Shakespeare ZA bied aan: Deryck Uys, vertaler

Imagine translating all of Shakespeare’s plays! This is the task that retired lawyer Deryck Uys set himself - a task he completed as a labour of love, translating Shakespeare’s entire dramatic oeuvre (and the sonnets) into Afrikaans.

Shakespeare ZA is a proud partner of the Tsikinya-Chaka Centre, which has undertaken to publish a series of Uys’ Shakespeare translations. You can read his Sonnette van Shakespeare, produced as an e-book in 2013, on our page of digitised translations of Shakespeare’s work into South African languages.


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About the translator

Deryck Uys was born in 1926, in the small town of Aliwal North in what is now the Eastern Cape Province of South Africa. Later the family moved to Germiston where he attended Mrs Trollop’s School, in which all pupils, from grades 3 to 7, were taught in the same classroom. Mrs Trollop inspired a love of English literature in many of her pupils by reading aloud to them from great works.

With the outbreak of the Second World War his father was called up for service. Deryck moved to Pretoria Boys High for a year and then on to Parktown Boys’ High where he was taught by the legendary Tufty Potter, who once sent him to the headmaster, B.A. Logie, for four whacks of the cane as he did not like the way he recited a poem! This engendered great respect for both Tufty and poetry.

He finished his schooling at Potchefstroom Boys’ High under the tutelage of a remarkable English Master, Chimpie McGregor. He was also inspired by his Afrikaans teacher, Oom Jerry Smith, who introduced the class to the poetry of Eugene Marais.

A highlight of his years at the school was his 50-page essay on the subject of the Ballad, which won him the prestigious Hope Essay Prize in 1942. He used the prize money to buy the complete works of Shakespeare and several volumes of poetry.

Aged 19, while serving legal articles, he passed his attorney’s admission examinations. However, ill-health delayed his admission to the legal profession for some years.

From 1948 to 1952 he worked on a gold mine and assisted on tobacco farms in what was then Southern Rhodesia. Living alone on a tobacco farm in the Zambezi Valley meant that he could, for the first time, devour at leisure the classics of English and Afrikaans literature, including Geoffrey Chaucer, Edmund Spenser, John Donne, William Shakespeare, the English romantic poets and the Afrikaans works of Eugene Marais and Jan F. Cilliers. During this time, he began translating Afrikaans poetry into English.

In the 1950s, Uys attended an Afrikaans production of Hamlet and was struck by the immediacy of the language. It was at this point that he decided he wanted “Afrikaans people to appreciate English poetry and English people to appreciate Afrikaans poetry”.

He practiced as an attorney-notary and conveyancer for 55 years and during this time he wrote and published his book The Secrets of Making Your Will (1988). For many years he lectured at UNISA and UCT and was influential in the computerisation of the South African legal profession. He is an honorary member of the SA Law Society.

Uys, whose first language is English, says if he hadn’t been “struck blind” virtually overnight, he would never have begun his translations. Having always been fascinated by Omar Khayyam and having learnt the poem off by heart whilst on the tobacco farms, he published his first major translation, Die Rubaiyat van Omar Khayyam (Deryck Uys Translations, 2014).

Uys also translated the poetic extracts (by writers like Dr Dolf van Niekerk and Jan F. Cilliers) that form the legends for Tom Burgers’ second book, Karoo Pastoraal (Cedar Rand Press, 2010), which is “a ballad of word and image”. Burgers decided to publish his photographic essay in both English and Afrikaans, because of Deryck’s capabilities: “I saw his translation of Jan F, Cilliers’ poem, ‘Die Vlakte’, and that was it. Deryck has the poetic rhythm and an awareness of what the poet really felt” (Hathaway 25).

According to Uys, “Translating poetry, including the blank verse of the Shakespeare plays, is vastly different from translating prose. The translator has to be a poet. The translations have to stand alone, as works of art in their own right. The poet paints pictures for the inward eye, and composes music for the inner ear.”

