Translating to change the nation: The case of José Pedro Varela, a reformer in late 19th century Uruguay

Gabriel GonzáLez NúÑEz

doi:10.12807/ti.111202.2019.a10

Abstract

The history of translation in Hispanic America can be segmented into specific historical periods that differ from those found in Europe, namely: encounter and conquest, the colonial period; pre-independence and emancipation; independence and republic; and an ongoing period that started in 1920 (Bastin, 2006). A great deal of work has been done regarding the first three of those periods. Later historical periods, while still receiving some scholarly attention, have not been the focus of as much research (cf. e.g., Montoya, 2014). This paper hopes to provide further insights on translation practices during the Independence and Republic Period by focusing on Jose Pedro Varela, an educational reformer in 19th century Uruguay. Varela spearheaded the charge for educational reform in his native South American country, and he initiated the reforms that would forever change the DNA of public education in Uruguay. Much has been written about him (e.g. Hentschke, 2016), but relatively little has been said of the fact that a number of his most influential writings were, at least in part, translations. In light of this, the present paper will provide a portrait of Varela, highlighting his status as a popular hero whose role as a translator has faded from the public’s view. By pointing out some of his most well-known translations and the role they played in his broader reformist strategies, this paper will also provide some historical perspectives on translation, including how it was conceptualized by some of South America’s key intellectuals during the second half of the 19th century.

Highlights

The history of translation in Hispanic America can be segmented into specific historical periods, which differ from those found in Europe
In order to highlight translation practices during this period, the present paper will focus on the educational reform that took place in 19th century Uruguay
In addressing the republican period, this paper will follow some general principles derived from Pym’s (1998, ix-x) own conclusions on why and how we do translation history: 1. it will attempt to explain why Varela’s translations were produced when and where they were produced, including insights into the practice of translation in his place and time; 2. it will paint a portrait of the translator, of Varela himself, instead of focusing on the details of the translated texts; 3. it will consider Uruguay and the social world inhabited by Varela

Summary

Introduction: translation in Spanish American history

The history of translation in Hispanic America can be segmented into specific historical periods, which differ from those found in Europe. In order to highlight translation practices during this period, the present paper will focus on the educational reform that took place in 19th century Uruguay. This was a time of nation-building in Latin America generally, which implies some degree of cultural evolution. While educational reform took place over several decades, the early stages of said reform saw Varela as a key figure who set the blueprint going forward He died during the first few years of the reform, but his leadership in those initial stages helped him gain the status of a national hero among future generations. We will examine his life (and translations) more closely

A portrait: the life of José Pedro Varela

The texts

A conclusion: translation among 19th century Latin American intellectuals