First, read and contemplate the following questions. Answer one (1) of them in a 5-page paper. Document formatting should be as follows: Indicate the question number you are answering at the top of page 1; 1” (one inch) margins on all sides; double spacing; 12-point font size; no title page; no separate “works cited” or bibliography. Remember to proofread your work. It is in your best interest to make an outline of your response prior to writing, since your papers will be judged on the basis of clarity and coherence. In general, it is best to begin each paragraph of your paper with a topic sentence and conclude each paragraph with a citation of evidence that supports the assertion you made in your topic sentence. No outside sources are necessary for this project. Quote only from the sources we have read for this course. (Attention! Do not cite/quote the professor’s lectures!) Do not use footnotes; parenthetical references should be used instead: e.g. (Brockey, p. 7). Papers must be submitted via the Assignments portal on our class D2L page by the end of the final exam period for this class:

QUESTION

First, read and contemplate the following questions. Answer one (1) of them in a 5-page paper. Document formatting should be as follows: Indicate the question number you are answering at the top of page 1; 1” (one inch) margins on all sides; double spacing; 12-point font size; no title page; no separate “works cited” or bibliography. Remember to proofread your work. It is in your best interest to make an outline of your response prior to writing, since your papers will be judged on the basis of clarity and coherence. In general, it is best to begin each paragraph of your paper with a topic sentence and conclude each paragraph with a citation of evidence that supports the assertion you made in your topic sentence. No outside sources are necessary for this project. Quote only from the sources we have read for this course. (Attention! Do not cite/quote the professor’s lectures!) Do not use footnotes; parenthetical references should be used instead: e.g. (Brockey, p. 7). Papers must be submitted via the Assignments portal on our class D2L page by the end of the final exam period for this class:

1. Links to historical films based on the events of our period are found below. All of these films offer views of European colonialism in the early modern period, but all of them are modern fantasies. In other words, the films share a modern vision of the early colonial period. Watch and reflect on two (2) of the films (Be aware that some combinations make more sense than others). In your paper, discuss what the directors present as the defining aspects of European interactions with non-Europeans. What tropes, what figures, what attitudes, what actions constitute the encounters that occurred in this distant period as shown in the films? Why do the films’ directors insist on certain aspects rather than others? Be careful not to take these films as a transparent or accurate representation of their period—no such recreation is possible for the seventeenth century. In your essay, be sure to make clear references to specific moments in each film in order to justify your claims. NB: Do not summarize the films. Also, do not discuss the films in sequence, but take them together as you proceed through your analysis; in other words, organize your essay by the themes you identify, not by the films.

The New World: https://digitalcampus.swankmp.net/michiganstate305576/watch?token=FD9F686C700A23AC

Silence:

https://digitalcampus.swankmp.net/michiganstate305576/watch?token=C0EBD6B360C8DB05

The Witch:

https://digitalcampus.swankmp.net/michiganstate305576/watch?token=CBDC6ACC5A5BF913

Black Robe:

https://digitalcampus.swankmp.net/michiganstate305576/watch?token=C7FAE171EA0D2D0F

The Mission:

https://digitalcampus.swankmp.net/michiganstate305576/watch?token=1489CAA38C58EC96

2. Read the assigned sections of Gulliver’s Travels. Jonathan Swift wrote with the clear intention of making a satire of the types of accounts that were widely read in contemporary Europe: He describes fanciful places with curious people in remote corners of the world, yet ones who are forever ready to give counterpoints to European practices. What Swift delivers is a moral critique, something that this course has avoided. Use this final paper to write your own moral critique of the early empires that we have discussed over the course of the semester. Pick topics that you feel need to be assessed in a moral light and give evidence to support your claims—drawing your evidence from readings throughout the semester, but giving emphasis to the last ones (these must account for at least two of the sources cited). Your arguments, in other words, must be supported by citations from the sources we have used over the course of the semester down to the last weeks. NB: Be careful, however, this is not an easy task. No facile explanations will be tolerated, nor will simplistic assertions of the virtues of the present over those of the past.

3. Consider the writings of the Kangxi Emperor with regard to his view of the Europeans who visited Beijing in the late 17^th and early 18^th His view was critical of these new arrivals, but also aware that they might bring something of value to him and his empire. Read through the selections of Gulliver’s Travels assigned for our class with an eye towards understanding how Jonathan Swift imagined how Europeans might be seen by the rulers of Lilliput and Laputa (as well as the other lands visited in that chapter). Keeping mind that Kangxi was a real historical actor and the rulers in Swift are fictional constructs, describe how the Europeans traveled about the world in the early modern period were seen by others who were not conquered by them; that is, individuals who did not find themselves conquered by the Europeans but could easily have either defeated or rejected their overtures. What did these rulers consider the European strengths and weaknesses to be? Why were they convinced of these impressions? Offer in your paper, in other words, a critical assessment of the Europeans with reference to these readings and with clear citations from the texts read for this class in recent weeks.

