Herge’s In the Congo, re-illustrates Belgium’s interaction with the Congo and minimalizes the dark history between the locals and King Leopold’s agents. In the Congo serves as a fantastic example of the many ways Belgium “forgot” its past and tried to legitimize its rule.

Burbank and Cooper discussed Europe’s colonization of Africa and Belgium’s brutality. The Congolese under King Leopold suffered mass executions, mutilations, and humiliation. In fact, once this behavior became public, “Leopold was forced to turn the Congo from a private domain into a formal Belgian colony and make gestures to cleaning up its administration (Burbank and Cooper 321).” Since the end of this dark period, Belgium went to great lengths to rewrite history and erase its dark past. Hochschild addresses the changes, and we can see evidence of Belgian revisionism in The Adventures of Tintin, In The Congo.

In The Congo uses racist humor and stories to illustrate how “backward” the Congolese were, and why they needed Tintin, a representation of the altruistic goodness of Western society to help them. Three particular stories within the larger story arc paint the Belgians as saviors: the train accident scene, stopping Al Capone, and the ending scene with a more westernized Congolese village.

The first story placed Tintin in a car crash with a Congolese train. In a ‘Tintin” twist of fate, the train is derailed, and the car is unscathed, which suggests the poor quality of Congolese equipment. Tintin and his dog immediately try to help fix the train and have the locals help. Herge portrays the locals as being lazy, especially when Tintin shows them that his dog is doing most of the work (Herge 20). In fact, Tintin tows the broken train to the village, and the people hail him as a hero. This episode shows the ‘goodness’ of the West, and how these villagers need people like Tintin. Later, Tintin and his Belgian counterparts are seen as law enforcement heroes when they fight Al Capone’s gang.

The next story shows Tintin capturing Al Capone and stopping his plans. Al Capone intended to establish a diamond operation and to cheat the Congolese locals. Tintin, who was a Belgian reporter works with the white inspector in charge of the Force Publique, a military and police force in charge of the Congo. The Force Publique consisted of enlisted Congolese men but supervised by Belgian officers. Tintin captures Al Capone’s gang with the inspector’s help and is hailed by The African News as a hero. Through Tintin’s actions, the comic ends with the Congolese village showcasing a new supportive opinion of Tintin and other “white European men.”

The ending is another example of how this comic can be seen as a form of propaganda. People are worshiping the statues of Tintin and his dog. The village also has a “westernized café” with people stating, “them say, in Europe all young white men is like Tintin” as a clear indication that Tintin is a synecdoche for Belgium (Herge 63).

In The Congo is just one of many tools used by Belgian colonizers to create a new narrative of their relationship with the Congolese. I didn’t mention any “traces” of King Leopold in the comic because there weren’t any. Hochschild addresses the serious level of censorship that Belgium conducted to “forget” the past and legitimize their rule over the Congo. He states that “in all of Africa, the colonizers wrote the school textbooks; together with widespread book banning and press censorship, this accomplished the act of forgetting for the written record…textbooks for Africans praised Leopold” (Hochschild 299). Had Herge criticized any aspect of Belgian rule, the government would have censored him. Similarly, Force Publique NCOs were given a “Belgian version” of history. These soldiers were taught that Belgium was their savior over the Arab slavers and it developed a strong humanitarian mission for the Congolese (299). This form of propaganda helped “forget” history and reinforce Belgian control.

Tintin In The Congo was controversial and was encouraged to be banned. While I understand the motives within the deep cutting issue, it’s dangerous to censor. Rather, people should use this book as an educational tool to help readers see Belgian propaganda. If we were to ban this book and all other traces of other propaganda work, people will “forget, ” and history can repeat itself.

Works Cited

Burbank, Jane, and Frederick Cooper. Empires in world history: power and the

politics of difference. Princeton: Princeton U Press, 2010. Print.

Hergé, Leslie Lonsdale-Cooper, and Michael R. Turner. Tintin in the Congo. Tournai:

Casterman, 2016. Print.