In three years, Uys translated the entire works of Shakespeare, including the Sonnets, into Afrikaans. He did this using a 7X magnifying glass, reading only three letters at a time.

 

 

*This biographical note is indebted to information supplied by Deryck Uys’s niece, Sue Anderson, and the article “Bilingual Balladeers” by Debbie Hathaway (Private Edition 12, p.25).

 


Get browsing: website updates for Shakespeare ZA and the Shakespeare Schools Festival

This one is for all the teachers and learners ...

It has been a challenging start to the year for everyone in South Africa’s education sector. Some schools have been teaching online; some have returned to onsite learning; many are still waiting to return to class. Whatever your school’s current circumstances, we have some good news - digital, safe and unaffected by Covid!

Firstly, the Shakespeare Schools Festival (SSF-SA) recently launched its new website. Check out it here!


At Shakespeare ZA, we’ve also been doing some online housekeeping.

The “play-by-play” page in our RESOURCES section is now easier to browse - just click on the title of the play that you’d like to explore.

Remember, we want to continue adding material to our resources section, and YOU are invited to contribute!

We also encourage you to take a look at the latest developments in our translation digitisation project. If you can read Setswana or Afrikaans, enjoy paging through the first batch of texts. There will be translations into isiZulu, isiXhosa and a number of other languages available soon!


Hilde Slinger (1932-2021)

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Hilde Slinger, former President of the Shakespeare Society of Southern Africa (SSOSA), passed away earlier this month at the age of 88.

Friends and colleagues have paid tribute to her as an energetic and dedicated educator, literary and cultural activist, writer and editor.

Slinger was a teacher and school principal for many years. After retiring from the Holy Family Convent in Durban, she moved to Grahamstown (Makhanda) and became involved in SSOSA branch activities. She was president of the Society from 2000-2007, and during this time she convened two of its triennial congresses.

Laurence Wright, himself a former president of the Society and previously director of the Institute for the Study of English in Africa (ISEA), where Slinger had an office during her tenure, recounts this anecdote about her taking on the role: “One of Hilde’s outstanding characteristics was her ability to see the best in people. She was good at encouraging and supporting. However, when she was elected President of SSOSA she was both delighted and appalled. Daunted might be the right word. She confessed her trepidations to Guy Butler, who with a twinkle looked her straight in the eye: ‘Hilde, it will be alright’. She brightened and her face lifted like the petals of a flower opening. And it certainly was.”

In addition, Hilde was the longtime editor of the Society’s Newsletter, incorporating Occasional Papers and Reviews (OPAR), the predecessor of Shakespeare ZA. She also contributed to the SSOSA journal, Shakespeare in Southern Africa.

Hilde remained active in literary and cultural initiatives, supporting numerous productions of Shakespeare’s plays for and by schools. Her involvement in the South African Writers’ Circle was recognised by the establishment of the SAWC Hilde Slinger Award for Poetry.

Other past presidents of SSOSA have expressed condolences on behalf of the Society and all those who knew Hilde, especially her friends in Makhanda. Warren Snowball attests that “Hilde loved the plays of Shakespeare and was very knowledgeable about them. I never knew her to have a quarrel or to say an unkind word about anyone. She was an inspiration to all who came in contact with her and everyone admired her for both her knowledge and for her dedication to whatever she undertook. I sorely miss her presence.” Malcolm Hacksley will remember “her intelligence, her compassion, her insight, her humour, her work ethic, her faith”.

Hilde’s son, Jonathan Slinger, writes: “My mother loved the time that she spent in Grahamstown and always had very happy memories of the projects and people with whom she worked. We, as her family, are grateful for the warmth, compassion and friendship shown to her by those with whom she worked so closely.”

