Kurdistan Region – Iraq

Nawroz University
College of Languages
Department of English

A study from a Colonial and Postcolonial

Perspective of E. M. Forster's A Passage to India
A Research Project Submitted
By
Zari Shivan Fazladeen & Juwan Mustafa Hassan
To
The Council of the Department of English
College of Languages in Partial Fulfilment of
The Requirements for Degree of Bachelor of Arts in English
Supervised by
Asst. Lect. Mr. Marwan Abdi

May 2020

1
Index of search contents

SUBJECT PAGE

Dedication 3

Abstract 4

Introduction 5

Literature Review 6

Background of A Passage to India 7

E. M. Forester Biography 8
A Passage to India Summary 9
The portrayal of the Growth of the Indian identity 11
Colonial and Postcolonial criticism 12
Colonialism: Tension between the Colonizer and the
13
Colonized
The Colonial Tension in Forster's A Passage to India 15

A Post-Colonial View of A Passage to India 17

Conclusion 19

References 24

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Dedication
I, Zari Shivan, I, Juwan Mustafa, lovingly dedicate this research to College of
Languages, The Council of the Department of English, the head of the department
of English, my supervisor that has guided me throughout the process of writing this
research paper, my parents that have been constantly supporting me. I also
dedicate this research to my classmates, friends, and everyone who had a hand in
helping me, until I accomplished the work. Finally, I feel happy to say that the
following study is dedicated to everyone who appreciates reading it.

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Abstract
The representation of the colonized cultures and societies by the colonialists has
been a subject of immense importance, both to colonialist and postcolonial critics
and writers. The British writers and critics, fed upon the Orientalist discourses, have
been projecting their race and culture as superior and portraying the Indians as
lesser Other. E.M. Forster has portrayed the colonialist ideology of the superiority
of the white race and its culture and the constructed inferiority of India and the
Indians in A Passage to India. The present study aimed to examine the operations
of the colonialist ideology in A Passage to India, to show that Forster meant to
reinforce the colonialist ideology of superiority, along with the representation of
India and Indians as stereotypes and marginalized people.

4
Introduction
The story takes place in India and revolves around four characters: Dr. Aziz, his
British friend Mr. Cyril Fielding, Mrs. Moore, and Miss Adela Quested. Mrs. Moore
and Miss Adela Quested want to discover India so they went with Dr. Aziz to the
Marabar Caves. Forster Said (1993) rightly contends that literature cannot be
politically innocent. Martin Green (1980) also holds a similar opinion about
literature.
The thrust of the present study is to prove that E. M. Forster’s novel A Passage to
India is loaded with the colonialist ideology of superiority and presents India,
Indians and their culture as lesser and inferior. This was meant to justify and
perpetuate the presence of the British Raj in India. The present study, based upon
the exhaustive analysis of the novel in the light of postcolonial theory, has shown
that the British officials in India invariably considered and treated Indians as
stereotypes. The study has exposed their inherent biases and prejudices toward
Indians. The study has also highlighted the impact of the colonist ideology and
culture upon the indigenous culture and identity.

5
Literature Review
A Passage to India has been commented upon by a host of critics from some
perspectives. These include Ralph J. Crane (1992), Richard Cronin (1989), Bhopal
Singh (1975), Sara Suleri (2005), Brenda R. Silver (1991), and Penelope Pether
(1991). Pether has read the novel mainly from the biographical perspective, while
Brenda R Silver has viewed the novel from the feminist perspective. Benita Parry
(1985) has touched upon the issue of the colonialist representation of natives but
has left many serious gaps in the study, which need to be addressed. Suleri has
mainly viewed the novel from a perspective of sexual orientation and its reflection
in the novel.
A Passage to India was the last in a string of Forster’s novels in which his craft
improved markedly with each new work. After the novel’s publication, however,
Forster never again attained the level of craft or the depth of observation that
characterized his early work. In his later life, he contented himself primarily with
writing critical essays and lectures, most notably Aspects of the Novel (1927).
In 1946, Forster accepted a fellowship at Cambridge, where he remained until he
died in 1970.

