity View ... 37
c. The English Government’s Indians Civilization Program ... 37
d. The Bureaucrat’s View ... 38
2. The Perspectives of the Indians toward the English during British Colonialism in India ... 40
a. Subordinate View ... 40
b. The Possibility of Building Relationship with the Upper Class ... 41
c. Indians’ Response to English Government’s Civilization Program... 41
d. Maintaining Relationships with the Westerns for Certain Purposes .. 43
B. The Social Contacts between the English and the Indians during British Colonialism in India ... 44
1. The Social Contacts Based on the Stimulus to Male a Contact between the English and the Indians during British Colonialism in India ... 44
a. Physical Touch ... 44
b. Sensory Impressions ... 45
2. The Social Contacts Based on the Type of the Contacts between the English and the Indians during British Colonialism in India ... 45
a. Positive Social Contacts ... 45
b. Negative Social Contacts ... 47
3. The Social Contacts Based on whether the Contacts are Made Directly or not between the English and the Indians during British Colonialism in India ... 48
a. Primary Social Contacts ... 48
b. Secondary Social Contacts ... 49
1) Direct Secondary Social Contacts ... 49
2) Indirect Secondary Social Contacts ... 50
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 52
A. Conclusions ... 52
B. Suggestions ... 54
1. Suggestion for Future Researchers ... 54
2. Suggestion for English Teachers... 55
REFERENCES ... 57
APPENDICES ... 58
ABSTRACT
Ratna Paranti, Maria. 2011. Perspectives and Social Contacts between the English and the Indians during British Colonialism in India as Seen in E. M. Forster’s A Passage to India. Yogyakarta: Sanata Dharma University.
This thesis discusses the relationship between the English and the Indians during British colonialism in India. A novel by E. M. Forster, A Passage to India, as the primary source of the thesis, tells about the relationship between an Indian doctor, Aziz, and Mr. Fielding, a school-master in Government College in the city of Chandrapore. The novel contains many cultural issues related to the interracial relationship.
This thesis contains two major problems. The first one is the perspectives of the English toward the Indians, and vice versa, during British colonialism in India as seen in E.M. Forster’s A Passage to India, and the second one is the social contacts that happen between the English and the Indians during British colonialism in India as seen in E.M. Forster’s A Passage to India. The writer believes that perspective is a basis for someone to decide how he should make a social contact to others.
To analyze the thesis, the writer uses Sociocultural-historical Approach since this approach focuses on sociocultural condition and historical background that is suitable with the content of the novel and the problems in the thesis, which discusses the sociocultural issue between the English and the Indian during British colonialism in India. The writer also attaches the society conditions during British colonialism in India along with the Historical Background as supporting information when the writer analyzes the perspectives from both the English and the Indians during colonialism revealed in the novel. The writer uses Social Contacts Theories from Gillins to analyze the social contacts between the English and the Indian during British colonialism in India as seen in the novel.
The writer uses a library research as the method of the study, in which the writer uses books and related articles to analyze the thesis. The primary data of this thesis is the famous novel from E. M. Forster, titled A Passage to India, and the secondary data are books and other articles to support the novel. The writer took some steps in doing this thesis, such as reading the novel, brainstorming the specific topic, collecting the secondary data, analyzing the data, concluding the results of the study, and giving suggestions in the end of the thesis.
After analyzing the data, the writer gains some points to answer the problems of the study. There are some perspectives of the English toward the Indians, and vice versa, during British colonialism. The English generally mistreat Indians as their subordinate, but some of them view in Christianity values that Indians are just same as the English. The government keeps their words to civilize India. The officials tend to use their power to mistreat Indians, especially when it deals with racial issue. On the opposites, Indians indeed acknowledge the English as their rulers, but it is still possible for them to build a relationship with the white race. Indians also give good responses to the civilization. Not all relationship are
built by the heart, some of Indian characters maintain their relationship with the English as a life insurance. All types of the Social Contacts Theories: Physical Touch, Sensory Impressions, Positive and Negative Social Contacts, Primary Social Contacts and Indirect Secondary Social Contacts, are applicable in the novel, except for the Direct Secondary Social Contacts for there is no evidence mentioned in the novel that neither the English nor the Indians ever make a contact to their opposite race by using telephone or telegraph.
ABSTRAK
Ratna Paranti, Maria. 2011. Perspectives and Social Contacts between the English and the Indians during British Colonialism in India as Seen in E. M. Forster’s A Passage to India. Yogyakarta: Universitas Sanata Dharma.
Skripsi ini mendiskusikan tentang hubungan antara orang Inggris dan India pada masa penjajahan Inggris di India. Novel A Passage to India karya E. M. Forster, sebagai sumber utama dari penyusunan skripsi ini, menceritakan tentang pertemanan antara seorang doktor India, yaitu Aziz, dan Mr. Fielding, seorang kepala sekolah di sebuah perguruan tinggi negeri di kota Chandrapore. Novel ini memuat banyak hal mengenai persoalan budaya yang menyangkut hubungan antar ras.
Skripsi ini memuat dua masalah yang utama. Yang pertama adalah perspektif orang Inggris terhadap orang India, dan sebaliknya, pada masa penjajahan Inggris di India seperti yang tertuang dalam novel A Passage to India karya E. M. Forster, dan yang kedua adalah kontak sosial yang terjadi antara orang Inggris dan India pada masa penjajahan Inggris di India seperti yang tertuang dalam novel A Passage to India karya E. M. Forster. Penulis percaya bahwa perspektif adalah dasar bagi seseorang untuk menentukan bagaimana dia harus menjalin kontak sosial dengan orang lain.
Untuk menganalisa skripsi ini penulis menggunakan pendekatan sosial budaya dan sejarah karena pendekatan ini membahas tentang kondisi sosial budaya dan latar belakang sejarah yang sesuai dengan isi cerita novel dan masalah yang dibahas dalam skripsi ini yaitu mengenai persoalan budaya antara orang Inggris dan India pada masa penjajahan Inggris di India. Penulis mencantumkan kondisi masyarakat pada masa penjajahan Inggris di India pada bagian Latar belakang Sejarah sebagai informasi pendukung saat penulis menganalisa perspektif orang Inggris maupun India pada masa penjajahan berdasarkan cerita pada novel. Penulis menerapkan Teori Kontak Sosial oleh Gillin Bersaudara untuk menganalisa kontak sosial antara orang Inggris dan India pada masa penjajahan Inggris di India seperti yang tertuang dalam novel.
