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50 pages 1 hour read

Rudyard Kipling

The Jungle Book

Fiction | Short Story Collection | Middle Grade | Published in 1894

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Background

Authorial Context: Rudyard Kipling

Content Warning: This section of the guide contains discussions of racism and racist violence.

Rudyard Kipling was born in Bombay, India, in 1865 to English parents. In his autobiography, Kipling recalls his childhood in India fondly, describing how he was raised in a bilingual household: “one spoke ‘English,’ haltingly translated out of the vernacular idiom that one thought and dreamed in” (Kipling, Rudyard. Something of Myself. London: Macmillan, 1937). At the age of five, Kipling was sent to live in England, but he disliked his strict, Evangelical caretakers and described his time there as torturous. When Kipling completed his education in England, he returned to India and became a newspaper editor in Lahore. He began publishing stories, eventually relocating to the literary center of London, and then to Vermont in the United States, where he wrote and published The Jungle Book. Kipling’s multilingual childhood and his subsequent feeling of alienation and hybrid cultural identity is reflected in many of the stories in The Jungle Book.

In 1899, Kipling published a poem commenting on the potential for American military intervention in the Philippines entitled “The White Man’s Burden.” This poem exemplifies his perspective on race and imperialism, depicting white men as “saviors” to the rest of the world and colonialism as a way to improve supposedly inferior societies. Kipling’s poem treats European imperial aggression as a form of charitable labor, using metaphors that compare non-white people to both animals and children. The poem instructs white men to labor on behalf of “new-caught sullen peoples, / Half devil and half child” (Kipling, Rudyard. “The White Man’s Burden.” The Kipling Society, 1899. Lines 7-8). Kipling attempts to portray colonial rule as a service to non-white societies, describing the white man’s burden as “[n]o tawdry rule of kings, / But toil of serf and sweeper” (Lines 26-27). Edward Said points out the fallacy of this rhetoric in his preface to the 2003 edition of his influential work Orientalism: “every single empire in its official discourse has said that it is not like all the others, that its circumstances are special, that it has a mission to enlighten, civilize, bring order and democracy, and that it uses force only as a last resort” (Said, Edward. Orientalism. New York: Vintage Books, 2003.) While Kipling and other white writers justified the British Empire as a benevolent, civilizing force for good, contemporary critics have pointed out that this rhetoric obscures and ignores the violence and racial discrimination enacted against colonized peoples. Kipling’s racist and imperialist perspectives are integrated throughout his literary work, informing his portrayal of authority, order, and leadership in The Jungle Book.

Historical Context: British Colonialism in India

Rudyard Kipling was born in the British Raj, a period of direct rule over India by the British Crown that lasted from 1858 to 1947. Prior to 1858, most of the Indian subcontinent had been under the control of the British East India Trading Company, a merchant organization that annexed the territory of Indian local rulers and assumed administrative control in the style of a government. However, in 1857 a massive rebellion by the Indian population posed a significant threat to British control over India. The ensuing conflict resulted in hundreds of thousands of causalities and atrocities committed against civilians. As a result, the British Crown assumed direct control over India, replacing the East India Trading Company and establishing the Government of India. While Queen Victoria proclaimed that her Indian subjects would be granted the same rights as British citizens, this was not the case in practice. While British officials attempted to enact reforms that would pacify the Indian population, racial discrimination and political inequality continued to inspire dissent. The Indian National Congress was formed in 1885 and criticized the ways in which Indian citizens were excluded from positions of authority and persistently treated as inferior to white English administrators. Throughout the early 20th century, activism against British Imperial rule gained more support. Influential leaders such as Mahatma Gandhi campaigned for the right to self-rule in India. In 1947, Britain officially granted India independence, but partitioned the nation into two dominions split along religious lines: India and Pakistan. British colonial rule in India had a massive and long-lasting impact upon the nation’s language, government, economy, and culture.

Literary Context: Children’s Literature

Before the mid-18th century, few works of literature in English and other European languages were written specifically for an audience of children. However, as the philosophies of John Locke and Jacques Rousseau caused many Europeans to reevaluate childhood—formulating a notion of childhood as a time of special innocence and purity—the need to create didactic literature to morally train children emerged. Childhood was associated with a state of nature, a lack of civilization that made it both a desirable and dangerous state. The 19th century was a prolific period for children’s literature, with many recognizable works in this genre becoming hugely popular. English-language texts such as Lewis Carroll’s Alice’s Adventures in Wonderland (1865), Mark Twain’s Tom Sawyer (1876), and Robert Louis Stevenson’s Treasure Island (1882) were written for children and all featured child protagonists. Many works of children’s literature borrowed from the older tradition of animal fables. While collections of stories about talking animals who allegorically represented the moral character of humans are an ancient phenomenon—works such as Aesop’s Fables being written as early as 620 BCE—the genre became increasingly associated with children. Books such as The Tale of Peter Rabbit (1902) by Beatrix Potter and The Wind in the Willows by Kenneth Grahame (1908) feature animal societies where the differences in animal species represent class and personality differences between humans. Children’s books from this era were often illustrated, just like Kipling’s The Jungle Book.

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