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.

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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

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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.

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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

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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.

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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

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

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This thesis is dedicated to:

My Lord Jesus Christ, my Father, my Mother,

my Husband, and my Lovely Son…

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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.

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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

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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

ABSTRACT ... xii

ABSTRAK ... xiv

LIST OF APPENDICES ... xvi

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Objectives of the Study ... 4

D. Benefits of the Study ... 4

E. Definitions of Terms ... 5

CHAPTER II REVIEW OF RELATED LITERATURE ... 9

A. Review of Related Theories ... 9

1. Approach ... 9

2. Theory of Social Contacts ... 10

a. Based on the Stimulus to Make Contact ... 11

1) Physical Touch... 11

2) Sensory Impressions ... 11

b. Based on the Type of the Contacts ... 11

1) Positive Social Contacts ... 11

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c. Based on whether the Contacts are Made Directly or Not ... 12

1) Primary Contacts ... 12

2) Secondary Contacts ... 12

a) Direct secondary Contacts ... 12

b) Indirect Secondary Contacts ... 12

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

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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

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xvi

1. Summary of A Passage to India ... 58

2. Biography of E. M. Forster ... 64

3. Lesson Plan for Teaching Short Essay I ... 67

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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

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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):

Out of the struggle for power that characterized eighteenth-century Indian political life, the British, in the form of the East India Company, emerged as the dominant force. The first important interference in Indian politics was signaled the battle of Plessey in 1757, which established the nominee of the East Indian Company on the throne of Bengal, and within a hundred years the British gained complete control of the whole subcontinent.

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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.

Considering the content of the novel, which mostly exposes an important aspect that is the relations between the English and the native population of India during the colonial period in which Britain ruled India, the writer decides to emphasize or to focus her attention in analyzing this factor. It is said before that colonialism always has two opposite sides, the first is the colonizer, who has the power to control the government system and the other is the colonized, who is the one to be conquered. It is not easy for them to make an interaction one to another because of the social status differences. As a colonizer, the English has a power to

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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.

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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)

According to Longman Dictionary of English Language and Culture (484) perspective is “the way in which a situation or problem is judged so that proper consideration and importance is given to each part.” It means that one observes, thinks, and learns a problem then he/she takes reaction which is appropriate towards the problem by solving, accepting, rejecting, complaining or ignoring the

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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

According to John Lewis Gillin and John Philip Gillin (491) in their book “Cultural Sociology”, social contact has a sense of “to be in touch with”, not only in physical terms but also “effective sensory contact”. It means that one can still aware of other’s condition/ location although they are not in the same location. Two or more parties can make a contact by using sensory organs such as eyes and ears. They can smell, watch, listen, touch or feel, depending on the stimulus and their reactions. Also, they can use “the invention and use of cultural means of extending the range of the senses- the telephone, telegraph, radio, postal service, and many other communication and transportation devices.”

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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.

From historic times there has been a series of such invasions and each has left its mark, whether in racial admixture as in Bengal, or in new caste groups as in the North West, in new communities altogether as with the Muslims in general, or in new tribal units as with the Rohillas. (39)

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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

In this study, the colonialism happens between the English and the Indian. The English conquered and controlled the Indian’s land. The colonialism is especially represented in the city of Chandrapore.

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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.

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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

This theory is used to analyze the relations that happen between the English and the Indians during British colonialism in India. Social contact, as Gillin and

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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.

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“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

Indirect secondary contacts need agents that transmit the response and the stimuli indirectly to the parties involved. Usually, it takes some time to give and

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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

For many centuries before the arrival of the British, India had been invaded by several invaders. The first one is Hindu society, which divided its social structure into horizontally caste system. The second one is the Muslims, which brought a wave of change in India’s political and social life. The Muslim invaders are such as Muslim Arab, Afghanistan and Turkestan. Their empire collapsed after the death of Aurangzeb in 1707 (Wallbank, vii). The last and maybe the strongest of all is the British who first came to the land in the eighteenth century. The first battle was settled in 1757 at Plassey. The first goal of their arrival was as traders. After the defeat of the Portuguese at Surat in 1615, the Dutch was in charge of the trading in East Indies. “The English followed, but in Dutch eyes a common faith did not mean sharing profits. The English were ejected from East Indies, …” The English then moved to the north and made cooperation with the Moghuls as naval auxiliaries to keep away the Portuguese at

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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)

The National Congress itself also majority consisted of Hindus, who was obviously anti-Muslims and anti-British. Because of the alienation by the Hindus, the Muslims rose up, began to adopt western education and found the Moslem League in 1906. The sense of nationality was so strong that it was misled to terrorism in the 1890’s, making the English responded to let Indians took a small part in the provincial and central legislatures by ratifying the Morely-Minto reforms. The significant event was the guaranteed seats for Muslims in the parliament. Their representatives were voted only by the Muslim communal roll.