Penulis menggunakan metode Penelitian Pustaka, dimana penulis menggunakan buku-buku dan artikel yang berhubungan untuk menganalisa skripsi ini. Sumber utama dalam penulisan skripsi ini adalah novel terkenal dari E. M. Forster yang berjudul A Passage to India, dan sumber pendukungnya adalah buku-buku dan artikel lain yang mendukung novel tersebut. Penulis menempuh beberapa langkah dalam penulisan skripsinya, antara lain: membaca novel, merumuskan topik yang spesifik, mengumpulkan data pendukung, mengolah data, menyimpulkan hasil penelitian dan memberikan saran-saran pada bagian akhir dalam skripsi.
Setelah melakukan analisa, penulis menemukan beberapa hal penting yang dapat menjawab masalah-masalah dalam skripsi ini. Terdapat beberapa perspektif dari orang Inggris terhadap orang India, dan sebaliknya, pada masa penjajahan Inggris di India. Orang-orang Inggris pada umumnya memandang
orang India sebagai orang-orang bawahan yang tidak sederajat, tetapi ada juga di antara mereka yang memandang dari nilai-nilai Kristiani bahwa orang India juga sama berharganya seperti orang Inggris. Pemerintah menepati janjinya untuk memajukan orang India. Para pegawai pemerintah, yang sebagian besar adalah orang-orang Inggris, cenderung untuk menggunakan kekuasaan mereka untuk memperlakukan orang India secara tidak pantas, terutama bila menyangkut persoalan ras. Sebaliknya, orang India juga menerima orang Inggris sebagai penguasa mereka, tetapi tidak tertutup kemungkinan bagi mereka untuk menjalin pertemanan dengan orang Inggris. Orang India juga memberikan respon yang baik dalam hal kemajuan peradaban. Tidak semua pertemanan dijalin dengan tulus, ada pula diantara mereka yang menjalin pertemanan dengan orang Inggris untuk memperoleh jaminan hidup. Semua tipe dalam Teori Sosial Kontak:
Physical Touch, Sensory Impressions, Positive dan Negative Social Contacts, Primary Social Contacts dan Indirect Secondary Social Contacts, dapat diterapkan dalam novel, terkecuali Direct Secondary Social Contacts karena tidak ada petunjuk dalam novel yang menyebutkan bahwa baik orang Inggris maupun India pernah melakukan kontak dengan ras yang saling berlainan menggunakan alat seperti telepon ataupun telegraf.
xvi
LIST OF APPENDICES
1. Summary of A Passage to India ... 58
2. Biography of E. M. Forster ... 64
3. Lesson Plan for Teaching Short Essay I ... 67
CHAPTER I INTRODUCTION
In this chapter, the writer discusses background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms. Background of the study presents a description of the topic and the reasons why the writer chooses the recent topic. It is also a place for the writer to convince the readers why the study is worth conducting. Problem formulation formulates the problems to be discussed or analyzed in the form of question word questions. Problem limitation describes the focus and the scope of the study, in relation to the formulated problems. Objectives of the study state the purpose of the study undertaken in relation to the research questions. Benefits of the study identify which parties will benefit from the conducted study. Definition of terms elaborates on the key words used in the study in order to avoid misunderstanding and misinterpretation. The definition presented must then be related to the study.
A. Background of the Study
So many literary works have been published discussing many aspects of life such as marriage life and its conflicts, political events, educational issues, sexual harassments and or sexual abuses, and cross- cultural issues. Among those aspects, the writer prefers reading novels which contain cultural issues because
basically the writer is interested in studying culture, especially cultures from certain exotic countries such as Japanese, Chinese, Indonesian and Indian.
One cultural issue that the writer likes to discuss is about colonialism. Colonialism has caused many effects on both sides; the colonizer and the colonized. Most parts of life will change every time two different cultures are put together in the same place; the political rules, economic system, education system, and surely also the social system. There is no doubt that colonialism must bring suffers to the colonized as the defeated side. Wallbank (vii), as he says in his book “The Partition of India”, states that differences of groups (the colonizer and the colonized) can change societies and political units of each other.
A Passage to India, by E.M Forster, is one of the novels, which explains colonialism issues taken place in India. After reading this novel, the writer becomes more interested in the content of the novel, which is full of social issues that commonly happen in commonwealth country. Through exploring this novel, the writer can learn a lot about the social condition of commonwealth country, especially in India. The general story of the novel is about the British colonialism in India several decades ago. In this paper, the British ruled India around the eighteenth and nineteenth century. It is supported by a quotation from Wallbank’s (introduction part):
This novel tells us about the life of Dr. Aziz, the main character of this novel and a Moslem Indian who makes a friendship with an English woman, Mrs. Moore. The setting takes place primarily in Chandrapore, which is described as a city along the Ganges River notable only for the nearby Marabar caves. During the colonial period, it is very uncommon for an Indian to make a relationship with the English because of the hierarchy system. At that time, as the colonizer, the English is always the superordinate to the Indians. The relationship between Dr. Aziz and Mrs. Moore becomes the first contradiction that drags him into so many problems onward. One of the effects is that Dr. Aziz has to be in prison because of this social issue. Dr. Aziz is being arrested on the charge of assaulting Miss Adela Quested, an English woman who is interested in the social life of Indians, when they have an expedition on one of the Marabar caves. The trial of Dr. Aziz is not merely a problem between two individuals from different countries, but seems to be a racial problem between the English and the Indians. Racism issue, therefore, dominates very clearly in this novel.
rule India, placing them in the first level of the society. On the lower level, the Indians, as the subordinate level is placed in the second place of every subject such as economy, politics, bureaucracy and education towards the English.
This study contains an explanation of the relations that happened between the English and the Indians in India during British colonial period, helping the readers who have an interest of India’s colonialism to observe India’s social condition. It is discussing not only about the relations between the English and the Indians but also the perspective of each side, so that this study is a guide to learn more about the social condition during British colonialism in India.
B. Problem Formulation
The writer analyzes the following questions:
1. What are the perspectives of the English toward the Indians, and vice versa, during British colonialism in India seen in E. M. Forster’s A Passage to India? 2. What are the social contacts between the English and the Indians seen in E. M.
Forster’s A Passage to India?
C. Objectives of the Study
The aim of the study is to explore the perspectives of the English towards the Indians, and vice versa, and to analyze the social contacts between the English and the Indians during British colonialism in India.
The writer hopes this paper can give some benefits for the readers. First, this paper gives benefit to the readers who are interested in literary works, especially discussing sociohistorical issue. The writer hopes by reading this paper, the readers can learn the relations between the English and the Indians in India during British colonialism.