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Background of A Passage to India
Forster loved to show how people from different economic backgrounds can come
together to find their common humanity and connect and reach an understanding
despite social pressures that maybe say they should stay apart. For his fifth novel -
the one published 14 years after his previous four - he turned his attention to
breaking down other social barriers - specifically, those of race.
As it might be guessed from the title, Forster's 1924 novel A Passage to India is set
in India. It was completed after Forster himself spent some time in an
administrative position there. This was the early 1920s, during a tumultuous period
when the Indian independence movement had begun to come to a head (and that's
independence from England). This came right on the heels of Mahatma Gandhi's
nonviolent resistance movement that advocated for unity of all Indians in the face
of British rule.
So, India had been subject to British imperial power since the early 18th century,
and, shockingly, they weren't wild about it. Two hundred years of being ruled from
the outside are the background that inspired Forster to craft his last novel
published during his lifetime and, to many, his most important.

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E. M. Forster Biography and Writing Career

Writer and critic E.M. Forster is the author of Howards End, A Passage to India
and A Room With a View. Raised by his mother and aunts, E.M. Forster attended
England's Ton Bridge School before enrolling at the University of Cambridge. His
novel Howards End brought him great acclaim, and he went on to publish A
Passage to India and A Room with A View, among other literary works. Forster's
themes reflect the shift in morals and viewpoints from the Victorian era to the
20th century. Edward Morgan Forster was born on January 1, 1879, in London.
He died on June 7, 1970, at Coventry, Warwickshire. Forster’s father Edward
Morgan Llewellyn Forster, an architect, died when the son was a baby, and he
was brought up by his mother and paternal aunts.
Both his parents died in his childhood leaving him with a legacy of 8000 Pounds.
This money helped him in his livelihood and enabled him to follow his ambition of
becoming a writer. His schooling was done at Ton Bridge School in Kent where the
theater got named after him.
He attended Cambridge University where his intellect was well-groomed and he
was exposed to the Mediterranean culture which was much freer in comparison
to the more unbending English way of life. After graduating he started his career
as a writer; his novels being about the varying social circumstances of that time.
He was a British novelist, essayist, and social and literary critic. In 1953 he was
awarded the Order of Companions of Honor and in 1969 given Queen Elizabeth's
Order of Merit

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A Passage to India Summary
Two Englishwomen, the young Miss Adela Quested and the elderly Mrs. Moore,
travel to India. Adela expects to become engaged to Mrs. Moore’s son, Ronny, a
British magistrate in the Indian city of Chandrapore. Adela and Mrs. Moore each
hope to see the real India during their visit, rather than cultural institutions
imported by the British.
At the same time, Aziz, a young Muslim doctor in India, is increasingly frustrated
by the poor treatment he receives at the hands of the English. Aziz is especially
annoyed with Major Callendar, the civil surgeon, who tends to summon Aziz for
frivolous reasons in the middle of dinner. Aziz and two of his educated friends,
Hamidullah and Mahmoud Ali, hold a lively conversation about whether or not an
Indian can be friends with an Englishman in India. That night, Mrs. Moore and Aziz
happen to run into each other while exploring a local mosque, and the two
become friendly. Aziz is moved and surprised that an English person would treat
him like a friend.
Mr. Turton, the collector who governs Chandrapore, hosts a party so that Adela
and Mrs. Moore may have the opportunity to meet some of the more prominent
and wealthy Indians in the city. At the event, which proves to be rather awkward,
Adela meets Cyril Fielding, the principal of the government college in
Chandrapore. Fielding, impressed with Adela’s open friendliness to the Indians,
invites her and Mrs. Moore to tea with him and the Hindu Professor Godbole. At
Adela’s request, Fielding invites Aziz to tea as well.
At the tea, Aziz and Fielding immediately become friends, and the afternoon is
overwhelmingly pleasant until Ronny Heaslop arrives and rudely interrupts the
party. Later that evening, Adela tells Ronny that she has decided not to marry
him. But that night, the two are in a car accident together, and the excitement of
the event causes Adela to change her mind about the marriage.
Not long afterward, Aziz organizes an expedition to the nearby Marabar Caves for
those who attended Fielding’s tea. Fielding and Professor Godbole miss the train
to Marabar, so Aziz continues alone with the two ladies, Adela and Mrs. Moore.
Inside one of the caves, Mrs. Moore is unnerved by the enclosed space, which is