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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.

From year to year the sound of partition of India became stronger, especially yelled among the Muslims. The evident came from the Indian Muslim students of Cambridge University, who firstly declared Pakistan as the name of their nation in 1933. In 1940, Muhammad Ali Jinnah, the leader of the Muslims, pronounced that the Muslims “were not a minority, but a distinct nation.’ (Wallbank, ix) The Second World War could change everything included the political situation in India. The British’s refusal of the immediate Indian self-government made the Congress ministries in the provinces resigned in 1939. British had to face the fact that Japan had almost defeated them in 1942. Sir Stafford Cripps was sent by the British War Cabinet to collect reinforcements from all parties as many as he could. The British asked the hands of the Indians to help them in the war, and as the compensation, the British promised the Congress their independence and the Muslims had their own nation. Both parties refused the

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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.

India’s independence process obtained some progress when the British, represented by Mr. Attlee’s Labour Government, announced to form the Cabinet

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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.

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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.

British ruled Bengal and the south with practicing their own experience and continuing the Moghuls tradition. British ruled as a governor depended on the Moghuls emperors. Direct rule they achieved was a grant from the temporary Emperor. Their first direct rule experience was ruined by the Archot’s debts corruption done by the Nawabs. The corruption was also done by one of the British officers which caused a terrible famine for the entire country in 1770. It ended when Warren Hastings than Cornwallis was in charge, but unfortunately none of them could blend with the citizen to know their condition and tradition. In that time, most of Indian people had lack of knowledge, making them were left behind the western. The past corruption and the dullness of the Indian were the reasons why British was eager to take over the control, though they realized that it was impossible to remove the local tradition from its land. From 1803, Delhi was led by “the fount of lawful authority” (Spear, 126) British pensioner. Instead of

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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.

One of the successes that English brought to India was that English could make the land more safety after repelling the robber bands out of the country. The police were made to run the order that came from the military. In spite of serving the civilian, the police were a nightmare who did corruptions and any other barbarian attitude. The British made some efforts to run up the law: sorting out a chaos of competing civil jurisdictions; revising and administrating a criminal law; and making provision for commercial law in trade and industry. The British made a discretion dealing with the traditional law, which was using both the existing law that was suitable for the Hindus and the Muslims and the improvement of English law. A well-known systematic codification of criminal law was the Indian Penal Code, introduced by Macaulay as Law Member in 1834 and completed in 1860. Up to 1882, this code was developed in a series of Law Commissions and produced a structure of public civil law. Reorganization of Hindu and Muslim systems was used to solve the personal law problem. It was supported by Spear’s

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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.

To look at the real life of Indian in protecting life and limb, and administrating justice, we should see an Indian village as an example. According to Charles Metcalfe, as Spear quoted in his book, the village had its own apparatus and equipment to run the political, economy, social, and judicial unit. Citizen did their own part in the village, such as the village priest, record-keeper, the bania or shopkeeper and moneylender, the carpenter, and the blacksmith. It was said that villages were places where all revenues came from. In the early age of their time, the British found difficulties in collecting revenue, but by the time went by they

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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.

Every economy movement done by the British was based on the Moghuls economy organization which “… a variation of the traditional pattern of Indian economic life…. a subsistence economy…(Spear, 141)”. Subsistence economy was identical with difficulties of large scale production and cheap heavy transport. Trading could not run good enough because of the transportation problem, long distance area, and hard-crossed landscape. Among others, only Ganges and Jumna

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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.

In Moghuls time, the government received almost of the wealth of India. The habit of the officials that exposed their lavish lifestyle made India was rich in the eyes of travelers, but she was poor in the matter of fact; many undeveloped resources and famines in a whole country because of the transport difficulties. In the eighteenth century, the transfer of power from the Moghuls to the Western

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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.

