Notes on the English Character is a speech essay written by E.M. Forster. We can find five
general notes made by Foster on the English Character which is followed by the conclusion
in the last two paragraphs.
First note: The character of the English class is essentially middle class owing to commercial
and political reasons. The Industrial Revolution and Reform Bill of 1832 have been the key
driving forces behind this respectively. The middle classes have been in power for one
hundred and fifty years.
Therefore the characteristics of the middle class such as solidity, integrity, efficiency
hypocrisy, and lack of imagination, represent the national characteristics as well.
John Bull with his top hat, comfortable clothes and substantial stomach as well as substantial
bank balance is the national figure of England. Even though St. George is the Patron Saint of
England, it is John Bull representing the middle classes who runs the country in every sense
of the word. (It is not religion but everyday labor which create a living.)
Just as every nation is symbolized by one class or the other, England has been represented by
the middle class. For instance, Russia has been symbolized by the peasant or the factory
worker and Japan by the samurai.
Second note: The author points out that the heart of the middle classes is the public school
system, and the public school system has a great influence on the young people either when
they are in school or out of school. Thus those from the public schools form well-developed
bodies, fairly developed mind, and undeveloped hearts.
Explanation:
The heart of the middle classes lie in the public school system and it is local. It flourishes
only where the Anglo-Saxon middle classes are as they created it even though this system has
inspired other institutions in other parts of the world, for instance, their model was adopted in
Aligarh and also in some schools in the United States.
The characteristics of English public school system are boarding houses, compulsory
games, and a system of prefects and fagging which cannot be found elsewhere in the British
Isles. It insists on good conduct and form as well as a spirit of mutual loyalty and pride for
their schools (esprit de corps). This system thereby moulds them for their future in
whichever career they embark on, for instance, army or business right after leaving the school
or barrister, doctor, civil servant, schoolmaster or journalist after their university education.
, Their love for the public schools goes as far as that they believe that their school is the
miniature version of the world and that they should love their schools like they love their
country.
They join groups such as Old Boys’ Society just to prolong their time with the golden days of
their lives. An instance of their worship for their schools is found in the quote “The Battle of
Waterloo was won on the playing fields of Eton.” This remark is attributed to the Duke of
Wellington, an Anglo-Irish man who was the Commander in the Battle of Waterloo. He won
the legendary battle with Napoleon. The English because of their love for Eton College has
made such a comment on his behalf. They even feel that the Duke should have made such a
remark as he was educated in Eton College.
The author points out that their public schooling system make them blind to the fact that the
world is composed of other culture and dimensions. He says that the Englishmen go into the
world with well-developed bodies, fairly-developed minds and undeveloped hearts.
Third note: In the third note E. M. Forster elaborates on the undeveloped heart of the
Englishmen. He stresses the fact that their hearts are not cold but undeveloped due to the
influence of the public school. Public school has taught them that feeling is bad form and that
they must bottle up their emotions unless the occasion demands for it.
Forster illustrates the difficulty of the Englishmen to express their emotions using an
anecdote in which Forster and an Indian friend have gone for a week’s holiday. After a week
of enjoyment, when the time for parting came they reacted in different ways. The friend was
filled with despair while our author being an Englishman did not find the temporary parting
to be an instance to be emotional. Since they could meet again in a month or two and write a
letter in between, he asked his friend to ‘buck up’. But his friend refused to do so.
However, in the next month they met again and the author scolded his friend for displaying
so much of emotion in an insignificant circumstance. When he called it as “inappropriate”,
the Indian friend was furious and he retorted by saying that one cannot measure ones
emotions like potatoes. Forster hated the simile of potatoes. He replied by saying that
emotions should be expressed according to the situation and that it should be appropriate. It is
better to measuring them like potatoes instead of splashing them like water from a pail. The
friend instigated by the simile of the pail decided to part forever. He added by saying that
“emotion has nothing to do with appropriateness. It only matters that it shall be sincere.”
general notes made by Foster on the English Character which is followed by the conclusion
in the last two paragraphs.