9
crowded with Aziz’s retinue, and by the uncanny echo that seems to translate
every sound she makes into the noise “boum.”
Aziz, Adela, and a guide go on to the higher caves while Mrs. Moore waits below.
Adela, suddenly realizing that she does not love Ronny, asks Aziz whether he has
more than one wife—a question he considers offensive. Aziz storms off into a
cave, and when he returns, Adela is gone. Aziz scolds the guide for losing Adela,
and the guide runs away. Aziz finds Adela’s broken field-glasses and heads down
the hill. Back at the picnic site, Aziz finds Fielding waiting for him. Aziz is
unconcerned to learn that Adela has hastily taken a car back to Chandrapore, as
he is overjoyed to see Fielding. Back in Chandrapore, however, Aziz is
unexpectedly arrested. He is charged with attempting to rape Adela Quested
while she was in the caves, a charge based on a claim Adela herself has made.
Fielding, believing Aziz to be innocent, angers all of British India by joining the
Indians in Aziz’s defense. In the weeks before the trial, the racial tensions
between the Indians and the English flare up considerably. Mrs. Moore is
distracted and miserable because of her memory of the echo in the cave and
because of her impatience with the upcoming trial. Adela is emotional and ill; she
too seems to suffer from an echo in her mind. Ronny is fed up with Mrs. Moore’s
lack of support for Adela, and it is agreed that Mrs. Moore will return to England
earlier than planned. Mrs. Moore dies on the voyage back to England, but not
before she realizes that there is no “real India”—but rather a complex multitude
of different Indias.

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The portrayal of the Growth of the Indian identity
Though India is shown slowly and gradually moving towards its roots and identity,
but it has not resulted in the development of national identity and resistance
against colonialism. It is very difficult to agree with Cronin, that Aziz becomes “a
nationalist hero”, after his acquittal (1989).
He never becomes one. He is nowhere seen challenging the British and asking them
to quit India, in the spirit of a nationalist hero. Singh (1975) is right when he claims
that Aziz is not a hero.
However, his claim that Forster’s knowledge of Anglo- India shows insight and
penetration is an exaggeration. It is the repetition of the same old Orientalist
construction. Forster has portrayed the Indians, even the educated ones as living
in the past, immersed in pathos. The poetry of Aziz is full of references to Cordova
and Samarkand.
Aziz is portrayed as an escapist and not as a fighter. Instead of fighting against the
Raj, against its oppression and injustice, he retires to a native state, which is
described as “jungle state”. Aziz displays only the 1st stage of the colonial encounter
(Fanon,2001). A period of unqualified assimilation. He does experience the 2nd
stage of disturbance but never moves on to the third phase, the fighting phase. Aziz
is shown again reverting to a nonscientific and non-professional attitude. The
distorted impact of imperial culture can be seen even in the temple.
God is Love becomes God is Love. The Hindu music at the temple and religious
festivals are complemented by British music and bands. Europeanized bands play
Nights of Gladness while the Hindu

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Colonial and Postcolonial Criticism
Postcolonialism is a disciplinary field and an interdisciplinary methodology
grounded in the post-structuralist and postmodern critique. As a discipline, it
studies the effects of imperialism, colonialism (until the independence of colonies),
and neocolonialism (in the 20th and 21st centuries) on societies and individuals. It
addresses questions about identity, hybridity, gender, sex, race, species, language,
knowledge, modernity, transnationality, multiculturalism, and cosmopolitanism,
among many others. As a methodology, postcolonialism provides several theories
as a guide for transdisciplinary research to give voice to agents, relations, practices,
representations, pieces of knowledge, narratives, and subaltern cultures silenced
by traditional disciplines. It tries to avoid binary concepts (East-West, colonizer-
colonized, subject-object, male-female, human-animal), which are conceived as
imperialist, and to study how subaltern and colonized peoples transformed about
colonizers, opening processes of hybridity and creating creative resistances,
sometimes digested by dominant/imperial/hegemonic discourses. Postcolonialism
might become colonialist or neocolonialist because it was shaped within academic
elites in an inaccessible language belonging to a Western imperial tradition of
knowledge, and it is disseminated through neocolonial discourses and practices,
while it is supposed to destabilize Western assumptions. Recent critics call for a
Marxist approach against imperialist trends of capitalist globalization while
avoiding universalizing and essentializing theories and methods, and for an
emphasis on Iberian, Latin American, and indigenous modernities (“decoloniality”).
Postcolonial publications are increasingly contesting copyright licenses and are
published under “copyleft” licenses (such as “creative commons”) to allow a wider
public to participate in academic knowledge and research. In history,
postcolonialism created an enormous impact, affecting especially cultural history,
history of gender, empires, slavery, and science/ecology, in promoting the study of
identities, migrations, hybridizations, and subaltern cultures previously dismissed
by national, progressive, and imperial histories.