Second, this paper gives benefit to the readers who are interested in India’s history. The writer hopes by reading this paper, the readers can gain knowledge of Indian history, especially during British colonialism.
Third, this paper gives benefit to the students or lecturers who deal their study with literature. The writer hopes by reading this paper the students and or the lecturers can study and see Indian culture, including the social issues, and they can use it as a guide for their literature courses, such as Introduction to Literature, Book Report, Prose II, and Extensive Reading II.
E. Definition of Terms
There are some words and phrases that the writer has to explain in this paper in order to avoid the reader’s misconception when reading this paper.
1. Perspective (s)
problem. This definition is supported by the statement of Encyclopedia of Philosophy, discussing about the theory of Perspective Realism. In this theory, perspective means how someone judges something depends on his/her viewpoint or position. Every member of a group may see a same object in front of them, but each of them will definitely have a different judgment against the object for they have their own viewpoint.
In this paper, perspective is the way the English react to the existence of the Indians around them, and vice versa, during British colonialism in India. Let us say that every member of a group mentioned above is the English and the Indians that are put together in India’s land, and the object is the colonial situation that are experienced by both sides. The perspective that arises from each of them (the English and the Indians) might be different because they have different point of view.
2. Social contact
In this paper, the social contact means all contacts whether using sensory organs or communication devices that is structured between the English and the Indians during British colonialism in India.
3. The English
According to Percival Spear (114) in his book “India, Pakistan, and the West”, the English first came to India as traders after they followed the Dutch and were expelled from the East Indies, “… and owing to the Civil War and later conflicts never obtain redress.” The English then replaced their spice trade into cotton trade, and moved their merchants to North and became “Moghul Government’s naval auxiliaries”.
In this paper, the English refers to people of England who rule or travel to India during British colonialism. Some of them have positions in government office and or bureaucracies.
4. The Indians
Spear (39) divides people of India based on four factors. First, the racial factor contains three main racial types (Dravidians, Caucasians, and Mongolians), who nowadays have intermixed one to another along with the invaders. Second factor is the caste. The Brahmins induce the lower caste to be ashamed of their sins in the previous lives, and the marriage only happens in the same occupation and race, making each race still keeps apart. The third is invasion factor.
The last is geographical factor. India has a hard surface in its most area which makes people have difficulties to travel faraway and thus, stay in groups.
In this paper, the Indians mean the native population of India from all races and castes, who live in the city of Chandrapore, during the colonial period in which Britain ruled India.
5. Colonialism
According to Patrick Williams and Laura Chrisman (2-3) in their book “Colonial Discourse and Post-Colonial Theory”, colonialism, as the Marxists state as “…, the conquest and direct control of other people’s land, …”, is a part of imperialism process. Colonialism is generally based on military power
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer discusses literature related to the paper. This chapter consists of Review of Related Theories, Review on the Historical Background, and Theoretical Framework. Review of Related Theories reviews the theories applied in conducting the study. This section reviews the theories and approach underlying the analysis. Review on the Historical Background describes the historical condition when the novel is created. It only describes a particular time, place, and condition which are related to the novel. Theoretical Framework explains the contribution of the theories in solving the problem; why they are needed and how they are applied in the study.
A. Review of Related Theories 1. Approach
This analysis uses an approach based on Rohrberger and Woods (3-15). There are five kinds of critical approaches usually used in literary study. There are formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach, and psychological approach.
The formalist approach is an approach concentrated on the total integrity of the literary works. The involvement of each aesthetic part to the whole is seen as a harmony to the complete work. The technique and structure used in the story are reference to the understanding of the piece of work.
The biographical approach is used when we intend to judge literary works based on the important of acknowledging the author’s personal life for a deep understanding to his writing. The proponents of this approach believe that the works of literature has its source within the biography of its writer, and the biographical provision itself supplies useful information that could facilitate them to a better understanding and appreciation of the works.
The sociocultural-historical approach examines a literary work by viewing the sociocultural condition and historical background when the work is created. The proponents of this approach assert the analysis of social, cultural, and historical background as reference to the further understanding of the story.
The mythopoeic approach is used when a critic attempts to find particular recurrent patterns of human thought, which are considered sharing the same universal belief to certain community mind. The mystical relationship found in a story can be explained by the use of this approach.
The psychological approach involves theories of psychology to explain the character’s personality in the story. The proponents of this approach insist that each character’s behavior can be referred to the psychology of human being. By the approach, the character’s thought and behavior can be traced more profoundly.
2. Theory of Social Contacts
Gillin state, “is the first phase of interaction.” (492) We can say that all kinds of interaction is impossible to be done without firstly doing a contact.
There are several kinds of social contacts based on certain aspects.
a. Social contact based on the stimulus to make a contact can be classified as below:
1) Physical touch
It “is a very common aspect of rules of etiquette, which are largely directions in themselves for smoothing the way to contacts and for preserving them-handshaking, rubbed of noses, mutual washing of feet, embracing, and kissing may be mentioned.” (492)
2) Sensory impressions
This kind of contact involves other sensory organs of human beings such as eyes, and ears. It means that we give and accept the response by using our sensory impressions. The actions that are possible for the contact such as a smile, a wink, a wave of the hand, a bodily posture, even an unintelligible cry.
b. Based on the type of the contacts, they can be identified as positive and negative social contact.
1) Positive social contacts
Positive social contacts enable the contacts to get further into associative interactions. Toleration, compromising, cooperative, and assimilative sort are the examples of associative interactions.
“Negative social contacts are those which lead to dissociative interactions or no interaction at all.” The examples are refusing to shake hands, decline to listen to somebody’s speaking, and winking at an unknown person.
c. Another kind of social contacts is based on whether they are made directly or not. Those types of contact are primary and secondary contacts.
1) Primary contacts
In this type of contacts, both parties who make a contact can make impressions and responses directly to each other. We can spontaneously smile or laugh when we hear someone who speaks to us makes a ridiculous joke.
2) Secondary contacts
Secondary contacts need a third person or media to give and receive the contacts. One party cannot directly give a response to the other without any interference from their media.
The secondary contacts themselves can be classified into two types. They are direct and indirect contacts.
a) Direct secondary contacts
These contacts only use media which can transmit the response and the stimuli directly to the parties involved, for example using telephone, and chatting using internet.
b) Indirect secondary contacts
receive the response. The examples are post mail, facsimile, a courier, and personal columns in a newspaper.
B. Review on the Historical Background
The writer limits the discussion of India’s colonialism only when the British ruled upon India; from when the British for the first time came into the land until the India gained her independence. The writer also explains the condition of the politics, economy, and the welfare of the society at that time to give the writer and the readers an image of the situation.