The Tsikinya-Chaka Centre at Wits University

Earlier this month, the Tsikinya-Chaka Centre (TCC) was established as a Research Unit in the School of Literature, Language and Media at the University of the Witwatersrand. Building on a significant but often-neglected history of translating Shakespeare’s plays into South African languages, the TCC seeks to promote scholarship, teaching and performance that engages with Shakespeare as a multilingual phenomenon. This focus is complemented by an emphasis on transnationalism: understanding Shakespearean histories and contemporary practices in different national contexts by situating Shakespeare outside of limited ‘English’ paradigms (and vice versa).

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William Tsikinya-Chaka?

The Centre takes its name from Solomon T. Plaatje’s contribution to the 1916 Book of Homage to Shakespeare. Plaatje – a political activist, journalist, historian, novelist and linguist – is recognised as producing the first published translations of Shakespeare’s plays into an African language. As Plaatje himself noted, however, he was working within an already established practice of translating Shakespeare: he cites the reference of a Motswana court chieftain to “William Tsikinya-Chaka”, or “William Shake-the-Sword” (a Setswana translation, Plaatje tells us, that is “perhaps more free than literal”). The Book of Homage is, of course, bound up in British colonialism and in competing European nationalisms.

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Yet it is also a significant manifestation of ‘global Shakespeare’ and of multilingual Shakespeares – arguably even foreshadowing the advent of postcolonial Shakespeares. Its paradoxes, and those of a figure like Sol Plaatje, remind us to approach multilingualism and transnationalism in Shakespeare studies with critical rigour.

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Vision and mission

The Tsikinya-Chaka Centre will support researchers, teachers and arts practitioners whose work is informed by historical and/or contemporary translation, adaptation and appropriation beyond the narrow national and linguistic confines of ‘English’ Shakespeare. It will advocate for the consideration of these histories and current practices as key factors in arguments for and against Shakespeare’s presence on educational curricula at secondary and tertiary level, and in discussions about pedagogy – how Shakespeare is taught (if he is to be taught), and indeed what is taught with or through Shakespeare. The Centre will emphasise and promote Shakespeare in performance. It will also seek to digitise and curate textual archives of Shakespeare in translation.

In an era of closing borders and the ongoing threat of chauvinistic ethno-nationalism in many countries around the world, it is more urgent than ever to find ways of affirming transnational (‘global’) connections without dismissing the nuances of national (‘local’) contexts. A focus on language, translation and translanguaging via Shakespeare is one means of doing so. This multilingual emphasis also mitigates against the colonial biases infused into the notion of a ‘universal’ Shakespeare. To study Shakespeare as a global figure is to undertake a sustained confrontation with racism, elitism and even jingoism – both in the imperial processes of the last four centuries and in our contemporary moment.

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The TCC is committed to:

  • Producing innovative research at the intersection of Shakespeare, transnationalism and multilingualism

  • Establishing connections between Wits and other South African universities

  • Partnering with institutions and with scholars internationally

  • Promoting multilingualism and translanguaging in teaching at schools and universities, as well as in Shakespearean performance

  • Facilitating transnational exchange and cooperation between performing artists and scholars

  • Supervising and teaching postgraduate students

  • Seeking to inform education and arts policy development

  • Maintaining a programme of public events and publication in non-specialist platforms to raise the profile of the research and practice undertaken by the TCC and its affiliates.

The Tsikinya-Chaka Centre will be launching its website early in 2021. Watch this space!

SHAKESPEARE IN SOUTHERN AFRICA volume 33

Volume 33 (2020) of the journal Shakespeare in Southern Africa will be published online and in print at the beginning of November. It is a special volume on “Shakespeare and Social Justice in South Africa”. In this post the journal’s editor, Chris Thurman, shares his introduction with us.

The front cover of Shakespeare in Southern Africa volume 33

The front cover of Shakespeare in Southern Africa volume 33

It would be both brave and foolish to editorialise about 2020 – the year that spawned a million pandemic-informed think pieces – not least because, as I write these words, there are still a couple of months to go, during which time the international rollercoaster of political, public health, environmental and economic narratives is likely to complete more loop-de-loops.