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Colonialism: Tension between the Colonizer and the Colonized

The colonial situation is depicted by Forster in A Passage to India; India is a

colonized society where the colonizers who see themselves as superior and the
colonized who are seen as inferior live side by side and deal with each other
directly. This is revealed in the complexity of the interaction between both sides;
Adela does not even think to deal with the Indian women or to be like them. There
is also misunderstanding between these two groups because of the different
cultures; this tension becomes obvious in the social interaction between the two
groups when Aziz invites Mrs. Moore, Adela, and other English women to visit the
Marabar Caves; he worries a lot about cultural differences and greatly
fears offending the women through cultural insensitivity; he wishes to adapt the trip
to English values to the greatest extent possible.

This shows the difficulty of social interaction between the English and the Indians.
Even when both groups have the best intentions, the differences and the tension
between them make it difficult for the groups to interact casually. This can be seen
through the mistake which causes Fielding and Godbole to miss the train. However,
Aziz's attempt to establish friendships with several British characters has disastrous
consequences.

In the course of the novel, Aziz is accused of attempting to rape a young English
woman, Miss Quested. Aziz's friend, Fielding, helps to defend him. Although the
charges against Aziz are dropped during his trial, the gulf between the British
and native Indians grows wider than ever, and the novel ends on an ambiguous
note. According to Turkmen (2003), the identity issue is mostly handled within the
sphere of the colonized. However, the colonial identity goes beyond the colonized.
It is between the colonizer and the colonized.
The issue is aligned with the colonized as the colonized in the colonial system is
the victim, yet, when one makes an analytical reading, one will bear witness that
the colonizer is a victim too, in that he also faces the same problem: fading identity.
The colonizer's identity comes into conflict with the colonized's one.

A Passage to India opens with a discussion between some characters about the
possibility of having a friendship between the colonizer and the colonized. The
novel begins emphatically with Dr. Aziz, Mahmoud Ali, and Hamidullah discussing
whether or not it is possible to be friends with an Englishman. The three characters
agree that this can't happen in India. The novel ends with Fielding and Aziz leaving
each other because such a friendship is not possible under British occupation. It

13
unwinds itself and reaches point zero once more. The English and the Indians can
become more intimate, but the problems of cultural differences, stereotyping, and
colonization prevents the possibility of having a real friendship between them.

It is entirely difficult to establish a friendship or any good relationship between two

groups with different cultures, religions, and traditions, and above all, none of them
try to understand the other. Birodkar (2007) states that Britain and the colonies have
tensions between each other from the time that the adventurous colonists want to
branch out away from the powerful grip of Britain. Although the British do not
want to let the colonists run their own country, they still believe that an extension to
their country would be very beneficial to their economy and power.

However, colonialism changes the social structure and makes the colonized lose his
cultural identity. Such price is paid by the main character in the novel, Aziz, who
suffers a lot because he trusts in the English woman, Miss Quested; she accuses
him of trying to rape her.

Also, he pays for his friendship with Fielding who consequently stands with Miss
Quested and believes that Aziz tries to rape her. Under these circumstances, the
good relationship that links Aziz with Fielding has been destroyed. This is clear
evidence that such friendship between the colonizer and the colonized can never be
maintained if it occurs.