1. British Colonialism in India
sea. (Spear, 114) Here, the English started their politic career in this sub continent. According to Spear, the English made three important functions in their role: “the creation of political unity; the introduction of western ideas; and the first tentative beginnings of representative government.” The Hindus and the Muslims responded the western in two different ways. The Hindus seemed to accept them as a new opportunity of life, but on the other hand, the Muslims opposed them by acting apathetic. For years, India had shown two different ways of life; Hindus and Muslims, which made them in two large groups of different language, religion, occupation, and historical origin that history usually called them as communal. One of the real examples of the clashes was the establishing of the Indian National Congress, which most of the position was taken by the non-Muslims while the minor called themselves the National non-Muslims.
The Indian scene from 1857 to 1914 was characterized by the expansion of modern communications and transportation, the growth and widening use of English as a lingua franca, the establishment of western education, and the rise of a professional and business middle class. These trends helped to stir a spirit of nationalism which was signalized by the founding of the National Congress in 1885. (viii)
A nationalist such as Mohandas K. Gandhi insisted to have a change on the political system. The Lucknow Pact 1916 made the Hindus and Muslims cooperated together demanding a greater measure of self-government. Unfortunately, the cooperation was not lasting any longer and even it reached its climate from 1930 to 1934 in a series of Round Table Conferences held in London to draft India’s new constitution. India act of 1937 granted the Hindus six provinces and four for the Muslims. The clashes was still continued since the Congress did not allowed the Muslims to send their representatives in the cabinets and the League accused the Hindus that they misused the power and discriminate the Muslims in education and public services.
proposal for their own reasons. Mahatma Gandhi as the leader of the Congress strived for Britain “Quit India” and led the actions of disobedience movement. For the consequence, the British arrested Gandhi, Jawaharlal Nehru, and most of other Congress leaders. 1944 was the year that once again the two leaders of the communal had different perceptions. Gandhi said that plebiscites should be held to determine what separate self-governing states should be established. Further, it was important to gain independence first before both groups decided the fate of their nation. While Jinnah as the opposite argued that his side would not take any kind of cooperation to make a central government with the Congress.
In order to prepare the independence, the British Government made surveys to observe the India’s political situation. In 1918 in the form of the British Secretary of State for India, they assessed the controversial communal voters, and they suggested staying. The second survey was in 1930, which the result was “that Britain’s only purpose was to act as a buffer and remain neutral in this antagonism.”(Wallbank, x) According to the survey, a basic trouble was not at the communal but the struggle for political power. Nehru claimed that the Muslims was actually forced to be Indianized. That was the reason why it was no change for the Muslims to integrate with the Hindus. For the Hindus, a provocative idea that only them who could govern India alone and aspirated the sounds of real India made them anti democratic and authoritarian and refused to made a coalition with the League in the 1937 election.
Mission, supporting the Indian leaders to prepare her independence. Started on March 24, 1946, the Cabinet Mission worked with its labors for three months. The Congress claimed three statements, vetoed by Jinnah, in a conference held by the Cabinet Mission on May 1946, which were a new constitution for a strong central government, the end of British era, and a fully Constituent Assembly. The Cabinet Mission had its own plan dealt with a notion of Pakistan, the forming of a new government, and an exercised power by a central government in a Union of India. An interim government was established to carry on this long term plan, and for the short one, there was the British Viceroy under the guidance of an all-Indian-members Executive Council. It seemed that both Congress and League agreed with this plan on June, but unfortunately the League canceled it on July, even this cancelation raised a terrible chaos named Calcutta riots on August 16, 1946. In September 1946, Nehru became the head of the interim government. There had been controversies on the members of Executive Council, and adjusted by the joint of the League representatives as the council members. The politic situation was getting urgent; therefore, in February 1947 the Prime Minister Attlee proclaimed the transfer of power was not more than June 1948. The plan for the Partition agreed by the Congress and the League was declared by the Viceroy on June 3 since the British wanted to leave from India immediately. The Indian Independence Bill was firstly discussed in the Parliament on July 4, 1947, and directly agreed. Two new dominions finally gained their independence on August 15, 1947.
In order to help the writer in making her analysis, she describes Indian situation during British colonialism by illustrating the organization of the politics, economy, and welfare of Indian society at that time.
a. Organization of the Political Power.
In order to maintain their power in India’s land, British took some actions in their governing time. British had some objects of their political power which were to restore, to conserve, and to continue the system that had already exist in India, rather than to destroy, to innovate, or to revolutionize. Their first object was the elementary of restoring order and collecting revenue. The British government set Delhi city into some districts for the reason of robbing and stray shooting.
taking over the throne directly, British expanded her power slowly but sure, from one region to another. Her power was completed by a proclamation from Queen Victoria as the Empress of India in 1876. Evidence in tradition influence was the Moghuls influence of the officials’ magnificence. The officers were well-paid noble whom lived in luxuries. The Moghuls influence was also obviously seen in the local and district administration. Unlike in a higher level, in which the Secretariat was British but the officialdom hierarchy was Moghuls, in local and district, especially when dealt with revenue and local farmer, the Indian got more power in British’s administration area.
statement “The highest legal tribunal was the Judicial Committee of the Privy Council in England, which had Hindu and Muslim members for dealing with Indian cases (130).”
There was a judicial hierarchy in India: “… magistrates courts of first instance to High Courts at the provincial Capitals, The Federal Court at New Delhi, and the Judicial Committee of the Privy Council in London (Spear, 131)”. The interesting features of this system that should be noted were first the members of the judicial posts were taken half from the civil service chosen for a judicial career, and half from the legal profession. Second was the mixture of British and French system in judiciary. The last, the Collector or Deputy Commissioner ran the executive and judicial functions in the same time in the most part of India. It meant that when the collector collected the revenue, at the same time he also had the judicial power. It has been lasting up to the present. The English judicial system seemed to be perfect, but in fact, it was almost inapplicable and so complicated for general public to understand and gain a justice.
learn from their mistakes and gain their triumph by changing the subsistence farming into the commercial ones. Beside the triumph, British also made a failure in reviving the age-old village community caused by the failure of the traditional system in keeping balance with the modern system. To defense their area, British built their troops consisted of British and Indian men, whom the percentage of the former was diminished and Indian troops became the major. The sense of the Empire period was still strong, and it was seen in the existence of the Princes, who “… ruled rather more than two-fifths of the area and rather less than a quarter of the inhabitants of India (Spear, 137)”. Because of this independent power, the British found difficulties to put the Princes into their government system.
b. The Organization of Economic Life
Spear stated that English did not make any changes in India’s economic system. It was said that India herself who grew her trade and industry with the role of the British to free men to promote their own welfare. This India’s economy-self-organized gave influences to their internal life and their attitude toward the British. The arrival of the British brought a first sign of the Indian’s economic changes from the traditional structure to the modern one.
had easier conditions. Another difficulty of trading was the political insecurity, making the merchants were afraid of threat and loss.