Hochschild, Adam. King Leopold’s ghost: a story of greed, terror and heroism in

colonial Africa. London: Pan, 2012. Print.

Reading Information

Bernard S. Cohn, “Chapter Five: Cloth, Clothes, and Colonialism in the Nineteenth Century,” Colonialism and Its Forms of Knowledge

Overview

In this chapter, Cohen moves the reader away from legal development towards fashion, culture, and its implications. He illustrates the importance of clothing for both the colonizers and the Indian groups. As readers, we begin to understand the association of clothing to status and authority. He provides several examples of clothing and their effect on India and England’s relationship. For example, he spends a portion of the chapter addressing the relationship between Sikhs and the turban, and its significance. The British used clothing as not only a tool of control but also a means of practical ruler-ship. Cohen’s focus widely ranges on the various regions and articles of clothing. He makes a point to discuss women’s clothing as well as traditional clothes, turbans, and shoes. He mentions that European women were advised to pack and bring special clothing that would help deal with the environment while maintaining “western poise.” This separated the local women from the outsiders as ” Indian women have shown little inclination to adopt items of Western women’s attire” (138).

His objective in this chapter is to point out how prevalent the differences in clothes affected one’s status and separated the British from the locals. For example, the British made an effort to distinguish their local Indian recruit uniforms from their own. When Cohen mentioned the difference in uniforms, he makes a point to address how the British thought of India as a dangerous climate. Soldiers were given special uniforms such as cholera belts to survive. Even so, these practical steps taken still included designs to portray a distinctly British look. We can easily see the chauvinistic nature of the empire, where even clothing made a serious statement over the powers of control.

Keywords

1. Khilat (114)- It is a special procedure involving a king, where he would take off a portion of his garment and give it to a subordinate. This procedure was a special occasion and honor. This helps bring insight into why Roe had to avoid giving or receiving clothing as gifts.
2. Sijda (115)- A method of complete prostration. When the British encountered the Mughals, they had to be aware of the local customs that could indicate complete servitude.
3. Khalsa code of discipline (109)- The Sikhs followed this “warrior code.” Part of it included wearing a turban. The British understood the importance of the turban and allowed the Sikhs to retain it in their uniform.
4. Edward Balfour (136)- Author of the Cyclopedia of India. His work helped nurture the concept of “Orientalism.”

Argument

Cohen argues that clothing played an essential role in British control of India. Clothing acted as both indicators of power, as well as dividers, separating the locals from their British rulers (107).

Evidence

The author uses primary sources through quoting British officers and their impressions when discussing the turban. For example, he relied on CPT R. W. Falcon’s handbook in illustrating British views on their Sikh counterparts (109). Besides using firsthand accounts and reports, he also provides letters and official documents which help show the reader the British perspective. These primary sources support his position in the power of clothing. For example, Cohen provides the text from the official “Letter Patent and Constitution,” which helped establish an institution of knighthood in India (119).

Cohen’s evidence is reliable in that they are vetting government letters or from notable ranking members. I am not suggesting that there wasn’t bias, but there was credibility in the source in itself. Cohen’s evidence supports his position and helps further his argument.

Historiographical Debate

While Cohen doesn’t place himself in the line of fire, he does mention some interesting historical controversies. For example, Cohen discussed the “breast cloth controversy” (142). In that section, Cohen summarizes R.N. Yesudas’ and T.K. Ravindran’s positions on the pertinence of this dispute. It seems that Cohen positions himself as a storyteller and a referee in this case.

Contribution to Our Understanding of Colonial Rule

In this chapter, Cohen ties in clothing and its impact in colonial India. Here, he provides multiple examples and cases where seemingly innocent articles of clothing, have profound meaning and impact. One section discussed the British military, Sikhs, and the importance of the turban. The reader is given a brief history behind some of the Sikh traditions and is then shown the traditional importance of the turban. The British respected the Sikhs as good soldiers and would use them to make up a significant portion of their colonial forces. I felt that the silver lining in this situation was that the British didn’t take a hard approach, and instead allowed the Sikhs to retain their turban as part of the uniform. I couldn’t help but wonder whether other conquering empires would have allowed such an exception. Regardless, one could argue that this flexibility proved to be a small victory for the Sikhs and their identity.

