| Formatted contents note |
CONTENTS: 1. Introduction Manufactured community, social aesthetics and meaning in the built environment Aesthetic systems, Manufactured Community, Total Institutions British Colonial, National identity, Anchors of Ideology, Physical Validation Social Landscapes, Socialization Scope, Purpose, Research Question 2.The British as Builders in India 13 Nostalgia, superiority and the proselytising representations of empire White mans burden, British Policy Nostalgia for home Britishness, Separateness, Expression of transience, Forbearance Desire for dominance Superiority, British confidence, Dominant power, Grandeur Problem of suitability Native prejudices, Big building; big query, Syncretism Great understanding Classification, Deterioration, Depreciation Appeal of the Islamic Saracenic, Emulating Akbar, New meaning, European vogue 2.1 Revolt of 1857 25 A search for acceptable native associations 2.2 The Princes of India and their Buildings 27 The legitimising associations of the past 2.3 Indo-Saracenic Pastiche 29 British whimsy and the representation of syncretism and mastery 2.4 British Indian Education (1830 to 1947) 34 Colonial Legacy in Pedagogical Architecture iii 3. Case Studies Methodology 42 3.1 The Lawrence School, Sanawar Asylum for British soldiers children Escape from the debilitating life of the barrack 44 Sanawar as precedent 58 3.2 Rajkumar College, Rajkot English school for Indian princes A British education for Indian princes 60 Building an English school in Kathiawar 65 3.3 Mayo College, Ajmer English school in Oriental guise Masquerading as an Oriental palace 76 Building a marble mirage of the ancient Orient 78 3.4 The Doon School, Dehradun Schooling citizens of Modern India Nationalistic impulse of Indias bourgeois elite 98 Suitable campus for the rational school 108 4.Conclusion 141 5.References and Bibliography 149 Illustration credits 154 Acknowledgements 155 |
