Final Exam--Part II (Essay)
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Austin Ray Hunt
Dr. Charles Tita
ENG 2470
December 06, 2023
Final Exam--Part II (Essay)
Question 1:
I. Shakespeare's Hamlet:
There are several aspects from which foreign entities are portrayed in Shakespeare's
Hamlet. In his role as a character, Hamlet is known to be very contemplative and self-reflective,
and he often expresses his uncertainties about the truth. Hamlet comes face to face with the ghost
of his father, which is a manifestation of the supernatural, and he is informed of the heinous
murder that his uncle did. The famous line that Hamlet utters,
"There are more things in
heaven and earth, Horatio, than are dreamt of in your philosophy,"
is an acknowledgment of
the mysterious and the incomprehensible. A need for excitement and a fascination with the
otherworldly were two of the defining characteristics of the Renaissance period, as can be seen
here.
II. Pope's The Rape of the Lock:
Pope's essay, which was written in the 18th century and titled "The Rape of the Lock,"
demonstrates a shift in the way English people saw exotic and foreign features. The aristocracy
and their fixation with little issues, such as Belinda's hair lock, are the subject of this poetry,
which is that of satire. Through the use of mock-epic themes, such as gnomes and sylphs, the
hedonistic obsessions of the aristocracy are played out in a humorous manner. An interpretation
of Pope's satire is that it is a criticism of the seeming shallowness of contemporary society. This
view draws attention to the growing mistrust of aristocratic values during the time period of the
Restoration (the Restoration period).
III. Behn’s Oroonoko:
Behn's Oroonoko sheds light on how the English saw foreigners in the 16th and 17th
centuries. A certain exoticism is shown in the character of Oroonoko, an African prince. Using
details like his "glistening ebony" complexion, Behn draws attention to how he differs from the
typical European. On the other hand, Oroonoko is shown as a tragic heroine who defies easy
generalizations. Behn's art reflects a time of transition between the Renaissance and the
Restoration, when there was a clash between an interest in the fantastic and a more complex
comprehension of foreign persons.
IV. Sancho’s Letters of the Late Ignatius Sancho: An African:
The letters written by Sancho, an African residing in England in the 18th century, provide
a fresh viewpoint on the subject. The once enslaved Sancho rose to prominence in London
society. He writes both adoringly and critically about English society in his letters. He writes, "I
would not exchange my knowledge of English for the treasures of the Indies." Another letter
extols the virtues of England's educational system and literary arts. This bodes well for the
English way of life. On the other hand, Sancho discusses the bigotry he encounters in other
letters, highlighting the difficulties of being Black in a mostly white culture. As a window into
the changing nature of perspectives at the time, Sancho's letters capture an outsider's
sophisticated picture of English society.
In conclusion, the chosen writings' portrayal of foreign "peoples" and "things" from the
Renaissance and Restoration eras show a change from the Renaissance preoccupation with the
enigmatic and supernatural to a more scathing and whimsical attitude during the Restoration. The
changing perspectives of English society during this revolutionary time were reflected in the
admiration and scrutiny directed towards the exotic.
Question 2:
a)
Jefferson's Notion of Blackness in Notes on the State of Virginia:
Writing in his "Notes on the State of Virginia," Thomas Jefferson reflects 18th-century racial
ideas when he discusses what it means to be Black. By claiming that Black people are
fundamentally less intelligent and physically capable than white people, Jefferson echoes
widespread prejudices and preconceptions in the text. As he points out,
"I advance it, therefore,
as a suspicion only, that the blacks, whether originally a distinct race, or made distinct by
time and circumstances, are inferior to the whites in the endowments both of body and
mind.
" This is reflective of the pseudoscientific racial ideologies that propagated during that era
and attempted to legitimize slavery by presenting Black people as intrinsically inferior. By using
language that emphasizes racial hierarchy, Jefferson upholds the demeaning prejudices that
defined Black people as physically and cognitively inferior.
Furthermore, Jefferson continues by expressing his thoughts on the purported disparities in
aesthetic senses, asserting that African-Americans had
"a very strong and disagreeable
odour."
The pervasiveness of racial bias in all facets of life, including sensory impressions, is
shown by this. Jefferson's understanding of blackness, as shown in "Notes on the State of
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Virginia," reflects the larger cultural views that rationalized the oppression and exclusion of
Black people at that era.
b)
Sancho's Rhetorical Challenge in Letters:
By critiquing and correcting the conventional establishment notions of Blackness in
eighteenth-century Britain, Ignatius Sancho exhibits an impressive command of eloquence in his
Letters. With their humor and elegance, Sancho's letters are a potent weapon against racism and
sexism, painting a more complex picture of Black people. Sancho addresses the topic of slavery
in a letter he sent, saying,
"I am serious when I assure you, I would not be in the condition of
that slave for all the earth could give."
Not only does he assert his independence here, but he
also quietly attacks the degrading system of slavery and the dominant idea of Black submission.
To further combat racial prejudices, Sancho makes deliberate use of education and
intellectual activities. He writes,
"I would not exchange my knowledge of English for the
treasures of the Indies."
Another letter he sent extols the educational prospects of England.
That Black people lack the intelligence and will to pursue higher education is proven false by
this. The eloquence and intellectual prowess on exhibit in Sancho's letters give a counternarrative
to the era's prejudiced and myopic views, shedding light on the diversity and depth of Black
experiences. Through his lecture, Sancho challenges traditional thought and presents a more
progressive view of Blackness in eighteenth-century Britain.
c)
Oroonoko's Portrayal of Blackness:
" Aphra Behn's "Oroonoko" is a complex and subtle examination of Black identity that
combines traditional and contemporary portrayals of Black characters. Oroonoko, the African
prince after whom the story is named, has attributes that could both uphold and question the
prevailing racial prejudices of the 17th century. Behn's portrayal of Oroonoko's looks, using
terms such as "glistening ebony," reflects the prevailing racial biases of the time and leads to an
exoticized depiction.
The portrayal of Oroonoko, in contrast, surpasses the usual clichés. He debunks the
stereotype that people of African origin are intrinsically inferior by displaying leadership, love,
and respect. Not only is Oroonoko's mistreatment by European invaders tragic, but it also serves
as a powerful metaphor for the unfairness and cruelty of slavery, which the author wants the
reader to feel sorry for via his narrative. Behn's portrayal of Oroonoko as a multifaceted Black
character challenges and challenges racial stereotypes, while also acknowledging the
perpetuation of certain biases, thereby offering a nuanced take on Black identity. This portrayal
of Blackness demonstrates the complexity and intricateness of the Black experience. The
experience of being Black in the 17th century was intricate and contradictory, and this piece of
art contributes to our understanding of that complexity.