ANSWER

How Europeans Were Seen by Non-Conquered Rulers in the Early Modern Period

Introduction

The early modern period witnessed significant encounters between Europeans and non-European rulers, providing an opportunity to examine how the latter perceived the former. By exploring the writings of the Kangxi Emperor and Jonathan Swift’s depiction of Europeans in Gulliver’s Travels, this essay aims to critically assess how rulers who were not conquered by Europeans viewed them. Specifically, we will analyze the perceived strengths and weaknesses of Europeans, as well as the reasons behind these impressions. Drawing on the assigned texts and readings from this course, we will gain insights into the multifaceted perspectives of non-conquered rulers towards European interactions.

European Strengths

In both the writings of the Kangxi Emperor and Swift’s Gulliver’s Travels, certain European strengths are evident. Firstly, Europeans were often regarded as possessing advanced military technology and tactics (Markley, 2004). The Kangxi Emperor acknowledges their formidable naval power, which was a cause for concern and prompted his critical view of the new arrivals in Beijing. Similarly, in Gulliver’s Travels, the Emperor of Lilliput perceives the European protagonist as a potential threat due to his possession of gunpowder and knowledge of warfare.

Secondly, non-conquered rulers recognized the Europeans’ technological advancements, particularly in fields such as navigation and shipbuilding. Kangxi’s awareness of potential benefits from European knowledge and inventions reflects their reputation for maritime expertise. Likewise, Swift portrays the Europeans as skilled navigators, showcasing their ability to sail across vast oceans and explore distant lands.

European Weaknesses

Alongside their strengths, Europeans were also perceived to have weaknesses by non-conquered rulers. One prevalent weakness was the Europeans’ cultural arrogance and ethnocentrism. Kangxi’s critical view of the Europeans stemmed from their perceived disrespect for Chinese customs and traditions. The Emperor of Lilliput in Gulliver’s Travels also encounters the same arrogance, as Gulliver’s behavior reflects the Europeans’ belief in their cultural superiority.

Furthermore, non-conquered rulers recognized the Europeans’ vulnerability to disease and unfamiliar environments. The Kangxi Emperor acknowledges the threat of diseases brought by Europeans, emphasizing their lack of immunity to new pathogens. Similarly, Swift’s depiction of Gulliver’s encounters in different lands highlights the Europeans’ susceptibility to unfamiliar climates and their struggles to adapt to local conditions.

Impressions and Convictions

The impressions of non-conquered rulers regarding European strengths and weaknesses were often influenced by their own observations, interactions, and historical context. The Kangxi Emperor’s critical view can be attributed to the Qing Dynasty’s encounters with European powers, which resulted in conflicts and the erosion of China’s sovereignty (Duindam, 2018). This historical backdrop shaped his cautious attitude and skepticism towards Europeans, despite acknowledging potential benefits.

In Gulliver’s Travels, Swift employs satire to critique European society and its imperial ambitions. The depiction of European flaws and weaknesses serves as a moral critique of the early empires (Ehsaan, 2015). By contrasting European behavior with the rational and virtuous societies encountered by Gulliver, Swift highlights the negative consequences of European imperialism and dominance.

Conclusion

The writings of the Kangxi Emperor and Jonathan Swift’s Gulliver’s Travels provide valuable insights into how non-conquered rulers in the early modern period perceived Europeans. Europeans were acknowledged for their military prowess and technological advancements, particularly in navigation. However, their cultural arrogance and vulnerability to diseases and unfamiliar environments were also recognized as weaknesses. These impressions were shaped by historical contexts and interactions with Europeans. By critically assessing these perspectives, we gain a nuanced understanding of the multifaceted nature of European encounters in the early modern period.

References

Duindam, J. (2018). Rulers and Elites in Global History: Introductory Observations. In BRILL eBooks (pp. 1–31). https://doi.org/10.1163/9789004315716_002 

Ehsaan, T. (2015). Jonathan Swift Reading Journals. www.academia.edu. https://www.academia.edu/19218580/Jonathan_Swift_Reading_Journals 

Markley, R. (2004). Gulliver and the Japanese: The Limits of the Postcolonial Past. Modern Language Quarterly, 65(3), 457–480. https://doi.org/10.1215/00267929-65-3-457