The Moghuls based its economy on the peasants who earned their own needs by themselves. Every man ran his part or duty in the village communities and the government had a role as a revenue collector. Because of those difficulties mentioned above, the trade and industry were not the first attention in India. There were two kinds of industry: local and national industry. Local industry met the daily needs and produced coarse cotton cloth, earthenware pots, brass vessels, trinkets, and jewellery. The national one did the production such as sugar, indigo, tobacco, oil seeds, and saltpeter in a large scale and in particular areas. The products for the upper class were silk, calico, muslin industries, gold, silver, ivory, metal, and woodwork. India, up to now, have been famous of her textile, exported to European, Middle East, and also Indonesia. Other products were indigo, spices, rice and sugar, dyed yarn, and saltpeter. India also imported horses for military purposes; raw material such as silk, ivory, coral and amber; metal such as tin, zinc, and silver; luxuries and novelties such as precious stones, spices, African slaves, Persian wines and carpets, Chinese goods, and European wines and novelties.
messed the Indian economy. The East India Company then took control of India with some ideas as their subjects. First, the official had to revive the trade, especially in increasing demands, in poor side of the country. Second, the controllers used the western economic theories, such as from Adam Smith, to control the economy and practiced them in actual administration. Third, India seemed to be a next potential market for some traders and rising manufacturers. The difference of interests and viewpoints of the officials, the Utilitarian, and the traders and the manufacturers often made clashes in Indian economic life. first was the local administrators who instead of gave benefits to the Company, they made the Government lost almost half of the share. Second example was a difference of viewpoint between the district officials who based on the Utilitarian or western economic ideas and the local economy who still used the traditional ways. Third, the investors sooner realized that it was hard to run their businesses in India, not only by the Company’s monopoly, but also the nature of the land itself.
that formerly it was impossible to do it by cart. It also made the food circulation easier so that it could solve famine problem from 1876-1878. Trade, which was now specifically in interior, could grow as well as the industry, which developed for two reasons; both coal was supplied for power and the goods entered the market easier. India could reach world trade by the opening of the Suez Canal, 1869.
The government also helped the investors in financial problem by holding the Imperial Bank of India in 1921 and a state institution, Reserve Bank of India. India could not stand alone in making economy decision and still depended on British unless she could overcome the tariffs problem and free competition. India now has a managing agency, which control any work in any place for any one. There are three kinds of industries that are well-developed: the plantation industries such as tea, coffee, rubber and tobacco; the large crop industries such as cotton and jute; and the heavy industries such as coal, iron, and steel.
c. The Organization of Welfare
Christian ethics; therefore, the Utilitarian saw Indian people were in superstition, apathy, and vice. On the other hand, the Evangelicalism was a thought against rationalism and formalism in religion. The real actions of this thought were a struggle against slave trade and a lead in social legislation. Spear stated, “Their current epithet for Hinduism was ‘the abomination of heathenism and for the Muslims ‘infidel’ and ‘profligate’. (159)”
educated class which received not only cultural and revolutionary conception, but also a political and utilitarian that has determined the course of Indian education. The Government faced difficulty in linguistic problem for English officials had a little will of learning local languages. The 1835 linguistic revolution was secured by the “Utilitarian and Evangelical conviction of the superior qualities of Western and Christian civilization and Utilitarian conviction of the general ‘usefulness of the English tongue’… (Spear, 164)”
The Indian accepted this new policy with a good reaction. They supported it with two kinds of interest. First, the practical view which the background was mastering English to get the knowledge, leading them to good prospects of success. The other was the intellectual view with its background mastering English to get a new knowledge from the West. Both were united in the first modern college in 1816, Hindu College of Calcutta. The spirit to learn English had increased among the students. For example, a Hindu student made a poet in English, and Muslim in Delhi translated Western works. Government arranged an education hierarchy that led the students to colleges or universities, as same as the London model. It also defined a B.A standard to whom wanted to be a government employees. The new educational system indeed was well-absorbed, but poorly, the knowledge was received without a deeper understanding, meaning that Indian people just merely imitated what they had learnt.
moral and spiritual progress in the educational system. Another agent was the government, which by its favor, Indian education made a progress. From 1902 to 1919, education was undertaken by Western, but in 1921 Indian had completely taken all the control. Since then, many progresses had been made, for example the increasing numbers of universities from five to thirteen, distinctions were increasingly made between pass and honors courses, research was undertaken, technical courses of all kinds were developed, and research institutions were set up. India now has succeeded to contribute her experts to the world.
In the matter of organizing welfare, previously Hinduism bound a man with a law based on where he came from; caste or outcaste. Muslims differentiated a law for a man from Muslim or infidel, whether in procedure or status. Under the British, all were equal. This changes affected Hindu principles that now there was a regulation for the religion-changing people to preserve their property, and a remarriage for a Hindu widows. More important was the enforcement of the rule of law impartially by the courts, and the acknowledgement of individual’s rights as an individual.
area. The food delivery was helped by the development of railways, as we have discussed it before. Beside food, water was also an important thing to solve famines. British tried to restore the use of abandoned tanks, reservoirs, and canals to keep water from drought. The canals finally could be re-operated and they made a fine progress from time to time.
Dealing with health service, formerly Hindus and Muslims had their own ways of healing. Hindus’ medical system was based on Sanskrit texts, while Muslims was based on Greek. Their healing system were still in traditional way such as a knowledge of medical herbs and an extensive physical lore, and they did not know anything about modern medical system such as surgery and antiseptic medicine. There were a little numbers of doctors in towns that their standards were still in doubt. Medical science was given along with other modern knowledge and the young Hindus could learn in Calcutta Medical School. There were ten medical colleges with 1,800 students, and twenty-eight medical schools that many of its students directly gained their training in West. The government has founded many hospitals and done disease prevention by bringing smallpox, cholera, under-controlled plague, and crushing malaria. There were Public Health officers and good sanitations have been built to create well-kept towns.
middle class, which consisted of English-educated Indian men, who were expected to be the interpreters for the West to the East, and they were a local citizen or Indians with English and science knowledge needed for new administration and new services such as railways, road engineering, and irrigation. Trade and industry also needed clerks and technicians. Another class, which was called the subordinate class, was a class that ministered to the fiat of high European officials with some certain independent leadership element.. The occupations included to this class were the lawyers, the doctors, the teachers, and the professors.