British flexibility proved itself to be an important trait for its survival and steady control. Cohen spends a section of the chapter noting that the British military adapted their uniforms to India’s terrain. Officers presented their concerns over cholera, and other diseases, citing American adventures in the Philippines as a case study in what to avoid. As such, the British Empire allocated resources to provide practical uniforms rather than “Western fashion.” The age of Napoleonic fashion and adventurism was over.

Reading Information

Bernard S. Cohn, “Chapter Three: Laws and the Colonial State in India,” Colonialism and Its Forms of Knowledge

Overview

In this chapter, Cohen introduces the reader to the various models that the East India Company and the British Empire used to maintain law and order in India. Cohen provides a premise that the British typically followed a similar system of law wherever the expanded and colonized. According to Cohen, “in all British overseas colonies, at least until 1776, there was little debate concerning the role of the Crown… and about the basic jural and legal institutions of rule” (57). Besides Ireland, India was the first major colony to present itself as a serious problem regarding maintaining British dominated jurisprudence. In this chapter, Cohen focuses on the regions conquered by the EIC and the British Empire during the 18^th and 19^th centuries. His focus on the Bengal and Mughal Empire allows him to discuss Islamic law as well as Hindu law, and how Britain used them as a basis for legal discipline.

Cohen provides the reader with different models that the British Empire implemented in their attempt to control India through law. He first discusses Warren Hastings who was amongst the first to attempt to adapt local law and customs into a workable British-led system. Hastings realized that the Mughals had a pre-established and effective structure until it crumbled due to internal strife. As such, Hastings laid the groundwork in his successors would attempt various models to assert control. Individuals like Jones and Colebrooke established a legal system based on Indo-British thought.

This reading shows the reader the great lengths that the British Empire went through to provide stability without resorting to the sword. India proved itself to be a challenge for the British, as they couldn’t just apply their standard application of colonial rules. Instead, the British Empire needed to make concessions and adapt local traditions. In my opinion, this proved to be a small victory for the colonized.

Keywords

1. Gentoo Code (67)- The Gentoo code was a legal code translated from Sanskrit. Halhed, who worked for the EIC used this code to understand Hindu thought, culture, and religion.
2. Despotic Model- during the 18^th century, some British thinkers such as Alexander Dow pushed for a more “master over a slave” type of system in regards to ruling India. In its application, the British studied the Mughal empire and how authority transfers upon death. As such, the British sought to apply this system to their advantage.
3. Duel principle of sovereignty- In this case, the EIC was given authority to administer India, but under parliamentary regulations with occasional review.

Argument

The British followed their typical system of “conquest or accession” (57). India presented itself as a unique problem where the British had to develop a new system of jurisprudence to control India.

Evidence

Cohen provides evidence from other historians who were tasked by the EIC and the British Empire to study the colony. Furthermore, he brings in more modern historians such as Rosane Rocher to critique and provide alternative viewpoints to the earlier works. For example, Cohen discusses the Gentoo code and how the British used it to understand the native culture. While the 18^th-century historian, Halhed, goes through the process of writing his research and his model, Cohen uses Rocher as a later historian to critique the objective of the report. She argues that Halhed’s interests “were not primarily legal (for the EIC to establish control), but concerned more with explicating Hindu thought, religion, and customs” (67). Cohen provides evidence as a means to handrail the reader through India’s history and how the various legal experiments were performed.

Historiographical Debate

The author does address the work of other scholars. However, Cohen doesn’t necessarily take a side. Instead, he provides scholarly opinions to his evidence to help illustrate how he came to his position. He doesn’t directly place himself in one position, but instead, acts as a moderator.

