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**Engels leerdocument** **What is Colonialism?** Colonialism is when a powerful country takes control of another region to use its resources and people for its own benefit. Colonizers often forced their laws, language, and culture on local people, causing problems like poverty, loss of traditions,...

**Engels leerdocument** **What is Colonialism?** Colonialism is when a powerful country takes control of another region to use its resources and people for its own benefit. Colonizers often forced their laws, language, and culture on local people, causing problems like poverty, loss of traditions, and inequality that still affect these regions today. **History of British Colonialism** British colonialism began in 1607 with the settlement of Jamestown, Virginia. This led to the creation of thirteen colonies in North America, which eventually became the United States. In the Americas, Britain also took control of Canada, Jamaica, and Caribbean islands, focusing on farming cash crops like tobacco and sugar while building trade routes. In India, the British East India Company started as a trading business in the 1600s but eventually ruled over India, Pakistan, and Bangladesh. In the 1800s, Britain expanded further by taking Hong Kong after the Opium Wars and colonizing African regions like South Africa, Nigeria, and Kenya. During the \"Scramble for Africa\" in the late 1800s, European countries competed for African lands. Britain gained territories such as Rhodesia (now Zimbabwe and Zambia) and Sudan. By the 20th century, colonies like Canada and Australia became self-governing, and after World War II, many others, like India and Pakistan, gained independence. **Reasons for Colonialism** Britain wanted colonies for economic gain, using resources like gold, spices, and crops to grow its wealth. Colonies were also important for trade and military power, as they provided strategic bases. Some colonizers believed they were spreading their religion and culture as a \"civilizing mission.\" National pride and competition with other European countries also motivated colonial expansion. **British Colonial Literature** British colonial literature reflects the experiences of both colonizers and colonized. Early writings, like travel journals and adventure stories, described new lands and people. Fictional stories, such as *Robinson Crusoe* by Daniel Defoe, showed themes of exploration and British power. Later, writers began to criticize colonialism, focusing on its harmful effects. For example, Joseph Conrad's *Heart of Darkness* explored the dark side of empire-building. Over time, writers from colonized countries, like Chinua Achebe in *Things Fall Apart*, shared their own perspectives, showing the damage caused by colonial rule. After colonies gained independence, literature explored the lasting impacts of colonialism, such as cultural identity and inequality. These works reveal the deep influence of British rule on both colonized and colonizer societies. **The colonizer and colonized** The colonizer is often depicted as a heroic figure, someone who bravely ventures into the unknown to civilize and uplift the \"lesser\" peoples of the world. This romanticized image, however, hides the economic motivations behind colonization. While colonizers might have claimed to be spreading culture and helping the colonized, in reality, they were primarily driven by the pursuit of wealth. Colonies provided Europeans with higher wages, lower taxes, guaranteed jobs, and access to cheap labor and raw materials. The move to a colony was seen not as a risky adventure but as a way to secure an easier and more profitable life. Even if some colonizers initially found the environment challenging, the financial benefits of staying in the colonies made it hard for them to leave. Their life in the colonies became a kind of purgatory, where they endured discomforts in exchange for economic advantage, but the thought of returning home, which would mean a significant reduction in their standard of living, often kept them there. In everyday life, colonizers enjoyed privileges that were unavailable to the colonized. If a European faced legal trouble, for example, they would be treated more leniently by the police and justice system. If they needed assistance from the government, it would be easier to get what they needed, often bypassing bureaucratic hurdles. Jobs and career advancements were also reserved for them. Even their social status was assured---colonizers were respected by the colonized, who often trusted them more than their fellow countrymen. The entire colonial system was set up to favor the European settlers, who had their own holidays, language, and traditions imposed over those of the native population. Even the way they dressed and spoke was adopted by the colonized, further reinforcing the power imbalance. This dynamic created a complex relationship between the colonizers and the colonized. Some colonized individuals, especially those in positions of power within the colonial system, adopted the colonizer\'s values in an attempt to escape their own disadvantaged position. These individuals, often working for the colonizer's interests, internalized