Examine the importance of the Public School Mentality in Howard's End and A Passage to IndiaSay no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get the original essay The public school system remains unique because it was created by the Anglo-Saxon middle classes – how perfectly it expresses their character - with its boarding houses, its compulsory games, its system of prefects and queers, its insistence on good form and esprit de corps - (EM Forster, “Notes on the English Character”, 1936.) Forster perceived the state school system as being at the center of the English middle classes, defining their core set of values ​​and shaping their behavior. He was particularly intrigued by the notion of emotional repression indoctrinated into public school students, and the effects of this "stiff upper lip" mentality are carefully considered in Howards End and A Passage to India. If several of its male protagonists undoubtedly demonstrate solidity and efficiency, their lack of imagination and their penchant for hypocrisy inevitably undermine any potentially positive character. Their personal relationships with others are consequently affected, and in A Passage to India the failure of Anglo-Saxon relations is largely contributed to the petty selfishness of the English. Forster's skillful use of contrast means that those removed from the public school mentality, such as the colorful characters of Leonard Bast and Aziz, can be used to expose its flaws. The extreme importance of maintaining a sense of imperturbable calm, or “good form.” in all situations, even if done illusorily, is an element of the public school mentality much explored by Forster. Margaret Schlegel is subjected to this when traveling on a train with the Fussells and notes with some bemusement how they raised the windows for some ladies and lowered them for others - identified the colleges as the train passed in front of Oxford, they grabbed books or handbags. falling to the ground. However, their contact at the public school was not complicated and, although diligent, it was virile - Margaret bowed to a charm of which she did not entirely approve - (p. 209). She is largely unimpressed by these acts of courtesy, which are performed almost mechanically and without thought: the naming of the colleges is not even correct. The fact that the Fussells' vigorous politeness clearly stems from a sense of duty makes Margaret somewhat suspicious of his attractiveness. Perhaps she suspects that anything beyond unnatural jokes isn't quite as decent, which is certainly the case with Wilcox's men. They seem obsessed with the idea of ​​domestic harmony, having civilized breakfasts together while reading the Times, for example. This apparent "good form", however, does not correspond to their real personality, especially with regard to Charles and his violent nature: Charles had just scolded Dolly. She deserved the reprimand and had bowed before it, but her head, although bloody, was not contained - (p.186) The way in which Forster alerts the reader to the fact that Dolly has been physically attacked is cleverly subtle : the word "bloody" is mentioned in a discrete subparagraph among a barrage of details, and the incident is not discussed thereafter. This partial obfuscation of the truth is perhaps itself a satirical look at the superficiality of the public school mentality, while the comment that Dolly "deserved thereprimand” is surely a sarcastic illumination of how rude behavior can be justified or blindly ignored. so that “good form” remains widespread. Ronny Heaslop's superior behavior towards Aziz in A Passage to India shows similar concerns about outward appearance. When speaking to Mrs. Moore, he smugly mentions that Aziz was superbly dressed, from the tie pin to the spats, but he had forgotten his back collar button, and there was the Indian everywhere: inattention to detail; the fundamental looseness that reveals the race. (p.97)Ronny makes much of a simple blemish in appearance, using it to make a contemptuous generalization about the Indian race. The reader's learning that Aziz had kindly lent Fielding his stallion is a striking example of Forster's clever use of irony: Ronny criticizes Aziz for his inattention to detail while he himself is inattentive to the logical reason why Aziz does not have his stud. . Forster rather cruelly exploits Ronny's ignorance on the matter in order to intensify the unsympathetic light in which the reader sees him, and thus criticism of Ronny's superficial values ​​is actively encouraged. Forster is not, however, suggesting that he is inherently corrupt, and Mrs. Moore's observation of his callous behavior and the "self-satisfied rhythm" of his words is very telling: how he made it clear that he was not not in India to behave pleasantly, and derived positive satisfaction from it! It reminded him of his years at public school. The traces of the young man's humanitarianism had disappeared and he spoke like an intelligent and bitter boy. (p.70) This is certainly a powerful critique of the detrimental effects on a potentially noble young boy of a public school education, suggesting that he was encouraged to act in an unpleasant and overconfident manner . Forster also suggests that – perhaps as a direct