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Re: Fw: teaching ideas for 20k

From: Brian Taves <btav~at~loc.gov>
Date: Fri, 27 Sep 2002 19:26:03 -0400 (EDT)
To: Jules Verne Forum <jvf~at~math.technion.ac.il>
Cc: Walter James Miller <wjm2~at~nyu.edu>, krsmjrs~at~aol.com

A couple of years ago I came across a copy of the Watermill paperback.
It begins differently, but by the midpoint is Mercier Lewis. Arthur Evans
said he has examined the merits of each translation, and the Watermill
must count as a variant; perhaps he will share his expertise on this one
here?

But whenever any paperback of a 19th century or earlier book says
"complete and unabridged" and doesn't credit a translator's modern
copyright, it is probably a reprint of something the publisher found in
the public domain which may well have been cut by the previous publisher!

Actually, from my own experience, as a student in the Los Angeles Public
School system, Mary has done fairly well to be given this edition. One of
the downsides of the modern education establishment has been the "dumbing
down" of the classics and the lowering of expectations for reading
classics. Hence, Mary is lucky that her students have a reasonable
facsimile of a translation (as bad as it may be) rather than one which has
been sliced, rewritten, condensed, and reassembled into classroom form
with handy questions at the close of each chapter, a study guide, and
inaccurate illustrations, all typically less than 200 pp. in length. The
plethora of such editions was documented by my coauthor in *The Jules
Verne Encyclopedia*, and new ones continue to appear regularly--just check
Amazon. Moreover, I remember, at the time I began reading
Verne--including Walter's initial translation--schools were regularly
selling via Scholastic Book Services paperback versions of Verne which
were edited versions of such translations as those by Mercier Lewis.
Ironically, the very "19th century flavor" that educators most fear will
put off students is perpetrated by using these editions, and probably
several generations have avoided Verne because of this inaccurate
introduction.

Perhaps some of Mary's students, especially those who may be sf
enthusiasts, may be willing to buy a better translation, especially if
such added features as the illustrations are pointed out. This is a
chance for SF fans to shine in class, when their interest in such a genre
has probably often been denigrated. Someone, for instance, is doubtless
going to note the Harlan Ellison audiotape reading of 20K and that there
is not one but two editions (both condensed, but one to only an hour).

Since Mary is unable to avoid the problem of what's been "left out" of the
editions her students are reading, I'll make a suggestion that some may
disagree with. Doubtless many of the students will be familiar with film
and audio versions of the story. The nagging question of whether they are
substituting one form for another without the teacher's knowledge could be
turned on its head by requiring the students to also examine another
adaptation, whether a different edition of the book, or video or audio,
encouraging them to use different sources. Then require them to report on
some aspect that is DIFFERENT--and how this alters the two narratives, and
suggests reasons for the change and its effects on their experience. For
instance, most adaptations delete the polar trip--why? Disney provided
his own explanation of Nemo's background--was this necessary, and what was
the effect of Verne not doing so? Or Mary could share a modern
translation of a key scene, like Walter's version of the end of Part I and
"the law of the Nautilus" when a crewman is killed. How does the new
translation change a student's understanding? Or such key scenes as Nemo
rescuing the pearl diver, or sinking the ship in the final chapters of the
book. There may be a graphically-minded or mechanically-inclined student
who would be interested in, say, the lavishly illustrated Dorling
Kindersley version which has a cut-away diagram of the Nautilus. If they
go to different bookstores, libraries, etc. they are likely to come up
with a plethora of alternatives, and of course also have access to Rick's
translation on Zvi's website.

On Tue, 24 Sep 2002, Walter J Miller wrote:

> Yes, Ms. Mary, you have been saddled with an incomplete translation,
> probably the Mercier Lewis, which is only 77% of the French original
> and full of technical errors, mistranslations, and missing passages of
> intellectual, scientific, and literary significance. The two editions
> you mention should help you yourself get the whole work. Once you see
> the damage that your abridged version has done, you could do us all a
> favor by complaining to the publisher that the "complete and
> unabridged" label is false. Entirely possible that reprint house
> editiors, in small presses especially, simply are not aware of the
> fraud they are helping to perpetrate. But if there's no translator's
> name on it, that means they've picked up a version in the public
> domain which has got to be one of the "standard" translations rushed
> out in the 1870's and characterized by Lewis' work. Public-domain
> editions pay no royalties, and they don't have to pay a living
> translator. By all means, send question! s to me at any stage of your
> preparation or actual teaching. I have taught SF since the 1960's and
> have out four or five editions of Verne, publications on Wells &
> Bradbury, and teach two SF courses at NYU. I think I can offer you
> instantaneous help (except that one weekend a month when I'm on a
> poetry-reading trip). Cheers! Walter James Miller
>
> ----- Original Message -----
> From: Krsmjrs~at~aol.com
> Date: Monday, September 23, 2002 4:24 pm
> Subject: Re: Fw: teaching ideas for 20k
>
> > Thanks to ALL who have so far responded to my plea for help in
> > teaching
> > 20,000 Leagues.
> > I fear I am saddled with an inadequate translation since it lists
> > no
> > translator anywhere that I can find - It is a Watermill Classic
> > calling
> > itself "complete and unabridged". But I have ordered the Signet
> > and an
> > annotated version that was recommended and these should be on
> > their way to me
> > by the end of the week.
> > While I fear the difficulties and denseness of the text may
> > overwhelm some of
> > the students, the thought of combining geography, science,
> > philosophy, etc.
> > is too good to pass up!
> > Thank you so much for all of your advice, encouragement and
> > information! You
> > are a fabulous group of folks!
> > I will not begin teaching the novel until December or January so
> > if you have
> > any more suggestions, I am willing to accept them.>grin<
> > Again, Thank you so very much, Mary Rose-Shaffer
> >
Received on Sat 28 Sep 2002 - 02:26:32 IDT

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