Yet it would also be remiss of me not to remark on the ways in which 2020 has affected Shakespeare in South Africa. We may mourn lost opportunities; perhaps the most prominent example is the Fugard Theatre’s Hamlet, which promised to be a seminal production, although the devastation wrought on the performing arts sector by the closure of theatre spaces across the country affected hundreds of actors, directors, crew members and producers who would otherwise have been making Shakespearean magic. As in so many countries around the globe, the South African theatre landscape was marked by the shift from stage to screen. It has felt appropriate to grieve the temporary loss of live, embodied interaction between actor and audience that is at the core of the theatrical experience. It has also felt appropriate to bemoan the phenomenological ‘sameness’ of screen-watching, lending similar qualities to theatre-via-Zoom as to meetings-via-Zoom and teaching-via-Zoom. Nevertheless, it is equally important to acknowledge the host of innovative responses that Covid-19 has solicited from theatre makers. Undoubtedly, what had already been developing for some years as a hybrid stage-and-screen model will now become increasingly common: theatre for both in-person and digital audiences, combining the irreplaceable intimacy of live performance with the exponentially larger reach of filmed performance.

In an article published in January 2020, reflecting on Shakespeare ZA as a project of the Shakespeare Society of Southern Africa that has, since 2017, sought to build a digital meeting-place for theatre makers, academics, teachers, students and members of the public interested in South African responses to Shakespeare, I wrote: “It is vital that ... Shakespeare ZA expands its archive of video material” and that “this includes examples of Shakespeare performed in African languages”.[1] I also expressed cautious optimism about “the intersection of digital Shakespeares and South African education”, but felt compelled to note the barrier of unequal access to online resources among school learners and university students.[2]

Within a few months, Covid-19 had resulted in both widely increased use of digital resources in teaching and learning and in the online availability of hours of South African Shakespeare on screen. This ranged from the recuperation of recent theatrical undertakings, such as the experimental Umsebenzi ka Bra Shakes (2019) at the Centre for the Less Good Idea and a production concept treatment of Twelfth Night (also 2019) directed by Greg Homann, to Shakespearean content on the virtual National Arts Festival programme for 2020: Third World Bunfight’s version of Verdi’s Macbeth and Buhle Ngaba’s solo show Swan Song. The Market Theatre introduced a weekly series, “Chilling with the Bard”, in which some of South Africa’s finest actresses delivered monologues for the camera. And then there was #lockdownshakespeare.

I will admit to a vested interest here, as I had the pleasure of working with Ngaba in launching this initiative – a campaign to provide both moral and financial support to actors who were housebound and barred from the stage during lockdown. The result was some fifty monologue performances that are now part of Shakespeare ZA’s digital resources, shaking up assumptions about what Shakespeare in South Africa ‘looks’ or ‘sounds’ like and providing teachers, learners and fellow theatre makers with vivid interpretive prompts (and perhaps even ideas for new productions in future?). Financial assistance from CN&CO, who have partnered with the Shakespeare Society over the last few years and have enabled various other projects, was supplemented by a generous grant from Business and Arts South Africa (BASA) to make #lockdownshakespeare possible. The cover of Volume 33 pays tribute to the participants and gestures towards their riveting performances.

The back cover of Shakespeare in Southern Africa volume 33

The back cover of Shakespeare in Southern Africa volume 33

Lockdowns of varying severity in 2020 left many people hankering for years gone by – for the time BC (Before Covid). I didn’t have to look too far into the past to discern what seemed to be a halcyon time, at least as far as Shakespeare in South(ern) Africa was concerned. In May 2019, SSOSA held its triennial congress in Cape Town, centred around a conference on the theme of “Shakespeare and Social Justice: Scholarship and Performance in an Unequal World”. The event was energising, challenging, intellectually provocative, socially affirming: a wonderful gathering of scholars committed to the topic at hand and to its permutations in the classroom, the theatre and beyond. As the theme of the conference should remind us, however, we ought not to be nostalgic for a pre-Covid world that was full of injustice – in various ways aggravated by the pandemic, although there have been chinks of light, promises not of a utopian future but (perhaps) of slow structural change that might indeed lead to a more just world. In the meantime, for activist-academics, there is much work to be done.