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The Colonial Tension in Forster's A Passage to India
A Passage to India is an in-depth description of daily life in India under British rule.
The British “Raj” (its colonial empire in India) lasted from 1858 to 1947. The
prevailing attitude behind colonialism was that of the “white man’s burden” (in
Rudyard Kipling’s phrase)—that it was the moral duty of Europeans to “civilize”
other nations. Thus the British saw their colonial rule over India as being for the
Indians’ good. Forster himself was British, but in the novel he is very critical of
colonialism. He never goes so far as to advocate outright Indian rebellion, but he
does show how the colonial system is inherently flawed. Forster portrays most of
the British men working in India as at least well-meaning, although condescending
and unoriginal, but their positions in the colonial system almost always push them
towards becoming racist and harmful figures. This is played out most explicitly in
the development of Ronny’s character.
The British women, apart from Mrs. Moore and Adela, often seem less sympathetic
than the men, to the point that even Turton blames their presence for the tensions
with the Indians. The women don’t have the daily labor and interactions with
Indians that the men do, but they are generally more racially hateful and
condescending (and perhaps this is because they are usually so isolated from actual
Indian society).
Forster also shows how the colonial system makes the Indians hate and sometimes
condescends to the British. The colonialists are by necessity in the role of
“oppressor,” no matter how individually kind or open-minded they might be. This
is best shown in the changes to Aziz’s character throughout the novel, as he goes
from laughing at and befriending the English to actively hating them. Although
Forster ultimately offers no concrete alternative to British colonialism, his overall
message is that colonialism in India is a harmful system for both the British and the
Indians. Friendships like that between Aziz and Fielding are a rare exception, not
the rule, and even such friendships are all but destroyed or thwarted by the
problems and tensions of colonialism.

15
The novel demonstrates how colonialism, or the control of one country over
another, warps and hinders human interaction and even deprives individuals of
their full humanity. Readers see this initiative through the talk of Aziz and his
educated friends at the beginning of the novel: their dinners are interrupted, they
are snubbed, their tongas are taken, and they clutch at scraps of civility English
people may have tossed them. Often, they can express themselves only through
whispered sarcasm. Hamidullah's experience is very telling; he was practically a
member of the Bannister family when he lived in England, but he would not
dream of approaching the son, now a merchant in India.

Forster sees this as a curse not only to the colonized but also to the colonizers.
The English in India is both empowered and limited by their official identities. The
nature of the colonial official is a frequent topic in the novel: Forster uses the
word "official" in some form 54 times. The "official" relationship impedes genuine
human interaction: "Where there is officialism, every human relationship
suffers." Ronny is a great example; after initial "missteps," he can no longer
socialize with Indians, and when he encounters an Indian who is not his
subordinate, he doesn't know how to interact. In England he had been a different
person, less judgmental and more artistically inclined. The effects of officialism
can most clearly be seen in the contrast between the English in England and the
English in India.

When Turton says, "India does wonders for the judgment," he is acknowledging
that after a year or two in India, the Anglo-Indians lose a part of their humanity.
They become unable to think as individuals and instead become part of the
"herd."
Adela and Mrs. Moore are different because they are fresh from England and not
a part of officialdom, although Adela worries about how she might change after
living in India. Fielding—because he is an educator and not an official—does much
better with the Indians. He sees himself as an individual, not a part of the herd,
and therefore under no obligation to take on their viewpoints. But even his
actions become tinged with officialism in the third part of the novel when he is on
an inspection tour of schools.

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A Post-Colonial View of A Passage to India

Depiction of the Psychological Barrier

Forester displays a particular interest in the superficial, materialistic life that he
believes to be delusionary. His perception of human relationships was different
from that of mutual benefits. From a post-colonial perspective, after nearly six
decades, independent India reveals how meticulous Forster was in depicting the
psychological barrier that existed between the British and the Indians during the
days of British Raj.
To Jan Mohamed, A Passage to India attempts “to overcome the barriers of racial
difference” (Childs, 1999:348). Nirad Chaudhuri, on the other hand, criticized it
“for its reduction of political history to a liberal’s preoccupation with personal
relationships” (Childs, 1999:347). To Nihal Singh, however, the novel depicts “how
the British in India despise and ostracise Indians, while on their part the Indians
mistrust and misjudge the British” (Childs, 1999:347). The racial barrier between
the West and the East is well depicted in the book. Its characters are equally
stereotyped and its incidents are merely stereotypical.
The entire postcolonial literature exhibits mixed feelings towards the inevitable
dichotomy that has been brought out in this novel. Homi K. Bhabha’s concepts of
mimicry, ambivalence, and in-betweenness emphasize the aspect of the colonial
other. Whether it is in the works of Bhabha or any other post-colonial theorist,
the concept of the ‘colonial other’ or the in-betweenness between ‘colonial other’
and the mimed British image are recurrent themes. Colonial mimicry is the desire
for a reformed, recognizable Other, as a subject of a difference that is almost the
same, but not quite (Bhabha, 2001: 381).