First note: The character of the English class is essentially middle class owing to commercial
and political reasons. The Industrial Revolution and Reform Bill of 1832 have been the key
driving forces behind this respectively. The middle classes have been in power for one
hundred and fifty years.
Therefore the characteristics of the middle class such as solidity, integrity, efficiency
hypocrisy, and lack of imagination, represent the national characteristics as well.
John Bull with his top hat, comfortable clothes and substantial stomach as well as substantial
bank balance is the national figure of England. Even though St. George is the Patron Saint of
England, it is John Bull representing the middle classes who runs the country in every sense
of the word. (It is not religion but everyday labor which create a living.)
Just as every nation is symbolized by one class or the other, England has been represented by
the middle class. For instance, Russia has been symbolized by the peasant or the factory
worker and Japan by the samurai.
Second note: The author points out that the heart of the middle classes is the public school
system, and the public school system has a great influence on the young people either when
they are in school or out of school. Thus those from the public schools form well-developed
bodies, fairly developed mind, and undeveloped hearts.
Explanation:
The heart of the middle classes lie in the public school system and it is local. It flourishes
only where the Anglo-Saxon middle classes are as they created it even though this system has
inspired other institutions in other parts of the world, for instance, their model was adopted in
Aligarh and also in some schools in the United States.
The characteristics of English public school system are boarding houses, compulsory
games, and a system of prefects and fagging which cannot be found elsewhere in the British
Isles. It insists on good conduct and form as well as a spirit of mutual loyalty and pride for
their schools (esprit de corps). This system thereby moulds them for their future in
whichever career they embark on, for instance, army or business right after leaving the school
or barrister, doctor, civil servant, schoolmaster or journalist after their university education.
, Their love for the public schools goes as far as that they believe that their school is the
miniature version of the world and that they should love their schools like they love their
country.
They join groups such as Old Boys’ Society just to prolong their time with the golden days of
their lives. An instance of their worship for their schools is found in the quote “The Battle of
Waterloo was won on the playing fields of Eton.” This remark is attributed to the Duke of
Wellington, an Anglo-Irish man who was the Commander in the Battle of Waterloo. He won
the legendary battle with Napoleon. The English because of their love for Eton College has
made such a comment on his behalf. They even feel that the Duke should have made such a
remark as he was educated in Eton College.
The author points out that their public schooling system make them blind to the fact that the
world is composed of other culture and dimensions. He says that the Englishmen go into the
world with well-developed bodies, fairly-developed minds and undeveloped hearts.
Third note: In the third note E. M. Forster elaborates on the undeveloped heart of the
Englishmen. He stresses the fact that their hearts are not cold but undeveloped due to the
influence of the public school. Public school has taught them that feeling is bad form and that
they must bottle up their emotions unless the occasion demands for it.
Forster illustrates the difficulty of the Englishmen to express their emotions using an
anecdote in which Forster and an Indian friend have gone for a week’s holiday. After a week
of enjoyment, when the time for parting came they reacted in different ways. The friend was
filled with despair while our author being an Englishman did not find the temporary parting
to be an instance to be emotional. Since they could meet again in a month or two and write a
letter in between, he asked his friend to ‘buck up’. But his friend refused to do so.
However, in the next month they met again and the author scolded his friend for displaying
so much of emotion in an insignificant circumstance. When he called it as “inappropriate”,
the Indian friend was furious and he retorted by saying that one cannot measure ones
emotions like potatoes. Forster hated the simile of potatoes. He replied by saying that
emotions should be expressed according to the situation and that it should be appropriate. It is
better to measuring them like potatoes instead of splashing them like water from a pail. The
friend instigated by the simile of the pail decided to part forever. He added by saying that
“emotion has nothing to do with appropriateness. It only matters that it shall be sincere.”