The articles in this volume have been developed from papers prepared for the “Shakespeare and Social Justice” conference with a South African focus. (Other papers presented at the conference are being expanded into essays for a collection to be co-edited by Sandra Young and myself.) There are some pleasing echoes and connections between the eight articles. Marguerite de Waal’s account of productions of Julius Caesar, Coriolanus and Antony and Cleopatra staged before, during and after student protests on South African university campuses in 2015-16 may be paired with Néka da Costa’s reflections on her role as director of the latter production, which travelled to schools around the country in 2018. Fiona Ramsay’s article, too, links performance and education in its assessment of the use of accents and Original Pronunciation in working with drama students. David Schalkwyk connects student protests to Shakespeare in a different fashion: by comparing The Fall, the collaborative Baxter Theatre production engaging with the #RhodesMustFall and #FeesMustFall student movements, to John Kani’s Kunene and the King. Kani’s play is scaffolded by King Lear as it addresses race and racism in South Africa.

Complementing the focus in these articles on staging or appropriating Shakespeare in a decolonising South African context, Sarah Roberts revisits an earlier post-apartheid moment: the 1998 Take Away Shakespeare Company King Lear. Incorporating personal memories and reflections on practice, Roberts contributes to the ongoing and necessary task of documenting South African theatre history, and Shakespearean performance in particular. Her treatment of the Take Away Lear contrasts it with Jonathan Munby’s production of the play in London two years ago. Geoffrey Haresnape’s article is also in dialogue with earlier attempts to link King Lear to injustice in South Africa – from Martin Orkin to Nicholas Visser – as he presents a reading of the play in light of current debates about land restitution and the policy of expropriation without compensation.

Lisa Barksdale-Shaw likewise uses this previous scholarship on King Lear and land (Visser citing Orkin citing Sol Plaatje) as her starting-point in an article that interprets Caesar’s will in Julius Caesar as an attempt to empower the people of Rome through the conveyance of land; this public bequest, and the document recording it, can be related to the constitutional argument for land reform in South Africa. Laurence Wright takes us further back into South African history, and the history of invoking Shakespeare in response to injustice, by considering Lady Anne Barnard’s review of a performance of 1 Henry IV at the African Theatre in 1801 and her critique of colonial governor Sir George Yonge. Wright’s focus on Barnard’s complexities and contradictions allows him to offer a Janus-headed interpretation of this moment: looking two centuries into the past, to Shakespeare’s time, and two centuries into the future, to our own. He asks: “Can post-revolutionary notions of social justice be imposed on pre-revolutionary works of art?”

This question is indirectly answered in Scott Newstok’s new book How to Think Like Shakespeare, reviewed in these pages by Tony Voss. In Voss, Shakespeare in Southern Africa has its book reviewer par excellence; happily, the present volume includes a second review by him, combining Stewart Elden’s Shakespearean Territories and Margaret Tudeau-Clayton’s Shakespeare’s Englishes.

Volume 33 concludes with a tribute to André Lemmer, who died in August this year at the age of seventy-five. Paul Walters and Charles van Renen’s obituary describes Lemmer as “a person of immense – seemingly boundless – energy and creativity”. As teacher, editor and theatre maker, he made an immense contribution to the study and performance of Shakespeare in South Africa.

Thanks are due, once again, to all the editorial consultants who acted as peer reviewers of articles in this volume, and to Liz Gowans for her expert typesetting and design.

[1] Chris Thurman, “Shakespeare.za: Digital Shakespeares and education in South Africa”. Research in Drama Education (RiDE, Special issue on “Teaching Shakespeare: Digital Processes”) 25.1 (2020): 63.

[2] Ibid.: 64.