the inequalities and saw themselves as superior to the other colonized people. However, even they were still ultimately subjugated by the system, benefiting from their position but also suffering under the weight of colonial oppression. Colonization also produced a distorted image of the colonized people. The colonizers often painted them as lazy, incapable, or unmotivated. This stereotype was useful because it justified the colonizer's privileged position and the exploitation of the colonized. The myth of the lazy colonized person allowed colonizers to justify paying them lower wages and taking advantage of their labor. Even when colonized people worked just as hard as their European counterparts, they were still labeled as lazy and inferior. These accusations were not based on reality but on a racist ideology that sought to dehumanize the colonized in order to maintain control over them. The colonizer's negative portrayal of the colonized had profound consequences. It stripped the colonized of their humanity, reducing them to a single, negative characteristic---whether it was laziness, ignorance, or violence. This dehumanization made it easier for the colonizers to justify their oppressive actions and their exploitation of the colonized people. The colonized were not seen as individuals with their own unique qualities and experiences; instead, they were viewed as a faceless group, all the same and inherently inferior. This prevented any empathy or understanding from developing between the two groups. The colonized were denied basic freedoms and rights. They were not allowed to make choices about their own lives or destinies. Their political, social, and economic freedoms were heavily restricted by the colonial system, and they had little power to change their circumstances. Even if they did attempt to challenge the system, they were often met with harsh punishment or repression. The colonized had no legal or social outlet to escape their position, and their humanity was continuously denied. In summary, colonization created a system of unequal power where the colonizers enjoyed privileges and benefits at the expense of the colonized. The colonizers were able to justify their position through racist ideologies that dehumanized the colonized, portraying them as lazy, inferior, and incapable. The colonial system was not just a political or economic arrangement but a deeply entrenched social order that shaped the lives of both the colonizers and the colonized. The legacy of this system continues to affect societies today, as the structures of inequality and racism created during the colonial era have had lasting impacts. **How is the trait of laziness used in the context of colonization in the text**\ Laziness is a stereotype that colonizers use to describe the colonized. They claim that the colonized are lazy to justify their own superior position and the low wages paid to the colonized. The colonizers see themselves as hardworking, while the colonized are portrayed as lazy. This helps the colonizers maintain control and exploit the colonized. 2.) **How does colonization affect the humanity and freedom of the colonized?**\ Colonization takes away the humanity and freedom of the colonized. They are not allowed to make their own choices or control their lives. They are forced to live under oppression without any real chance of escape. The colonizers deny their basic rights and treat them as inferior, which helps maintain the colonizer\'s power. 3.) **What is the final outcome of the colonizer-colonized relationship according to the text?**\ The relationship between the colonizer and the colonized harms both. The colonizer becomes an oppressor, focused on keeping their privileges, while the colonized becomes oppressed and unable to grow. Both are damaged by the colonial system---colonizers become selfish and narrow-minded, while the colonized become broken and trapped in their role. 1.) **What are the primary motivations for Europeans living in the colony according to the text?**\ The main reason Europeans move to the colonies is to make money. They can get guaranteed jobs, earn higher wages, advance in their careers faster, and make more profit from businesses. Living in the colony is seen as a way to have a better life at a lower cost, rather than for adventure or a cultural mission. 2.) **How does the text describe the privileges Europeans enjoy in the colonies?**\ Europeans in the colonies enjoy many privileges. They get special treatment in daily life, such as easier access to government services, faster responses from the police, and better job opportunities. They also have exams and services in their own language. Even the local people often treat Europeans with more respect and trust. **James Cook** James Cook (1728-1779) was an English explorer known for his voyages in the 18th century. He started his career in the British merchant navy and later became a Royal Navy officer. In 1768, Cook commanded the HMS Endeavour on a journey to observe the transit of Venus and explore the Pacific Ocean. He mapped New Zealand and the eastern coast of Australia, giving Europeans a better understanding of these areas. On his second voyage (1772-1775), Cook sailed to the southern