Contribution to Our Understanding of Colonial Rule

What we typically saw in colonial rule was one technologically superior entity using overwhelming force to submit the enemy. In our case, it was Great Britain against Indian ruler-ships. In the last reading, we discussed various modalities employed by GB to maintain control and understand its colony. Here, Cohen delves deeper into the process and experimentation used to develop a form of jurisprudence. GB had to study and adapt itself to this new reality where they needed to modify local laws to suit the empire. I believe that this was the first time the British needed to compromise and show leniency. Furthermore, not only did the British need to compromise, but they also relied on experts to understanding the complex nature of the various religions inhabiting India. For example, scholars compared Islamic law to Hindu law in developing a legal system to apply in India. In some ways, this gave the Indians power in that they were able to retain some form of their identity.

Reading Information

Bernard S. Cohn, “Introduction,” Colonialism and Its Forms of Knowledge

Overview

This section introduces the reader to Great Britain’s (GB) colonial actions in India. Bernard Cohen provides various modalities that act as tools for GB’s expansion into India. Cohen focuses his work in this section towards the late 18^th century and the 19^th century. He discusses British India while noting areas such as Bengal in his focus to address how the British affected the various parts. In this section, Cohen analyzes different modalities that the British used. For example, in examining the “Historiographic modality,” Cohen notes that the British used this to attain the “history and practices of Indian states …the most valuable form of knowledge in which to build the colonial state” (5). Through these various modalities, the British began to understand Indian culture and efficiently inserted themselves into a dominating position. Unlike in many other cases, the British realized that they encountered a strong civilization with a defining state. In regards to the general topic of empire and colonialism, the British needed to adapt. Rather than solely treat India’s colonization as another military conquest, GB relied at first on the East India Company to establish a foothold. Here we see a state sponsored company take control of a nation. After the rebellions, the British would restructure and assume control. This acquisition shows us that the British were very adaptable and were able to use non-military means to occupy and control such a vast region.

Keywords

1. Historiographic Modality- It is Britain’s attempt to understand the history and practices of the Indian states
2. Observational/ Travel Modality- developing an understanding of India’s culture through traveling and observation, a tourist perspective.
3. The Survey Modality- The British developed projects to map India that would require serious exploration by surveyors.
4. The Enumerative Modality- The British relied on the census and other forms of record keeping to track their colony’s progress.
5. The Museological Modality- According to Cohen, British people tended to treat India as one large museum/zoo. As such, people would purchase a plethora of artifacts to bring back to the host country.
6. The Surveillance Modality- The British preferred to observe India’s culture at a distance. Rather than integrate up close in places like bazaars and the narrow streets, they would watch from a distance ex: behind a wall, on a horse, a carriage.

Argument

Cohen argues that when the British arrived in India, “they unknowingly and wittingly invaded and conquered not only a territory but an epistemological space as well” (4). Essentially, British had to overwhelm and absorb the culture completely, and not just conquer it.

Evidence

In addressing his introduction, he provides various examples to support and illustrate his “modalities.” He presents to the reader historical examples and notes that help showcase his position. As this is the introduction of his book, he doesn’t present all his evidence upfront. He briefly mentions cases and its surround background. I think that his presentation is sufficient enough to set the stage for a much more in-depth analysis.

Historiographical Debate

The author doesn’t explicitly address the work of other scholars, nor does he position himself in any position for a wider scholarly debate in the text.

Contribution to Our Understanding of Colonial Rule

Great Britain became a fantastic case study for historians to examine the difference between “ancient imperialism” and early modern colonialism. What we typically saw in ancient empire building was the core understanding that all who resisted were killed or enslaved. Conquered peoples were at the will of the conquerors, morality notwithstanding. In the early modern period, we see a moral justification in colonization. Furthermore, we also see the conquering nation, Great Britain in our case, take a serious interest towards the local customs and histories of India to maintain the most peaceful period of transition and rule. India proved itself as a new type of challenge for Great Britain. The East India Company, an extension of the British Empire, originally conducted this form of colonization and they had to be careful to observe local customs. Leaders of both the EIC and Great Britain understood that they couldn’t take the “broadsword” approach in dominating this new colony.