C. Theoretical Framework
The theories and approach mentioned above are used to analyze the questions in Problem Formulation. Here, the writer explains why those theories are needed and how they are applied in this paper.
CHAPTER III METHODOLOGY
This chapter discusses the method that the writer uses to answer the problems of this paper in Problem Formulation. This chapter consists of Subject Matter, Approach of the Study, and Method of the Study. Subject Matter describes the novel along with its physical description. Also, it mentions briefly what the novel is generally about. Approach of the Study presents the approach employed in the analysis, its description, and the reason for its selection. Method of the Study describes the steps taken in analyzing the novel, from reading up to reporting the findings, included are statements whether the study is a library research or field research, the primary and secondary sources, and the steps taken in the analysis.
A. Subject Matter
This paper uses one of the greatest E. M. Forster’s novels, A Passage to India, as the subject of the study. This novel was written and first published in 1924 by Penguin Books Ltd. It contains three parts and each part represents the setting in which an important event happens. The novel is also divided into thirty seven chapters and its plot generally goes forward. The author acts as the narrator or the third person of the story. This three-hundred-and-seventeen-page novel tells about the relations between the English and the native population of India during the colonial period in which Britain ruled India. The setting of the novel takes
place mostly in Chandrapore, a city along the Ganges River nearby the Marabar caves.
smoke. When Aziz exits the cave, he finds nothing but Miss Quested’s broken field glasses. The fellowships decide to return to Chandrapore. Getting there, Aziz is arrested in the charge of assaulting Miss Quested. During the trial, the only Englishman who defenses Aziz is Mr. Fielding. He seems like Aziz’s advocate and asks to visit Miss Quested in her bungalow, but unfortunately his request is rejected. Miss Quested seems to be confused since she claims the charge when she is out of her sense. In her confession, she admits that Aziz was innocent and she was in hallucination when she made the charge.
After celebrating his freedom, Aziz, in the suggestion of Mr. Fielding, does not sue Miss Quested but he claims that now he is fully anti- British. Miss Quested finally leaves India in an awful situation with no support and friendship from any other English officials. She decides not to marry Ronny Heaslop. Mr. Fielding marries Miss Stella Moore, a daughter of Mrs. Moore, whom Aziz misunderstands as Miss Quested. That misunderstanding between them ruins their friendship. The novel ends with a reconciliation of Aziz and Mr. Fielding, though they realize that they cannot be friends as long as British still rules India.
B. Approach of the Study
In this paper, the writer uses the sociocultural-historical approach in her paper since her discussion deals with society and culture.
implemented in her paper since in this study she analyzes the relations between the English and the Indians during British colonialism, which involves the social condition in India.
Rohrberger and Woods say that literature contributes significant ideas to the culture that produces it and is a criticism of life that affects men in society, and that great literature should express the values of order, restraint, and human dignity (9-10). For that reason, the writer applies this approach to analyze her paper as she considers that her primary data, A Passage to India, is one of the examples that literature and culture can affect one to another. The story of the novel tells a lot of cultural values. Therefore, this approach is applicable to be used in this paper.
C. Method of the Study
This paper was a library research, which the study was focused on books and articles related to the primary data, and the results of the research were found in the primary data. The writer used a novel titled A Passage to India by E. M. Forster as her primary data, and some library books and articles cited from internet as her secondary data.
CHAPTER IV ANALYSIS
This chapter contains the analysis of the paper. In this chapter, the writer answers the questions stated in the Problem Formulation. This chapter contains two main parts. The first part is the analysis of the perspectives of the English toward the Indians, and vice versa, during British colonialism in India as seen in E. M. Forster’s A Passage to India, and the second part is the analysis of the social contacts between the English and the Indians during British colonialism as seen in E.M. Forster’s A Passage to India.
A. The Perspectives of the English and the Indians during British Colonialism in India
The writer firstly discuses the perspectives of the English and the Indian in her analysis because she believes that perspective is the first factor of someone to decide how he or she builds relationship, especially the social contacts, to others. It is mentioned that perspective of one to another can be different depending on his or her point of view or position. Likewise, the perspectives of the English and the Indians can be different since both parties are in different side.
1. The Perspectives of the English toward the Indians during British Colonialism in India
A Passage to India gives the readers some images of English perspectives toward the native population, Indians, during British Colonialism in India. Forster
describes the English’s perspectives in his narration or in dialogues among characters.
a. Superordinate View
Most characters in this novel, for example the ladies in the club, the Turtons, and the Callendars, view that the English is the owner of the land, and the native is not more than a servant, or in other words, the English is the upper and Indians is the lower class, causing racial discrimination treatment from the super toward the subordinate. Their characters obviously describe the Utilitarian view. Forster reveals this view in his novel by an event when Dr. Aziz comes to Mr. Callendar’s residence to fulfill Callendar’s invitation. Aziz does not meet the man, but Mrs. Callendar and Mrs. Lesley come out to see him. Instead of welcoming him friendly, they offence him and take his carriage away. The dialogue on page 18 is as follows:
. . .Aziz lifted his hat. The first, who was in evening dress, glanced at the Indian and turned instinctively away.
‘Mrs. Lesley, it is a tonga,’ she cried.
the virtues, but we don’t, and it’s now eleven-thirty, and too late to go into the reasons.’’(28)
b. Christianity View
Not all characters treat the Indians improperly; Mrs. Moore and Mr. Fielding, for example, who stand on Aziz’s side when the doctor is sued for assaulting Miss Adela Quested. Forster builds Mrs. Moore’s character as a woman who lays her thought on Christianity values, being seen from her dialogues along the novel, which is fitted with the character of an Evangelican. The example is seen when Mrs. Moore chatted with Mrs. Callendar and some ladies at the club.
‘Why, the kindest thing one can do to a native is to let him die,’ said Mrs. Callendar.
‘How if he went to heaven?’ asked Mrs. Moore, with a gentle and crooked smile.
. . .
‘As a matter of fact I have thought what you were saying about heaven, and that is why I am against missionaries,’ said the lady who had been a nurse. ( 28).
Another comes when Mrs. Moore argues with her son, Ronny Heaslop, the City Magistrate of Chandrapore.