parts of the world, crossing the Antarctic Circle and mapping many Pacific islands. His third voyage (1776-1779) aimed to find a northwest passage through North America, but he mainly mapped the Pacific coastline. Cook was killed in 1779 during a fight with Hawaiians at Kealakekua Bay. His work helped expand European knowledge of the Pacific and made him a famous explorer. **New Zealand James cook** In October 1769, during his first journey to the Pacific, Captain James Cook and his crew made contact with the Māori people of New Zealand. This happened on the northeastern coast of the North Island, now known as Poverty Bay. Cook and his crew, on the ship HMS *Endeavour*, were exploring the Pacific Ocean, and their arrival in New Zealand was part of their mission to map the area. At first, the meeting between Cook's crew and the Māori was friendly. However, things quickly became tense when some Māori tried to steal weapons from the British crew. To stop this, Captain Cook ordered the crew to fire cannons, which led to the death of one Māori person. This caused a brief fight between the two groups, with the Māori trying to fight back. Even though there was conflict, Cook tried to rebuild peaceful relations with the Māori. He knew it was important to get along with the local people for the success of his voyage. Cook invited Māori people to come aboard the ship, offering gifts like cloth, metal tools, and food. Some Māori went onto the *Endeavour*, and Cook's crew treated them kindly by giving them clothes and food. The Māori visitors were curious about the British ship, especially the cannons and navigational tools. In return, Cook learned about Māori culture, including their skills in farming, fighting, and organization. However, communication was difficult because they spoke different languages. Tensions stayed high, and more misunderstandings occurred as Cook continued his journey. The first meeting was a mix of conflict and cooperation, and it set the stage for future British contact with the Māori. This would lead to the British colonization of New Zealand, which had long-lasting effects on the Māori people. Cook\'s first visit to New Zealand was not just an exploration, but also the start of a complicated relationship between the British and the Māori. Over time, this relationship led to the signing of the Treaty of Waitangi in 1840. This treaty, meant to create an agreement between the Māori and the British, caused many disagreements because both sides had different understandings of its meaning. In short, the meeting between Cook's crew and the Māori in 1769 was an important event in New Zealand's history. It showed both cooperation and conflict and started a long and complex history between the Māori and Europeans. 1. **What was the first encounter with New Zealand like?** The first encounter between Captain James Cook and the Māori people of New Zealand took place in October 1769 at Poverty Bay. Initially, the meeting was friendly, with some Māori approaching Cook's ship. However, tension quickly arose when a few Māori tried to steal weapons from the British crew. This led to a conflict, with Cook ordering the firing of cannons, resulting in the death of a Māori person. After this, Cook attempted to restore peaceful relations by offering gifts and inviting the Māori aboard the ship. 2. **Does James Cook feel superior? How is this shown?** Yes, James Cook appears to feel a sense of superiority over the Māori. This is shown when he orders the firing of cannons to defend against the theft of weapons. His belief in the superiority of British power is evident in his actions to assert control, such as using force to stop the theft and later attempting to calm the situation by offering gifts, which suggests a one-sided view of diplomacy and power dynamics. 3. **How are the inhabitants of New Zealand described?** The Māori people are described as strong, skilled, and curious. They were highly organized and had their own system of farming, fighting, and societal structures. Cook and his crew admired their skills, especially in navigation and combat. However, communication between the British and the Māori was difficult due to the language barrier. 4. **What is the role of trade in early encounters?** Trade played a significant role in the early encounters between Cook and the Māori. After the initial conflict, Cook used trade as a way to rebuild relations. He offered the Māori gifts, such as cloth, metal tools, and food, in exchange for knowledge and peaceful interaction. This exchange allowed both sides to learn from each other, with the Māori becoming interested in European goods like metal tools and the British gaining insights into Māori culture. 5. **What is the role of violence in early encounters?