Discussion Respondent to Libby’s Response

Translation of the letters of a Hindoo Rajah ~ Elizabeth Hamilton

This discussion response aims to follow up Libby’s discussion respondent presentation and the questions she raised to continue to expand on our discussions regarding translations as a literary mode and the contexts of Christianity to bridge the gap in the cultural expectations of women in society. 

Framing my Response: 

 What do you think of the way the question is framed? Is this the “right” question to be asking?

  • I think that Libby extracted some crucial points from the previous discussion starters, in which Emily looked at the influences of Christianity and contrasted between that and Hinduism and Islam, and Sam brought up the complexities of translations and language barriers. From these topics, I feel Libby certainly framed the questions in a great way to draw our attention to even deeper topics. 
  • On the topic of translations, she expanded in her follow-up questions to investigate why this method would be advantageous to Hamilton and asserted that publishing this novel under the fictitious element of previous original ideas and arguments that she has merely translated allows her this extra distance of authority. I felt that it was almost as if it was a safeguard against criticism because Hamilton’s readers feel that they cannot blame her for the original views from the translated texts. I also thought that Libby’s point of connecting this to why Hamilton felt she could publish under her name was incredibly perceptive and allowed us to think about the conditions of female authors during this era.  
  • Getting into the cultural expectations of women, especially regarding female education, Libby pointed out the use of satirical observations made by our three main modes of narration, Zaarmillar, Maandara, and Shermaal the Bramin to walk us through the initial infatuation with female education. To uncover its realities in practice and then the final uncovering of its superficial and meaningless nature through the almost mockery and belittlement from the Bramin. 

How would you approach the stated topic?

  • I feel I would have approached the elements of female status in society similarly. I touched on this in my reading logs as I also felt that Hamilton’s utilization of an unknowing foreigner went deeper than solely humor towards the social classes of England and to compare and contrast cultures. I would like to examine more closely how Hamiton chose which areas of female education were emphasized and, though in a negative light, actually provides us insight into Hamilton’s view on the affirmative. 
  • To the point of Christianity, I also support which direction Libby took us in, which was more of the cultural implications. I would add to this by expanding upon what we touched on in class, which brings us back to who the audience is and how having such an implied notion of knowledge towards Chritainaty may signal a target audience. Also, the means of constantly comparing other customs or people to that overly romanticized interpretation of Christianity makes me wonder whether Hamilton meant to satirize it as well? I would imagine that would be a tough subject for the British to find humor in. 

Examples: 

  • “It is this, by a pretended feeling for imaginary sorrows, that the Christain Shaster teaches men to exercise their benevolence? It is in conformity to any part of its precepts, that they can so freely grieve at equivocal and distant evils, while those, which are before their eyes, excite neither compassion nor remorse?”(132). → Hamilton using the point of view of someone who is not Christain to remark upon its seeming inconsistencies may allow for some internal reflections and social commentary on how the behaviors of the English are being perceived. 
  • “ …by far the greater number of those with whom I converse, are men who, though they have not the words of their Shaster often in their mouths, seem to have imbibed a part of its spirit in their hearts. Indeed, the extreme delicacy observed by the Christians of this place, in regard to the expression of religious sentiment, is so universal…”(180) → While romanticizing the Christian spirit, the outsider looking in may provide our audience a feeling of recognition to their faith that is in contrast to the thoughts of say the Bramin. 
  • “When the rising plant puts forth the tendrils of curiosity, which may at pleasure be directed to the tree of knowledge…at that period, lest from the conversation of fathers and brothers, these young females might, peradventure, acquire some degree of information, they are removed from the possibility of such deplorable consequences, and placed where science, reason, and common sense, dare not intrude”(127) → In this case, I think these feelings are meant to show, through the Bramin’s naivety or unreliableness, the assertion Hamilton wants to make to get through to her readers how frankly silly the state of female education is. 
  • “Good heaven, exclaimed I, and is this the consequence of female learning? Is the mind of woman, really formed of such weak materials, that as soon as it emerges from ignorance, it must necessarily become intoxicated with the fumes of vanity and conceit?”220 → I went a little ahead in the reading into today’s assignment, but this quote in particular would to me signal how Hamitlon’s views on the status of feminine roles in society are perceived as weak, vain, and conceited not because the female mind is inherently connected to these characteristics, rather because the methodology of their education promotes it and we should recognize the shortcomings.
  • “But how shall I astonish you, when I inform you, that these uninstructed women are frequently suffered to become entirely their own mistresses; sometimes entrusted with the management of large estates, and left at liberty to act for themselves!”(129). → Again, I think tying in the aspect of Hamilton’s ability to publish under her own name due to the separation brought on through the literary choice of writing a translation of someone else’s works allows her to take more liberties with her message. From a modern standpoint, I read this quote with total sarcasm and find it absurd how people would be so aghast by female independence. Nonetheless, it showcases how she masterfully decided to create this barrier between herself and the work if the perception was regarded as too radical within education. 

Addressing Significance: 

  • Because Libby does not have a section devoted to her own significance, I want to highlight some significant messages from her response; I felt the greatest emphasis was on how Hamilton’s satirical observations created this avenue for her to discuss more serious issues, like religious connections and the place and perception of women in society. I find this choice very helpful in linking us even further to how that makes the reception of her book perhaps less controversial as she created an almost separate mode of authority shown from the Rajahs. By looking into the texts, I found Hamilton’s literary choices, such as creating dramatized receptions to British culture and her foothold into criticism of it herself as a secondary layer. I drew these ideas from Libby’s follow-up question: “What is the impact of Hamilton framing her novel as a translation – therefore basing it in fact instead of fiction – and what does it reveal about her overall significance? How could this have impacted her decision to publish under her own name? Additionally, another follow-up question was raised regarding how these choices may have impacted the lack of critiques of her and her novel. 

Follow-up: 

Having thought through this discussion starter, what else would you like to ask? Can you move the discussion beyond the book (into “culture,” into theory)?

  • Bringing into play the concept of irony, especially structural irony (“the use of a naive or deluded hero or unreliable narrator, whose view of the world differs widely from the true circumstances recognized by the author and readers”, can we extend this to all three viewpoints of Zaarmilla, Maandara, and the Bramin? 
  • Thinking of how our class has brought up this realization of looking at what an intended audience is supposed to know versus what we might not know today, how could the message Hamilton conveys by way of these ironic moments need a specific background context? What are some of the “true circumstances recognized by the author and readers” that allow for the literary use of irony to shine through?