By Shefali Rajamannar (auth.)
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Additional info for Reading the Animal in the Literature of the British Raj
Sample text
11 Many of these attributes were defined in opposition to—or at least in reference to—groups that were viewed as dependent and potentially unruly. As such, they sought to offer concrete, reassuring definitions that were particularly useful in nineteenth-century England, given the many anxieties 22 READING THE ANIMAL that surrounded questions of what it meant to be an Englishman. Thus, to an unprecedented extent, the nineteenth century was fraught with tensions revolving around ideas of masculinity, “foreignness,” class .
Educational institutions served the vital function of fulfilling the need for the large governing class that England required for its increasing control over other lands and peoples. By the early nineteenth century, the English middle class had enormously increased in both numbers and wealth. With the more fluid articulations of what constituted a gentleman, many in this class now regarded themselves as such, or aspired to a gentleman’s education for their sons. As headmaster of Rugby from 1828 to 1842, Thomas Arnold imbued the education of his boys with the strong religious and moral feeling suited to the traditions of the middle classes.
I dare say I am talking rather like a schoolmaster, but after all, the millions I have to manage are less than schoolchildren. (qtd. in Castle 25) Furthermore, just as the rather overgrown “child” native in Ames’ ABC smiles as he is being educated, it was not enough for men of empire to simply posit the people of their colonies as children. They also needed to hear these children cheerily reflect their own internalization of the parent-child role, as well as verify the great deeds of their parents.