** Violence played a crucial role in the first encounter. The theft of weapons by some Māori led to Cook's decision to use cannons against them, resulting in one Māori death. This violent interaction created tension and mistrust, although Cook later tried to diffuse the situation by offering gifts and engaging in peaceful dialogue. Violence, therefore, was a key part of the early encounter, setting the tone for the complex relationship between the British and the Māori in the future. **White man's burden** Rudyard Kipling (1865-1936) was an English writer and poet known for his connection to the British Empire and India, where he spent much of his life. Born in Bombay (now Mumbai), India, Kipling\'s early experiences there influenced his writing, with themes of diverse cultures and people recurring in his works. He gained recognition with his short story collection *Plain Tales from the Hills* (1888), offering insights into the lives of British colonials in India. His most famous work, *The Jungle Book* (1894), became a classic, featuring Mowgli, a boy raised by wolves in the jungle. Kipling's writing explored themes like imperialism, patriotism, and East-West relations, earning him the Nobel Prize in Literature in 1907. Kipling also wrote poetry, with well-known pieces like \"If---\" and \"Gunga Din\" that are admired for their wisdom and language. While his works were popular, his views on imperialism and race have faced criticism over time for supporting colonial attitudes. Despite this, Kipling's legacy as a storyteller remains significant in literature. **Poem**  **What view of colonialism is evident in this poem?**\ The poem shows colonialism as something the \"White Man\" has to do as a responsibility. He is seen as having to \"civilize\" and help the \"savage\" people, even though it is hard work. The colonizers are shown as sacrificing a lot, but they still believe it's their job to improve the lives of the colonized.  **How are the colonizers portrayed in the poem?**\ The colonizers are shown as strong, patient, and willing to work hard. They take on the \"burden\" of bringing civilization to the colonized people. They don't expect praise and are ready to face difficulties and criticism from the people they try to help.  **What about the colonized people -- how are they portrayed?**\ The colonized people are described as "half devil and half child." They are shown as uncivilized, unsociable, and ungrateful. The poem makes them seem like they need to be controlled and taught by the colonizers.  **Is the poem racist? If yes, can you give examples of passages that you consider to be racist?**\ Yes, the poem can be considered racist. It calls the colonized people \"half devil and half child,\" which suggests they are both evil and childish. It also calls them \"savage\" and \"heathen,\" implying they are not as good as the colonizers.  **Watch the following video (). How can you relate the issue raised to the poem by Kipling?**\ I can\'t watch videos, but if the video talks about the lasting effects of colonialism or how colonized people are still affected by it today, you can relate that to Kipling's poem. The poem tries to show that colonization was good for the people being colonized, even though it caused harm, and it ignores how the colonized people still suffer because of it. **England and her colonies** SHE stands, a thousand-wintered tree, \   By countless morns impearled; \ Her broad roots coil beneath the sea, \   Her branches sweep the world; \ Her seeds, by careless winds conveyed,         \   Clothe the remotest strand \ With forests from her scatterings made, \ New nations fostered in her shade, \   And linking land with land. \  \ O ye by wandering tempest sown         \   'Neath every alien star, \ Forget not whence the breath was blown \   That wafted you afar! \ For ye are still her ancient seed \   On younger soil let fall---         \ Children of Britain's island-breed, \ To whom the Mother in her need \   Perchance may one day call. 1. **What metaphor is used to describe England in the poem? What is the significance of this metaphor?**\ England is described as a \"thousand-wintered tree.\" This means that England is old, strong, and lasting. The tree\'s deep roots represent England's long history, and its far-reaching branches show how England's influence spreads across the world. The metaphor of a tree suggests growth, stability, and the impact England has globally. 2.) **How does the poet describe England\'s relationship with her colonies? Use examples from the poem to support your answer.**\ The poet describes England's relationship with her colonies as caring and protective, like a mother looking after her children. England is the tree, and the colonies are the seeds or forests that grow under her protection. For example, the line \"New nations fostered in her shade\" suggests that the colonies grew and thrived because of England's support and care. 3.) **What warning or advice does the poet offer to the colonies in the second stanza?