In business, the government acted as the facilitator and promoter for traders and investors to grow their industries in India. It helped the investors to solve the four main problems they usually faced: the land, commerce, communications, and finance. Lack of transport was still the main problem, and it was the duty if the Government to make a new modern system of transportation. A new road had been build since 1818 to 1927 for 59,000 miles of first-class road. Railways were the most effective transport system that could support the Indian modern economy. By using railways, India could deliver even heavy goods in rural areas

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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

The East India Company more or less had given influences toward Indian people with introducing their two new kinds of thoughts, which were the Utilitarian and the Evangelical. The Utilitarian, as Spear described, was “… the English expression of eighteenth-century rationalism; their watchwords were reason, utility, and the amiability of man, and they believed that no improvement was impossible if these principles were given free play. (158)” This thought was always confronted with custom, vested interests, and privilege, which they could easily be found in Hindu system. Its basic moral standards were the conventional

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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)”

Utilitarian and Evangelical movements had grown in India along with the Western Government. These thoughts had influenced Indian’s customs, values, ways of thought, and even culture. The real influence we could see was in leading personalities. The book “History of British India” written by James Mill, published in 1817, became familiar to every student of affairs. Direct results of the Utilitarian influence were the abolition of sati in 1828, the abolition of transit duties in 1835, and the education policy. The Evangelical considered Roman priest and Muslim maulvi as representatives of Antichrist and took action in launching Christian missions as a large-scale enterprise. In education, an English man named Warren Hastings founded Sanskrit and Arabic colleges, promoted the Royal Asiatic Society of Bengal, read Persian literature and translated poems. The content of learning was to be European science and English literature and the medium of instruction to be English. English, instead of the Persian, was also used in Government business and the higher courts of law. The aims of educating English toward the Indians were first to introduce them to a modern thought instead of Hindu superstition, and the English-educated men could be interpreters of Western civilization to the Indian masses. This movement produced a new

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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.

One of the important agents to develop the country was the educational missionaries. From year to year, colleges, especially Christian colleges, had spread out to the entire land. The missionary gave its influence by promoting

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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.

In material welfare, British could do little thing to change the poor condition of India. It was seen from numbers of famines throughout the country. British could not solve the transport problem which made people extremely depended on the crops of their land. The serious effects of famines were the selling of peasants into slavery and considerable declination of population. The government tried to solve this problem by founding the Famine Commission in 1880. This committee was functioned to make sure the supplying of food was delivered to the famine

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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.

As it has been discussed in organization of power session, all new things that came to India had changed every aspect of the Indian’s life, including their social conditions. One of the changes was the appearance of new various classes. The landowning or rent-collecting aristocracy and the old official classes were considered as the genuine class of the society. Then among them grew a new

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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.

The writer uses the sociocultural-historical approach by Rohrberger and Woods (6-15), which emphasizes on the social and cultural condition of a novel, and it is appropriate with the problems discussed by the writer. The writer uses the Social Contact theory from Gillin and Gillin (491-495). This theory, according to them, is one of two basics to make a contact in any relationship. A little contact that someone makes such as introducing ourselves, shaking hands, or just smiling can get him or her into further relationship with others. In this paper, the writer examines the second problem of the Problem Formulation by using all types of social contact theories. By using these theories, the writer can find types of social contacts written in the novel.

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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

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place mostly in Chandrapore, a city along the Ganges River nearby the Marabar caves.

The story initiates with a description of the city of Chandrapore and its surroundings. Then, it is continued by the appearance of Dr. Aziz as the main character, a doctor of Civil Surgeon and a widower. He meets Mrs. Moore for the first time while he is visiting a local Islamic temple. Mrs. Moore is an elderly British woman who is visiting her son, Mr. Ronny Heaslop, the City Magistrate. They have a nice conversation to start a friendship and Aziz takes Mrs. Moore back to the club. Mrs. Moore has a friend, an English woman named Miss Adela Quested, who will likely marry Mrs. Moore’s son. Miss Quested visits India for her curiosity of seeing India in true life. The Collector, Mr. Turton, holds a Bridge Party in his house and invites both the English and the Indians. The party is proposed to better the relationship between the East and the West, but it seems to be a failure since suspicions are raised among the invitees. After the party, Mr. Fielding, the schoolmaster at the Government College, suggests Miss Quested to meet Aziz. Mr. Fielding invites Aziz, Mrs. Moore, Miss Quested, and Professor Narayan Godbole to tea. Dr. Aziz offers Miss Quested to accompany her seeing the Marabar caves. Five people join the cave trip. Aziz, Miss Quested, and Mrs. Moore can come on time, but Mr. Fielding and Professor Godbole are delayed because of Godbole’s morning prayer. Entering one of the caves, Mrs.Moore is afraid of the echo and decides to leave the others earlier. Aziz and Miss Quested take a walk and talk about her marriage plan. Miss Quested says that she has a doubt to marry Ronny Heaslop. After a while, Miss Quested asks permission to

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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.

