The majority of Part I has focused on developing the characters of
Adela Quested and Mrs. Moore in relation to Aziz, to Ronny, and to
their new surroundings. In these final sections of Part I, attention shifts
somewhat to the character of Fielding, especially in terms of his
relation to Aziz and to the rest of the English in Chandrapore. The
development of Fielding’s relations begins to constitute a second
plotline throughout the rest of the novel, moving in parallel to plot
developments involving Adela and Mrs. Moore.
Though Fielding is generally on friendly terms with the
English in Chandrapore, Fielding’s character presents a threat to
the Englishmen because of his stance as an educator of individuals.
The English fear that Indians become less obedient when they are
better educated; indeed, the new ideas that Fielding fosters have
the potential to undermine Britain’s rule over India. The English
see Fielding as suspect because his model of education works through
interaction, sitting down with individuals and exchanging ideas.
This model treats Indians as separate, distinct individuals, rather
than a homogeneous and easily stereotyped group. As such, it places
even Fielding himself—a representative Englishman—in a position
of vulnerability. While other English people present themselves
as knowledgeable and dominant, Fielding lets himself play the role
of learner as well as teacher.
As Fielding grows apart from the Englishmen at the club,
he grows closer to Aziz. In these chapters we see Forster set up
these two characters as the potentially successful answer to the
question of whether an Indian can ever be friends with an Englishman.
More than merely a cross-cultural bridge, the friendship between
Fielding and Aziz seems to develop a homosocial undertone as well.
Aspects of heterosexual interaction dominate Chapter XI—the photograph of
Aziz’s wife, Aziz’s happy thoughts of visiting prostitutes, the men’s
discussion of Adela’s qualities—but these marks of heterosexuality
function as a means to develop and cement a homosocial (but not
implicitly homosexual) connection between Fielding and Aziz. These
heterosexual tokens, conversations, and thoughts are passed between
the two men and serve primarily to strengthen their relationship—though
women are the focus of the men’s conversation, women are effectively
excluded, reduced to simply a medium of exchange between the men.
Furthermore, we may interpret Fielding’s sentiments against marriage
in Chapter XI as Forster’s own. The author implies that marriage
shuts people off from educationally and emotionally fruitful relationships,
such as the one that we see growing between Fielding and Aziz.