‘Because India is part of the earth. And God has put us on the earth in order to be pleasant to each other. God … is … love.’ She hesitated, seeing how much he disliked the argument, but something made her go on. ‘God has put us on earth to love our neighbours and to show it, and He is omnipresent, even in India, to see how we are succeeding ‘(51). c. The English Government’s Indians Civilization Program
lays this point of thought on his novel by picturing the character of Aziz as a doctor at the Minto Hospital. The dialogue is between Mrs. Moore and Ronny Heaslop who is curious about the man whom his mother spoke to at the mosque:
He wanted to inquire about the Mohammedan doctor in the mosque. It was his duty to report suspicious characters and conceivably it was some disreputable hakim who had prowled up from the bazaar. When she told him that it was someone connected with the Minto Hospital, he was relieved, and said that the fellow’s name must be Aziz, and that he was quite all right, nothing against him at all. (33),
and also the character of Mr. Fielding as a schoolmaster in the Government College, ‘Fielding! how’s one to see the real India?’ . . .”Our schoolmaster – Government College.’ (27) Forster puts a character of a schoolmaster in Chandrapore in order to show that this town has made a progress in education by having an institution. Forster describes Mr. Fielding’s first impression about Indian, his characters and his education’s point of view in another part of his novel:
New impressions crowded on him, but they were not the orthodox new impressions; the past conditioned them, and so it was with his mistakes. To regard an Indian as if he were an Italian is not, for instance, a common error, nor perhaps a fatal one, and Fielding often attempted analogies between this peninsula and that other, smaller and more exquisitely shaped, that stretches into the classic waters of the Mediterranean.
His career, though scholastic, was varied, and had included going to the bad and repenting thereafter. By now he was a hard-bitten, good-tempered, intelligent fellow on the verge of middle age, with a belief in education. He did not mind whom he taught: public schoolboys, mental defectives, and policemen, had all come his way, and he had no objections to adding Indians. (61)
d. Bureaucrat View
and the son of Mrs. Moore, visualizes how an official bureaucrat usually treats Indians, as for example how bothered he is when he knows his mother spoke with Dr. Aziz in a mosque. He cannot understand why his mother likes this Indian doctor. Ronny asks his mother whether the Indian was nice or impudence to her, and when his mother tells him about the Callendars, he wants to pass what Aziz said about the couple on to Major Callendar. Mrs. Moore forbids him and in returns, he also asks his mother to not talking about Aziz in front of Miss Quested (31-34). When dealing with Major Callendar, there is a sense that Mr. Heaslop may use his power as a City Magistrate to pass the racial issue. Although Ronny Heaslop does not show the sense of loyalty to his job or his likes on living in India, his arrogance toward the Indians is obviously observed. His statement, ‘Oh, good gracious! Not a Mohammedan? Why ever didn’t you tell me you’d been talking to a native? I was going all wrong.’ (31), clearly shows his dislikes to the Indians. The following narration perhaps can explain his unpleasant feeling living in India:
2. The Perspectives of the Indians toward the English during British Colonialism in India
Besides mentioning English’s perspectives toward Indians, Forster also includes some Indians’ perspectives toward the English in his novel. In this part, the writer analyzes some Indians’ perspectives that Forster tries to reveal in his novel.
a. Subordinate View
In the beginning of this novel, it is clearly stated that the Indians indeed accept the fact that the English come to their land as rulers. The conversation between Hamidullah and Mahmoud Ali that argue whether or not an Indian can make a good relationship with English shows that there is a sense of no confidence, a feeling that a subordinate usually has toward the upper class. Subordinate has less all units the superordinate has; power, economy, welfare, making him difficult to interact with someone higher than him. Besides, each class has rules and system that has to be followed. The example is on page 13:
‘It is impossible here. Aziz! The red-nosed boy has again insulted me in Court. I do not blame him. He was told that he ought to insult me. Until lately he was quite a nice boy, but the others have got hold of him.’
‘Yes, they have no chance here. That is my point. They come out intending to be gentlemen, and are told it will not do. …’
servant and writing a letter, ‘Dear Sir, -At your express command I have hastened as a subordinate should-‘(19).
b. The Possibility of Building Relationship with the Upper Class
Aziz’s paradigm is temporarily changed after he has his conversation with Mrs. Moore in the mosque and his meeting with Mr. Fielding, who later become Aziz’s English friends. After he met these people, he has sense that not all English treat Indians with arrogance. There is still a chance for an Indian to make a friendship with the English. On page 24, Forster shows the narration:
He was excited partly by his wrongs, but much more by the knowledge that someone sympathized with them. It was this that led him to repeat, exaggerate, contradict. She had proved her sympathy by criticizing her fellow-countrywoman to him, but even earlier he had known. The flame that not even beauty can nourish was springing up, and though his words were querulous his heart began to glow secretly. Presently it burst into speech.
‘You understand me, you know what others feel. Oh, if others resembled you!’
Aziz is so delightful when he receives a message from Mr. Fielding. He is surprised since this message is the second invitation for him to tea with the Principal. The first one is sent a month ago, which he has forgotten it. (59-60) It shows to us that Mr. Fielding seriously expects Aziz to fulfill his invitation. It proves that building a relationship with an English is possible to be done, and Mr. Fielding is one of a few Englishmen who shows his empathy towards Indians. c. Indians’ Response to English Government’s Civilization Program
like Aziz does as a doctor, and Armitrao as a Hindu lawyer, indicate that the Indians welcome the civilization with a good response and enthusiasm. In the beginning of Chapter 6, a narration explains how Aziz enjoys his profession as a doctor:
Aziz had not gone to the Bridge Party. Immediately after his meeting with Mrs. Moore he was diverted to other matters. Several surgical cases came in, and kept him busy. He ceased to be either outcast or poet, and became the medical student, very gay, and full of details of operations which he poured into the shrinking ears of his friends. His profession fascinated him at times, but he required it to be exciting, and it was his hand, not his mind, that was scientific. The knife he loved and used skilfully, and he also liked pumping in the latest serums. (53)
In another event, Forster illustrates once again how Indians accept modernization the colonizer offers them. In the Bridge Party, held by Mr. Turton, Mrs. Turton is surprised by the ability of the Indian ladies to speak English. Mrs. Moore, who is a newcomer, asks Mrs. Turton to be her translator since the hostess has been lived longer in India and she can speak Urdu for a little:
‘Please tell these ladies that I wish we could speak their language, but we have only just come to their country.’
‘Perhaps we speak yours a little,’ one of the ladies said. ‘Why, fancy, she understands!’ said Mrs. Turton.
‘Eastbourne, Piccadilly, Hyde Park Corner,’ said another of the ladies.