The sociocultural-historical approach examines a literary work by viewing the sociocultural condition and historical background when the work is created. Based on that perception, the writer believes that this is the best approach to be

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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.

There were some steps that the writer had to do to arrange this paper. First, the writer read A Passage to India for several times to explore the story of the novel. Second, after reading the novel, the writer brainstormed a certain topic to be discussed in her paper, and here, the topic was the relations between the English and the Indians during British colonialism in India as portrayed in the

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novel. Then the third, the writer made an introduction about the paper in Chapter I. Forth, the writer found the secondary data such as suitable theories and approach to support and help her analyzing her primary data in the library and some from the internet. After finding her secondary data, the writer started to analyze her paper which was reflected in Chapter IV. Finally, the writer summed up the findings of her paper, and gave some suggestions for future researchers and for teaching-learning activities in the last chapter, Chapter V.

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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

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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.

‘Ours?’ inquired the second, also seeing Aziz, and doing likewise. ‘Take the gifts the gods provide, anyhow,’ she screeched, and both jumped in. ‘O Tonga wallah, club, club. Why doesn’t the fool go?’ Forster gives other examples of Utilitarian’s view by writing utterances said by some characters, ‘One said, ‘Wanting to see Indians! How new that sounds!’ Another, ‘Natives! why, fancy!’ A third, more serious, said, ‘Let me explain. Natives don’t respect one any the more after meeting one, you see.’’ (27) On another page, another expression of Utilitarian utterances appears once again, ‘’Well, we don’t come across them socially,’ he said, laughing. ‘They’re full of all

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APPENDIX 3

LESSON PLAN FOR TEACHING SHORT ESSAY I

SUBJECT : Short Essay I

SKILL : Writing

TOPIC : Descriptive Text

SEMESTER : III of English Education Study Program MATERIAL : A Passage to India by E. M. Forster TIME ALLOCATION : 2 x 50 minutes

COMPETENCE STANDARD:

Students are able to write descriptive texts. BASIC COMPETENCES:

In the end of the meeting, students are able to: 1. Describe pictures by writing description lists.

2. Mention the meaning of the words in the list based on the given passage. 3. Retell the passage in their own words.

4. Write a descriptive text based on the given pictures with their own words.

LEARNING ACTIVITIES:

Teacher’s Activities Students’ Activities TA Pre-Activity:

- Teacher asks the students to make description lists based on the given pictures.

- Teacher discusses the description lists with the students.

Pre-Activity:

- Students study the pictures and make its description lists.

- Students discuss the description list with the teacher.

5’

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Teacher’s Activities Students’ Activities TA While-Activity:

- Teacher asks the students to read the passage.

- Teacher asks the students to find the meaning of the vocabularies in the list.

- Teacher asks the students to answer the questions related to the passage.

- Teacher asks the students to discuss the answers in pairs.

- Teacher asks the students to make a descriptive text based on one of the given pictures.

Post-Activity:

- Teacher asks the students to share their works in pairs and each of them gives some comments to the work of their pair.

While-Activity:

- Students read the passage.

- Students find the meaning of the vocabularies in the list.

- Students answer the questions related to the passage.

- Students discuss the answers in pairs.

- Students make a descriptive text based on one of the given pictures.

Post-Activity:

- Students share their works in pairs and each of them gives some feedback to the shared work.

10’ 15’

10’ 5’ 30’

20’

Total 100’

LEARNING METHODS: - Exercises

- Class discussion - Pair work SOURCES:

Forster, Edward Morgan. 1960. A Passage to India. Victoria. Penguin Books Ltd

Sokolik, Maggie. 1994. Ready to Write: A First Composition Text. Berkeley. Pearson Education Inc.

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APPENDIX 4

LEARNING MATERIALS

A. Study the two different pictures.

Make a list of descriptive details about each one.

Picture 1: Picture 2:

________________________________ _______________________________ ________________________________ _______________________________ ________________________________ _______________________________ ________________________________ _______________________________ ________________________________ _______________________________ B. Read the following text below!

ting panorama of the stream. effective, and though a few fine houses exist Except for the Marabar Caves – and they are twenty miles off – the city of Chandrapore presents nothing extraordinary. Edged rather than washed by the river Ganges, it trails for a couple of miles along the bank, scarcely distinguishable from the rubbish it deposits so freely. There are no bathing-steps on the river front, as the Ganges happens not to be holy here; indeed there is no river front, and the bazaars shut out the wide and shif

The streets are mean, the temples in

they are hidden away n gardens or down alleys whose filth deters all but the invited guest. Chandrapore was never large or beautiful, but two hundred years ago it lay on the road between Upper India, then imperial, and the sea, and the fine houses date from that period. The zest for decoration stopped in the eighteenth century, nor was it ever democratic. There is no painting and scarcely any carving in the bazaars. The very wood seems made of mud, the inhabitants of mud moving. So abased, so monotonous is everything that meets the eye, that when the Ganges comes down it might be expected to wash the excrescence back into the soil. Houses do fall, people are drowned and left rotting, but the general

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outline of the town persists, swelling here, shrinking there, like some low but indestructible form of life.