**\ The poet advises the colonies not to forget where they came from: "Forget not whence the breath was blown / That wafted you afar!" This means the colonies should remember England, their origin, even though they are far away. The poet also hints that England might need help from her colonies in the future, encouraging them to stay loyal and united. **An outpost of progress** Joseph Conrad (1857-1924) was a Polish-born British writer, known for his powerful novels and stories in English. Born in Ukraine, Conrad had a rough early life, including his family's exile to Russia due to political reasons. At 16, he began working as a sailor, traveling to places like the West Indies, South America, and the Far East. These travels greatly influenced his writing. Conrad is best known for his novel *Heart of Darkness* (1899), which explores the dark side of colonialism in Africa. His work often focuses on imperialism, the human condition, and moral struggles. Despite learning English as a third language, Conrad became an expert writer, known for his poetic and vivid descriptions. Other notable works by Conrad include *Lord Jim* (1900), *Nostromo* (1904), and *The Secret Agent* (1907). His writing is celebrated for its deep insights into human nature and moral dilemmas. Conrad's works are still widely read and studied for their literary excellence and exploration of complex themes. **Story summary** **An outpost of progress\' ** In *an outpost of progress*, the central characters, Kayerts and Carlier, are two European men in charge of a remote trading station in an unnamed African colony, surrounded by a vast and threatening wilderness. The station, a small clearing in the dense jungle, is run by Kayerts, the short and overweight chief, and Carlier, the tall assistant. They are accompanied by Makola, a native man from Sierra Leone, who manages the station\'s accounts and serves as the intermediary between the white men and the local population. Makola's mysterious connection to evil spirits adds an unsettling layer to the station's atmosphere. Kayerts and Carlier are not prepared for the harsh realities of their new environment. Kayerts, a former telegraph administrator, came to Africa in hopes of securing a better future for his daughter. Carlier, on the other hand, was sent to the station by his brother-in-law, who hoped to rid himself of Carlier's laziness and irresponsibility. Both men quickly regret their decision, longing for the stability and comfort of their previous lives. They are isolated not only from civilization but also from each other, as neither has the initiative or independence to take charge of their own situation. Instead, they fall into a routine of waiting for supplies from the outside world, which rarely arrive. The station's previous chief had been an idealistic man who dreamed of success in Africa but succumbed to a fever, leaving Kayerts to take over. When the director of the trading company visits, he expresses doubt about the two men's ability to make the station work, but leaves them alone to fend for themselves. The two men, ill-prepared and psychologically unfit for the challenges they face, soon realize that the wild, untamed environment is not only physically demanding but mentally exhausting. The remote station becomes a place of overwhelming solitude, and the men struggle with a sense of abandonment. Despite their discomfort, Kayerts and Carlier try to keep themselves occupied. They read novels found at the station and debate trivial matters such as the characters and plotlines of the books. They also read articles from home papers that glorify colonialism, reinforcing the illusion that they are part of a larger mission to civilize the world. Carlier, in particular, fantasizes about the future, imagining that one day their station will become a thriving town, and their names will be remembered as the pioneers who brought civilization to the wilderness. However, their reality is far from these lofty ideals. Their daily lives are filled with boredom and frustration, and the tropical jungle surrounding them seems an impenetrable mystery. They are haunted by the distance between their dreams and the actual hardships they face. Meanwhile, Makola exploits their ignorance and naivety, secretly trading the local workers for ivory. He manipulates the situation for his own gain, further complicating the moral and ethical landscape of the station. The relationship between the white men and the indigenous people is complex. Although the two Europeans see the locals as tools for their exploitation, they also rely on them for survival. Their interaction with Gobila, the local chief, is symbolic of this complex dynamic. Gobila views them as brothers, but his perception is naive, treating them as immortal beings who can do no wrong, even in death. This misunderstanding reflects the deep cultural divide and the Europeans\' misunderstanding of the local people. The tension between Kayerts and Carlier, which had been brewing beneath the surface, eventually erupts when they have a petty argument over sugar. The argument, although trivial, escalates quickly, revealing the deep-seated frustrations that both men have been repressing. The emotional strain of isolation, combined with the physical hardship and the mounting psychological pressure, transforms this small conflict into a violent confrontation. In a moment of panic, Kayerts shoots Carlier, killing him. After Carlier\'s death, Kayerts is left alone to deal with the aftermath. The isolated, hostile environment forces him to confront his guilt and the realization that his life in Africa has been meaningless. His survival instincts, which had been a driving force throughout his time in Africa, become distorted as he grapples with the death of Carlier. The jungle, which had once seemed like an abstract concept, now represents the collapse of his own sense of morality and identity. Makola's