‘Oh, yes, they’re English-speaking.’ (42)
d. Maintaining Relationships with the Westerns for Certain Purposes
The Indians, in general, seem to prefer a safety way, by maintaining their relationship and trying to stay out of troubles with the English to protect their interests and needs. It seems that it is important for them having a good relationship with the English if they want to survive in that hard situation. The reasons may be vary; they do not want to have troubles in administration and bureaucratic which involve English officials, or they want their career, pensions time, and even their lives to be guaranteed, and what a surprise that the English also acknowledge the fact. It is seen from Ronny’s comment when he argues with his mother:
‘It’s the educated native’s latest dodge. They used to cringe, but the younger generation believe in a show of manly independence. They think it will pay better with the itinerant M. P. But whether the native swaggers or cringes, there’s always something behind every remark he makes, always something, and if nothing else he’s trying to increase his izzat – in plain Anglo-Saxon, to score. . . .’ (33),
and the attitude of Mr. Nawab Bahadur who with pleased cancel his personal businesses and come far away from Dilkusha just to attend the Collector’s Bridge Party. The conversation is on page 36 among Mahmoud Ali, an old man with a beard, and Mr. Nawab Bahadur himself:
‘The Lieutenant-Governor may be my very good friend, but I give him no trouble – How do you do, Nawab Bahadur? – Quite well, thank you, Sir Gilbert; how are you? – And all is over. But I can be a thorn in Mr. Turton’s flesh, and if he asks me I accept the invitation. I shall come in from Dilkusha specially, though I have to postpone other business.’
Indians. This Indian couple does not mind to rearrange their schedule to Calcuta so that Mrs. Moore and Miss Quested still can visit them at home. (44)
B. The Social Contacts between the English and the Indians during British Colonialism in India
After we discuss the perspectives of both the English and the Indians on the first part, now the writer discusses the social contacts that happen between the English and the Indians during British colonialism in India that Forster mentions in his novel. The writer analyzes these social contacts based on the Social Contacts Theories, explained on the previous chapter.
1. The Social Contacts Based on the Stimulus to Make a Contact between the English and the Indians during British Colonialism in India
In the novel, social contacts which are based on the stimulus to make a contact often occur when two or more characters (the English and the Indians) meet each other. These are social contacts based on the stimulus that occur in the novel:
a. Physical Touch
Principal’s collar-stud problem both Aziz and Fielding finally can shake hands and smile to each other, ‘’Many thanks.’ They shook hands, smiling.’ (64)
b. Sensory Impressions
Some expressions of sensory impressions also occur in this novel, for example when Aziz firstly sees Mrs. Moore from a distance in the mosque and he thinks that the lady does not take her shoes off. Aziz is so furious and shouted:
‘Madam! Madam! Madam!’ ‘Oh! Oh!’ the woman gasped.
‘Madam, this is a mosque, you have no right here at all; you should have taken off your shoes; this is a holy place for Moslems.’ (21) Mrs. Bhattacharya and Mrs. Das smile to Mrs. Turton, Mrs. Moore, and Miss Quested when they are introduced by Mr. Bhattacharya at the Bridge Party, ‘The shorter and the taller ladies both adjusted their saris, and smiled.’ (42)
2. The Social Contacts Based on the Type of the Contacts between the English and the Indians during British Colonialism in India
Based on the perspectives from the English and the Indians which we have discussed on the previous part, we can see that both sides, the English and the Indians, have positive and negative perspectives to each other. Each perspective that grows between them gives an impact to the social contacts they make.
a. Positive Social Contacts
changing of her voice. ‘Mrs. Moore, I am afraid I startled you. I shall tell my community – our friends – about you. That God is here – very good, very fine indeed. I think you are newly arrived in India.’ (22)
Mrs. Turton, although disliking Indians, surprisingly she shakes hands to the Indian ladies at the Bridge Party. Her action indicates a positive beginning of social contact though she does her action for politeness of the hostess, not by her heart.
‘Why they come at all I don’t know. They hate it as much as we do. Talk to Mrs. McBryde. Her husband made her give purdah parties until she struck.’
‘This isn’t a purdah party,’ corrected Miss Quested. ‘Oh, really,’ was the haughty rejoinder.
‘Do kindly tell us who these ladies are,’ asked Mrs. Moore
‘You’re superior to them, anyway. Don’t forget that. You’re superior to everyone in India except one or two of the Ranis, and they’re on an equality.’
Advancing, she shook hands with the group and said a few words of welcome in Urdu. . . . ‘(42)
Besides Aziz, Mrs. Moore also makes a positive contact by initiating an appointment with Mrs. Bhattacharya. She and Miss Quested are really excited to make an appointment with an Indian family, unlike their relatives of Englishwomen.
When they took their leave, Mrs. Moore had an impulse, and said to Mrs. Bhattacharya, whose face she liked, ‘I wonder whether you would allow us to call on you some day.’
‘When?’ she replied, inclining charmingly. ‘Whenever is convenient.’
‘All days are convenient.’ ‘Thursday …’
‘Most certainly.’
‘We shall enjoy it greatly, it would be a real pleasure. What about the time?’
‘Tell us which you would prefer. We’re quite strangers to your country; we don’t know when you have visitors,’ said Miss Quested. (43)
b. Negative Social Contacts
Forster demonstrates some negative social contacts in his novel. In the beginning of the novel, Mrs. Callendar and Mrs. Lesley give Aziz an ‘inevitable snub – his bow ignored, his carriage taken.’ (18) Forster’s description shows the ladies’ non- cooperative attitude toward Aziz. ‘… While they argued, the people came out. Both were ladies. Aziz lifted his hat. The first, who was in evening dress, glanced at the Indian and turned instinctively away.’ (18)
Mrs. Turton also acts the same badly attitude toward the Indians in the Bridge Party. It is seen by her words, ’I refuse to shake hands with any of the men, unless it has to be the Nawab Bahadur.’ (41). Likewise, Miss Quested and Mrs. Moore experience a failure when in the first time both ladies try to build communication with the Indian guests in the same party. Apparently, the Indian guests feel awkward to start communication with the English lady.
… Miss Quested now had her desired opportunity; friendly Indians were before her, and she tried to make them talk, but she failed, she strove in vain against the echoing walls of their civility. Whatever she said produced a murmur of deprecation, varying into a murmur of concern when she dropped her pocket-handkerchief. She tried doing nothing, to see what that produced, and they too did nothing. Mrs. Moore was equally unsuccessful. Mrs. Turton waited for them with a detached expression; she had known what nonsense it all was from the first. (43)