result – the English middle classes do not feel obliged, let alone encouraged, to act politely towards foreigners, even when living in those people's home countries. The claustrophobic Chandrapore Club, to which "Indians are not admitted - even as guests" (p. 45), is reminiscent of a boarding school, with its strict visitor policy and its way of coldly separating oneself from external influences. Likewise, the farce that is the Bridge Party has strong overtones of compulsory games at boarding schools, which Forster alludes to in the opening quote. The Collector, although he strives to evoke a pleasant atmosphere, "knew something which discredited almost all of his guests and was therefore superficial": here he can be seen as a figure resembling a supervising teacher of whom all the students are afraid. . Aziz in fact feared the worst by missing the party, believing that “he was going to be a cashier because he was not present” (p.78). The obvious lack of fun associated with the party, stemming from the fact that no one (except Adela and Mrs. Moore) wants to be there, is characteristic of the effects of public school rituals. In the novel, it seems that most English people are disinterested in display. a truly “good form” when directed at Indians, suggesting that the English will only make an effort to be agreeable to those whose opinions interest them. This obnoxious attitude, embodied by Ronny and most of the English ladies in A Passage to India, clearly has a negative impact on Indians. Toward the beginning of the novel, Aziz behaves admirably when Mrs. Callendar and Mrs. Lesley take his tonga: Aziz has tipped his hat. The first [lady], who was in evening dress, took one look at the Indian and turned awayinstinctively. 'Mrs. Lesley, it’s a tonga, she shouted. 'Ours?' asked the second, also seeing Aziz, and doing the same - both threw themselves - "Come on, I'll pay you tomorrow," said Aziz to the driver, and as they were leaving he called courteously: "You are welcome, ladies . They didn't respond, being busy with their own business. (p.39) The women's abominable behavior only highlights Aziz's civility: he values ​​polite behavior over the assertion of his own self-respect. Interestingly, the stereotypes of both races are subverted in this passage: although the ladies are dressed in "formal attire", they behave in a fundamentally antisocial manner by ignoring Aziz. He displays his typically "English" charm, offering to pay for their fare and addressing them in a respectful manner that they do not deserve: the behavior of both parties evokes the "prefect and paving" system, in which the first has the right to be treated and treats others as he sees fit. The view that Indians are not worthy of the English is thus presented in a satirical light, while the incident with Tonga is in itself evidence of the flaws in this view. Aziz's laudable values ​​begin to change soon after this event, particularly when he is upset by Ronny. When the latter interrupts a party between Adela, Godbole and Aziz, he insists on directing his remarks only to the young girl, and this time Aziz is "in no mood to be forgotten". Until Ronny's insolent arrival, he behaved perfectly decently, but now he becomes "offensively friendly". The reader is told that Aziz was provocative. Everything he said had an impertinent or shocking flavor – [Adela] was intrigued by the sudden ugliness (pp. 93-4).” This sudden transformation of character indicates that Aziz became less accommodating and more concerned with his rights and dignity: the pride to which he was rigorously exposed was detrimental to his altruism. So one could argue that this public school mentality has a dangerous capacity to reproduce itself. Another negative consequence of the public school mentality is that it leads to underdeveloped emotional capacity. This is seen most clearly in the character of Henry Wilcox in Howards End, who “desired companionship and affection, but feared them” (p. 168). He has been taught to suppress his feelings, and the prospect of facing them is too overwhelming for him to contemplate. Margaret eventually tries to offer him support and understanding regarding his affair with Jackie, for example, and his reaction is to try to free her from their engagement, insisting that "I can't bear to talk about such things." We had better leave him” (p.241). This suggests that he would rather lose his fiancée than face his conscience. His refusal to let Helen stay at Howards End because of her affair with Leonard is mainly hypocritical, demonstrating a hidden guilt over his own misdemeanors. Henry's collapse at the end of the novel is described as his "fortress [giving] way" (p. 325), and Forster thus implies that extreme inhibition can be mentally damaging. Margaret is seen as a threat by Charles precisely because she connects to his emotions, something he is also incapable of doing. When he hits a cat, for example, he continues driving while Margaret feels the need to jump in and tend to the animal. Charles is frustrated by her impulsive behavior, complaining that “this woman wants to do harm” (p. 216). His tendency to forget the incident as soon as it happened is probably a metaphor for his way of glossing over emotional problems, and so he is.