reaction to Carlier's death is cold and detached. When he informs Kayerts of Carlier's passing, he suggests that Carlier died from fever, rather than from Kayerts' bullet. This subtle manipulation adds to the absurdity of the situation, highlighting the disintegration of the moral structure within which the men had once operated. The death of Carlier becomes a turning point for Kayerts, who now must face the consequences of his actions in the face of his own personal unraveling. Kayerts, now alone and grappling with the collapse of both his physical and mental state, reflects on his past, the decisions he made, and the life he left behind. He clings to the memory of his daughter as a reminder of a world far removed from the jungle. However, the environment, both physically and psychologically, is too overwhelming for him to handle. In the final moments of the story, as Kayerts sits beside Carlier's body, he is engulfed by confusion and a growing sense of futility. The steamer's whistle in the distance, signaling the outside world, becomes a distant and meaningless sound as Kayerts continues his psychological spiral. In *Kayerts*, Joseph Conrad explores the fragility of human nature when faced with extreme isolation and the collapse of societal norms. The story serves as a meditation on colonialism, highlighting the psychological and moral decay of the colonizers who are not only physically removed from civilization but also psychologically disconnected from the consequences of their actions. The jungle, which is both a literal and figurative battleground, becomes a symbol for the collapse of identity, morality, and humanity. The ultimate tragedy of the story is not just Carlier\'s death, but the disintegration of Kayerts\' sense of self, as he confronts the harsh reality of his existence.  **Why does Kayerts commit suicide when he hears the steamer's whistle?**\ Kayerts kills himself when he hears the steamer because he realizes his life has been meaningless. He feels guilty for his actions, especially the killing of a man, and is afraid to face what he has done when he returns to civilization.  **What are some major differences between Kayerts and Carlier?**\ Kayerts is more emotional and worried about what they are doing, feeling guilty about their actions. Carlier is more practical and doesn\'t seem to feel as much guilt. He accepts their role in the colonial system without questioning it, while Kayerts struggles with it.  **Why are Kayerts and Carlier more troubled than Makola about selling the stationmen for ivory?**\ Kayerts and Carlier feel bad about using the stationmen for ivory because they see them as real people and feel guilty for exploiting them. Makola, on the other hand, doesn\'t feel the same way and sees it as just a way to make money, not a moral issue.  **Why does Makola despise the two white men? Is Makola evil? Why is he portrayed as such a good family man?**\ Makola despises the two white men because they represent the colonial system, which he uses to benefit himself. He isn't evil but is focused on survival and making the best of his situation. Despite his actions, he is shown as a good family man because he cares for his family and works to support them.  **Why, according to Conrad, does contact "with primitive nature and primitive man" bring "sudden and profound trouble into the heart"?**\ Conrad believes that being alone in nature and with people who are not "civilized" makes the colonizers realize their own weaknesses. It forces them to question their beliefs and feel lost, leading to emotional and moral problems.  **What does Kayerts understand at the end of the story?**\ At the end of the story, Kayerts understands that his time at the station has been wasted. He feels guilty and hopeless about what he has done, and he can't see a way out, which leads to his suicide.  **Conrad's story is a period piece in that it comments on events and issues of its day. The age of colonialism and imperial expansion is over. Or is it? In what ways is Conrad's look at the charade of civilization and the irony of morality still timely?**\ Even though colonialism ended long ago, Conrad's story still matters today. It shows how people who claim to be "civilized" often act in morally bad ways. This can still be seen in modern times when powerful countries or groups exploit others, pretending to help while actually taking advantage of them. Shooting an elephant **Summary of George Orwell\'s Life and Work** George Orwell, born Eric Arthur Blair (1903-1950), was an English writer and journalist. He is famous for his books *Nineteen Eighty-Four* and *Animal Farm*. Born in India during British colonial rule, Orwell moved to England as a child. His experiences in school exposed him to social inequality, which shaped his views. Orwell worked for the Indian Imperial Police in Burma, where he developed a dislike for colonialism. After leaving the police, he became a writer, using the pen name \"George Orwell.