Inland, the prospect alters. There is an oval Maidan, and a long sallow hospital. Houses belonging to Eurasians stand on the high ground by the railway station. Beyond the railway – which runs parallel to the river – the land sinks, then rises again rather steeply. On the second rise is laid out the little civil station, and viewed hence Chandrapore appears to be a totally different place. It is a city of gardens. It is no city, but a forest sparsely scattered with huts. It is a tropical pleasance washed by a noble river. The toddy palms and neem trees and mangos and pepul that were hidden behind the bazaars now become visible and in their

eed itself from blue.

nterrupted. These fists and fingers are the Marabar Hills, containing the extraordinary caves. turn hide the bazaars. They rise from the gardens where ancient tanks nourish them, they burst out of stifling purlieus and unconsidered temples. Seeking light and air, and endowed with more strength then man or his works, they soar above the lower deposit to greet one another with branches and beckoning leaves, and to build a city for the birds. Especially after the rains do they screen what passes below, but at all times, even when scorched or leafless, they glorify the city to the English people who inhabit the rise, so that newcomers cannot believe it to be as meagre as it is described, and have to be driven down to acquire disillusionment. As for the civil station itself, it provokes no emotion. It charms not, neither does it repel. It is sensibly planned, with a red-brick club its brow, and farther back a grocer’s cemetery, and the bungalows are disposed along roads that intersect at right angles. It has nothing hideous in it, and only the view is beautiful; it shares nothing with the city except the overarching sky.

The sky too has its changes, but they are less marked than those of the vegetation on the river. Clouds map it up at times, but it is normally a dome of blending tints, and the main tint blue. By day the blue will pale down into white where it touches the white of the land, after sunset it has a new circumference-orange, melting upwards into tenderest purple. But the core of blue persists, and so it is by night. Then the stars hang like lamps from the immense vault. The distance between the vault and them is as nothing to the distance behind them, and that farther distance, though beyond colour, last fr

The sky settles everything-not only climates and seasons but when the earth shall be beautiful. By herself she can do little – only feeble outbursts of flowers. But when the sky chooses, glory can rain into the Chandrapore bazaars or a benediction pass from horizon to horizon. The sky can do this because it is so strong and so enormous. Strength comes from the sun, infused in it daily, size from the prostrate earth. No mountains infringe on the curve. League after league the earth lies flat, heaves a little, is flat again. Only in the south, where a group of fists and fingers are thrust up through the soil, is the endless expanse i

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. Alter:

9. Pleasance: 10. Purlieus:

16. Feeble:

20. Thrust up: lated to the pa

eral idea of the passage? entioned in the

e general view illustr own words?

tion of places using one of two pictures on the first ces:

, out, beside, beneath, there is, there

pair and give some comments to the work of your friend. vise your work based on the comments

ggie. 1994. Ready to Write: A First Composition Text. Berkeley. C. Find the meaning or the closest meaning of these words using your

dictionary and don’t forget to match the meaning with the context of the text. 1. Extraordinary: 2. Bazaars: 3. Filth: 4. Zest: 5. Excrescence: 11. Scorched: 12. Meagre/meager: 13. Repel: 14. Circumference: 15. Vault: 6 7. Scattered: 8. Huts: 17. Benediction: 18. Prostrate: 19. Fists: ions re

D. Answer the quest ssage.

1. What is the gen

2. What figures that are m passage? (For example river, houses, etc.)

3. Can you describe th ated in the text with your E. Writing activity.

Write your own descrip page.

Here are prepositions usually used to describe pla along, front, up, down, here, there, in, on

are, parallel to, above, below, behind, before, after, through, etc. F. Evaluation

Share your work in

After you get your own work, try to re your friend has given to you.

References:

Forster, Edward Morgan. 1960. A Passage to India. Victoria. Penguin Books Ltd

Sokolik, Ma

Pearson Education Inc.

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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.

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…

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