Public School Mentality in Howards End and Passage to India Essay

Public School Mentality in Howards End and departure to IndiaThe public-school frame remains unique because it was created by the Anglo-Saxon middle classes - how suddenly it expresses their character - with its boarding houses, its compulsory games, its system of prefects and fagging, its insistence on solid form and on esprit de corps - (E.M. Forster, Notes on the English Character, 1936.) Forster perceived the public-school system to be at the centre of the English middle-classes, defining their set of lens nucleus values and moulding their behaviour. He was particularly intrigued by the notion of worked up repression being indoctrinated into public-school pupils, and the effects of this stiff upper lip mentality is keenly considered in two Howards End and A passing to India. While several of his male protagonists unimpeachably display solidity and efficiency, their lack of imagination and inclination towards hypocrisy ineluctably undermine any potenti each(prenominal)y po sitive characteristics. Their personal relationships with others are accordingly affected, and in A Passage to India the failure of Anglo-Saxon relations is significantly contributed to by the small-minded selfishness of the English. Forsters skilful use of contrast means that those take away from the public-school mentality, such as the colourful characters of Leonard Bast and Aziz, can serve to descry its flaws. The extreme importance of maintaining an unruffled sense of composure, or good form in all situations, even if d unmatched in an illusory manner, is an element of public-school mentality ofttimes explored by Forster. Margaret Schlegel is subjected to this when travelling in a train with the Fussells, and somewhat bemusedly notes how they raise windows for som... ...ring will inherit Howards End is perhaps a way for Forster to herald his emotional maturity in contrast, Henry reaches a dead stamp out with no prospects. The fact that Forster is clearly opposed to the public-school system and its values is prudent for much of the effectiveness of his writing, especially in Howards End and A Passage to India. His rigorous scepticism of rigid, middle-class behaviour leads to particularly vivid characterisation, and enhances the kindle tension prevalent in both novels. While he is indecisive in explicitly condemning public-school mentality - which is, incidentally, never clearly specify by Forster - his sly observations and cunning implications regarding the subject are significant. Even if one is reluctant to draw firm conclusions about his viewpoint, there can be no denying that it is a powerful vehicle for Forsters wry wit.