\" His early works, like *Down and Out in Paris and London* and *The Road to Wigan Pier*, describe poverty and social injustice. Orwell's writing style was clear and direct, focusing on themes like freedom, truth, and the dangers of totalitarianism. He died of tuberculosis in 1950 at age 46, but his works are still important today for their warnings about political oppression and the misuse of power. **Summary story** *Shooting an Elephant*, the narrator, a British colonial police officer in Burma, recounts a pivotal experience that highlights the moral complexities of imperialism. Although he represents the British Empire, he despises its oppressive rule and sympathizes with the local people. However, the locals resent him as a symbol of colonial power, subjecting him to ridicule and scorn, which deepens his internal conflict. The story unfolds when the narrator is called to handle a rampaging elephant that has caused destruction in a village and killed a man. As he arrives, he finds the elephant peacefully grazing in a field, no longer posing any danger. The narrator recognizes that killing the elephant is unnecessary, but he feels immense pressure from the large crowd of villagers who expect him to act decisively. The narrator\'s dilemma lies in his role as a colonial officer. He understands that his authority---and, by extension, the Empire\'s---is rooted in the perception of strength and control. If he fails to kill the elephant, he fears being seen as weak and losing face before the people he governs. Torn between his personal judgment and the expectations of the crowd, he reluctantly decides to shoot the elephant. The act of killing the elephant becomes a prolonged and painful ordeal. Despite firing multiple shots, the elephant takes a long time to die, symbolizing the narrator's inner turmoil and the slow, destructive nature of imperialism itself. The experience leaves the narrator filled with guilt and regret. Yet, he justifies his actions by claiming he was compelled to maintain his authority and meet the expectations of the crowd. The story ends with the narrator reflecting on the incident, revealing the deep psychological toll of colonialism---not just on the oppressed, but also on the oppressors who are trapped in a cycle of maintaining power through violence and fear. It serves as a poignant critique of imperialism and the dehumanizing effects it has on all involved. 1. **Who is the narrator of the story?**\ The narrator is George Orwell, who shares a personal story from when he worked as a British colonial police officer in Burma. The story is written in the first person, allowing Orwell to describe his thoughts and feelings directly. While it's based on real events, some details may be exaggerated or fictionalized to make the message stronger. 2. **What is Orwell's attitude toward imperialism?**\ Orwell has a very negative view of imperialism. He sees it as a system that causes suffering for everyone involved. He feels it is cruel and unfair to the native people, but he also believes it forces the rulers to act in ways that go against their morals. For example, Orwell doesn't want to shoot the elephant, but he feels he has to because of the expectations placed on him by the empire. 3. **What is Orwell's attitude toward the native peoples?**\ Orwell feels sympathy for the native people because they are oppressed and treated unfairly under British rule. However, he also feels frustrated by their resentment and the way they mock him as a colonial officer. He understands their anger but feels stuck between his role as part of the British Empire and his personal dislike of the system. 4. **What is Orwell's attitude toward his own position in Burma?**\ Orwell feels conflicted and unhappy in his role as a British officer. He hates the imperialist system he works for and dislikes being part of the oppression of the Burmese people. At the same time, he feels powerless to change anything and trapped by the expectations of his position. 5. **Why does Orwell shoot the elephant if he doesn't want to?**\ Orwell shoots the elephant because he feels pressured by the crowd of local people watching him. He worries they will see him as weak or foolish if he doesn't act. Even though he thinks killing the elephant is wrong, he puts on a show of power to maintain his image as a strong colonial officer. This highlights how imperialism forces people to act against their morals. 6. **How is the empire's violence portrayed, and what does it mean?**\ The empire's violence is shown as unnecessary and harmful. The slow, painful death of the elephant symbolizes the way imperialism destroys lives without purpose. Orwell's guilt and discomfort show how colonial rulers are also harmed by the system they enforce. 7. **What does Orwell mean by \"He wears a mask and his face grows to fit it\"?**\ This means that when someone pretends to be something they're not, they eventually start becoming that thing. In the story, Orwell has to act like a strong, confident ruler, even though he feels weak and unsure. Over time, the expectations of his role force him to act in ways that change who he is. 8. **What does the slow death of the elephant symbolize?**\ The elephant's slow, painful death represents the harmful effects of imperialism. Just as the elephant suffers unnecessarily, so do the people and rulers in an imperial system. It also symbolizes the loss of freedom, as Orwell feels trapped by the situation and powerless to act according to his own beliefs.