What Is The Theme Of A Passage To India

As India’s modernization developed, the entire civilization of India improved remarkably. The country’s improvement of civilization is exemplified through it’s establishment of schools and law. Western education was introduced by Britain and laws were well made with courts that enforce them. (Doc 3). One should take into account the speaker of this document because Romesh Dutt is an Indian like any other, yet he praises the British for what they have done to contribute to the development of India. In addition to these establishments is Britain bringing finer ideals of humanity to India. Infanticide, the killing of female babies, was brought to a halt as well as participation in the slave trade (Doc 5). Without the interference of Britain, these inhumane actions would be prevalent throughout India and the country would suffer from a bad reputation. These

The reader gets a rare and exotic understanding of a totally foreign and ancient culture experiencing the growing pains of colonial expansion during the British domination

In the novel A Passage to India, Forster portrays many of the interactions between the Indian population and the British imperialists as an over-arching metaphor for the shortcomings of imperialism. This ‘metaphor’ is further elaborated by the personal make-up of certain characters, through their values, and their actions towards one another. The following essay will focus on the character Cyril Fielding and his ability to contrast the ordinary English imperialist and by doing so expose the polarizing inroads of the British Raj.

However, the main theme/message of this story is really the cultural difference between two different origins of country. As we can tell, Fleete doesn’t know much about India’s religious beliefs and traditions and this creates a conflict between the two different nations. This novel is like a critique, an

In The Souls of Black Folk, W.E.B Du Bois’ speaks of a ‘veil’ that has hindered his race from living their lives to the fullest potential. This veil has made it seemingly impossible to integrate into the white, mainstream society. Similarly, in “A Passage to India”, E.M Forster describes the story of Dr. Aziz, a native Indian, and his interactions with the imperial British society in his hometown of Chandrapore, India. Dr. Aziz attempts to become friendly with the British, but ends up bringing them on an excursion to the Marabar caves which quickly illuminates the inability of such a bonding experience. In both the Reconstruction Era of America, and in Imperial India, there is a veil that comes it two parts: a physical veil of color and and

Through the prescribed framework of magic realism, the novel allows its multitude of characters, belonging to diverse cultural backgrounds, to appraise and originate their own versions of Indian history, thus subverting British colonial versions of history. Magic realism becomes obligatory to communicate the postcoloniality of India, and within its framework, the novel explores and presents a postcolonial history of its own. The cultural and social hybridity, along with the historical hybridity present within the novel allows the text to exemplify the major themes of the novel and postcoloniality itself: the formation and telling of history, self, and narratives. The novel effectively and noticeably depicts the problems of postcoloniality and

They tell a kind of Indian folklore which is not of India, but constructed by Kipling himself. This is not to suggest that what The Jungle Book depicts is a work of complete imagination; ‘essentially an idea’ with no corresponding reality, but rather that there are ‘regular constellations of ideas which become the pre-eminent thing about the Orient’. The Orient is conceptualised by strict and rigid lines of thinking which can never do justice to the ‘lives, histories and customs’ of the ‘cultures and nations whose location is in the East’. It is the pre-supposed authority of what ‘is said about them (the Orient) in the West’ which establishes the relationship between the Occident and the Orient as one of ‘power, of domination, of varying degrees of cultural hegemony.’5

In this article, I will highlight the process of ‘formatting’ (i.e. the process by which is created the coloniser and his demonised ‘other’ which is the colonised), without which Anglo-Indians would not be accepted into the community of the colony. I will also highlight those moments when Forster could not help but feel the

Interaction is the source of culture; no man is in a vacuum, each person inevitably interacts with the other people. The interactions between people foregrounds the rise of human institution and culture in the nation. This is also the case for different countries and nations. Interaction between different nations has several reasons; it may be cultural, political and economic. Literature may stands for cultural interaction. International convention may be a political one and trade is the economic. However, of the three, literature has been more interesting since one can witness politics, culture and economy in a literary work.

In Colonialism and Forms of Knowledge, Bernard Cohn argues that knowledge and power help the British control India using language. He analyzes different forms of “investigated modalities” that England constructed to justify their actions in India; in particular, these modalities produced knowledge in the form of official written documents, reports, and legal codes. These forms of knowledge allowed imperialist to construct their own historical narrative of their time in India, which served as a form of justification for their actions. In order to fully control the Indian masses, the British began learning different languages related to Indian culture. For instance, learning Persian seemed quite difficult for some because of the writing system

At first, for this assignment, I was going to set up the work with those who viewed the indians in a good light first, followed by those who believe the indians were savages or needed to have European influences to be “better”. Yet, this would prove troublesome and most likely terribly long to do it properly, so instead I shall abstract every point that the authors share, and then speak to the differences; this way I can hold my own natural desire to go over the word count at bay. Back to the task at hand; it is no historical secret that when nations expand into foreign territory there are but two options for that new land’s indigenous inhabitants. One, that the locals will be pushed out of power and land via extortion, or the denizens of the

This is further exaggerated as the narrator describes the tone of the meeting, as containing “the faint civilized aroma of whisky and soda” (Woolf 212). The simple addition of the word “civilized” exponentially magnifies the severity of Europe’s conceived belief. The narrator uses this word ironically in this instance, mocking his superiors as if being fat and drinking late at night classifies as “civilized.” However, if viewed as a statement, it signifies what Europeans think of themselves and others; if we are civilized, than the opposite must be true for others. In this case, the feeling of superiority reflects the way Europeans governs India without the appropriate knowledge necessary. Woolf builds upon this particular argument when the Anglo-Indian recollects a story regarding a pearl

Rowlanson's Narrative of the Captivity and Restoration plays a significant role in the English-Indian era. Moreover, it is arguably the top famous eleven-week captivity which grew to the leader among the most popular literary genres. This narrative is based on the first person perspective linked to Rowlandson's views of Indian era. The Narrative of the Captivity and Restoration involves conditions of capacity before and after the captivity in addition to the Puritan's view of a specific religion. Basically, the author illustrates changes in the primary perception of the terms “savage” as well as “civilized”, nevertheless the absence of changes in the global world view.

Near the start of the twentieth century, India pursuit for national identity concentrates on achieving individualism from British rule. Indian nationalism put the British Empire’s grasp on India at risk. Because of the development of extensive railway system across India to make possible the export of natural resources brought about the conception of national unity by passing the people of the subcontinent in easy contact to each other. Furthermore, the British knew that small party of foreigners could not manage and regulate large country of India. Therefore, the British form elite of intellectual Indian bureaucrats to control the country. The European structure of education made acquainted the middle-class

Sebastien Manrique, a priest who went on a journey to India for missionary work, writes his experiences to educate his audience as well as entertain the audience. While writing this well-constructed article, Manrique keeps his audience in mind by providing exceptionally detailed experiences that he had on his journey. He is able to portray his journey as if the reader were truly there alongside him. The reader is able to imagine the drastic situations he went through on his journey due to the “monsoon floods, voracious mosquitos, appetizing peacocks, violent fever and affronted villagers – as well as threatening Mughal officials.” He is also well aware of what he must do in order to continue his narrative without boring his audience, “give a detailed description of their appearance and control, as well as of the arrangements made in them.”