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The British Mind as Depicted
Not only the duo but all the characters fail on their parts to bridge the gulf of the
Other and make human contact. Forster did see an opportunity of this human
contact being made, but he criticizes the British for not having availed it, in his
book. He criticizes the British of the “narrow mindedness” that they display
throughout the novel. The ‘Bridge party’ stands as a witness to this. Later Forster
conveys the ignorance of the British through the subaltern. During the hysterical
meeting after the arrest of Aziz, the subaltern shares his ideas: The native’s all
right if you let him alone. Lesley! Lesley! You remember the one I had a knock
with on your maidan last month. Well, he was all right. Any native who plays polo
is all right. What you’ve got to stamp on is these educated classes, and, mind, I do
know what I’m talking about this time. (Forster, 2005:173)
The Prejudice
The irony is that the polo player here is Dr. Aziz himself. In this way Forster brings
forth the prejudice held by the British towards the subaltern, but he fails to
challenge the basis of the prejudice. If Forster wanted to differentiate between
known Colonial India and the ‘Real India’ that is unknown, he shouldn’t have
generalized. In the novel the positive traits are attributed to an individual. But
when it comes to negative traits, it is seen to be attributed to a generalized group
of Indians. There is a subtle dehumanizing effect in the novel that re-emphasizes
the aspect of the ‘Master and slave’. Aziz, Forster’s hero in the book turns into a
‘sympathetic’ character in the latter half, as he becomes a poet lost in his world
after he had taken. Prof. Godbole comes as another misfit to this social
pantomime which A Passage to India is. We see the strange atmosphere that is
set in when this character, whose existence is worth questioning, comes to
interact with the rest: ‘I hope the expedition was a successful one.’ ‘The news has
not reached you yet, I can see.’ ‘Oh yes.’ ‘No; there has been a terrible
catastrophe about Aziz.’ ‘Oh yes. That is all around the college.’
‘Well, the expedition where that occurs can scarcely be called a successful one,’
said Fielding, with an amazed stare. ‘I cannot say, I was not present.’ (Forster,
2005: 164-165)

18
Conclusion
To conclude, it is hard to decide whether the friendship between the colonizer
and the colonized would ever be possible. Forster leaves this as an ambiguity,
leaving it for the reader to decide. But he hints towards a possible friendship post-
independence when he says that Aziz is ready to re-establish his relation with
Fielding after Independence has been achieved. This symbolizes the friendship
perceived by him, which India and Britain would have once India was free. There
have been many articles on this aspect of A Passage to India but, there remain
broader aspects of this novel that are yet to be explored, hoping that one such
explorer finds the answer in his quest of reality through this article.
A Passage to India is clearly a novel that defies the premise that friendship can be
maintained between the English and the Indians in a colonizer/colonized status
quo. Fielding’s criticism of the British imperialist colonizers, of their racism and of
the fear they base their regime upon is clearly evident in the novel. Based on
inequality and racism, colonization frustrates any attempts towards having a
friendship between Aziz and Fielding. Personal relations cannot be perfectly
achieved because the barriers that are there cannot be easily overcome …. The
idea of unity cannot therefore be adapted to reality.” Forster “does not end up as
a pessimist for, though in the present time and space these obstacles may come
in, there is hope in the future” (Satin 1976:69).

19
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India." Nebulas 3 (2-3): 68-85.

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3. Orwell, G. (1946). A collection of essays. San Diego: Harcourt Brace Jovanoich.

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5. Bhabha, Homi. 2001. ‘Of Mimicry and Man: The

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9. Parry, B (1985) ed. A Passage to India: Essays in Interpretation. London

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