by Emme Corbett, dramaturg
As a senior student studying history at BYU. One of the first concepts you learn as a history major is that when you study history, it is vital that you do not bring your modern-day biases with you. As strange as some past behaviors or occurrences may be to our modern eyes, understanding the reality of what life was like in historical societies allows for a more authentic and rich study of the past. It also becomes evident fairly quickly that no matter what point in time you’re studying or where you are in the world, there will be commonalities across many cultures. The shared similarity of the human experience allows these connections to occur, so it is no surprise that researching various time periods could be related back to Caesar in Ancient Rome.It was necessary in our dramaturgical research to explore three major time periods that are encompassed within this play in one way or another. These time periods are first, 49 B.C. Rome, when Julius Caesar first became a dictator of Ancient Rome, and the setting for the original script. Second, 1599 England, when William Shakespeare’s Julius Caesar was first performed, most likely at the Globe Theatre. And third, 1919 Italy, when Italy was recovering from participating in the First World War, and the setting for our performance at BYU. This weakened state created a situation where authoritarianism could ensue.It was an interesting experience to be able to connect the culture of Ancient Rome to that of Italy in the early 20th century. The reason for choosing this production of Julius Caesar to take place in 1919 Italy is not random. The significance of that time period is to draw upon the reality that history repeats itself. An aspect of history that is repeatedly detrimental to countless societies is when a group of people finds itself weak and vulnerable--whether that is due to lack of resources, a change in leadership, exiting a war, or simply evolving generations--and a power vacuum is created. This moment in time when desperation allows for someone to assume leadership (based purely on the need to rely on anybody) and provide temporary relief is often too quickly turned into an authoritarian government. The third time period that we also had to account for in this production was the time of Shakespeare in 1599 England. Some of the questions we had to ask ourselves were: Why Julius Caesar? What elements from the story of Caesar’s assassination did Shakespeare feel would resonate with his audience? From these questions and further research on the Elizabethan period, we discovered that, like in 1919 Italy, there was a concern with the succession to the Crown. Queen Elizabeth I was on the throne at the time and created conflict among the people beyond her just being a woman in power. Queen Elizabeth never married and subsequently never bore any children, thus failing to secure a successor who was in her direct line. Another element of the play that related to Shakespeare’s audience was the role of the plebeians. Their behavior in the play could symbolize how the lower class in the Elizabethan Era, while uneducated and changeable, contribute largely to the success of their society.
[caption id="" align="aligncenter" width="376"] Margaret Roper[/caption] Margaret More Roper: Scholar and Daughter by Adam White, dramaturg Thomas More was a family man; he was married twice and had four children with his first wife, Jane Colt. After being married for six years, Jane Colt More died, leaving More with four children: Margaret, Elizabeth, Cecily and John. However, More quickly remarried to the widow Dame Alice Middleton, marrying her within a month of his wife’s death. While many of his friends resisted the rapid nature of the arrangement, More went through with it. Thomas and Alice More would raise the four children Thomas More had with Jane, as well as Alice’s daughter from her previous marriage and a foster daughter. Certainly, More valued his family and the welfare of his children. More also valued the power of education. He insisted that his daughters be educated through rigorous schooling, and this was unusual in 16th-century England, as society at large believed women unfit for scholarly pursuits. Despite cultural and institutional norms, Margaret More, the eldest of the More children (and More’s favorite, some would argue), would grow to become one of the most educated people in all of England, a woman of great scholarly knowledge. Margaret More Roper was tutored at home and became well-known for her studies, particularly for her adeptness in Greek and Latin. Her skill in writing and speaking Latin would impress the clergy of England. This specialty is reflected in a scene in Bolt’s A Man for All Seasons where Margaret and King Henry VIII engage in a bit of Latin language sparring. She would also become the first woman who was not of royal birth to publish a translated book. In October 1524, Roper published an English translation of a book called ‘Precatio dominica’ written by Thomas More’s good friend Erasmus. This book was based on the Lord’s Prayer. Instead of translating the book directly from Latin to English, Roper would use her extensive knowledge of both languages to construct the themes and the meanings Erasmus had written in to the treatise with her own words. [caption id="" align="aligncenter" width="291"] Erasmus, Dutch humanist and good friend to Thomas More[/caption] It was Margaret who would visit the imprisoned Thomas More the most often. They were very close, writing letters to one another regularly the duration of their relationship. It was in a letter to Margaret that Thomas More confided, “I do nobody harm, I say none harm, I thinke none harm, but wish everybody good. And if this be not enough to keep a man alive, in good faith I long not to live.” We have good reason to believe that Margaret More Roper very well understood what would be her father’s fate. After Thomas More’s execution, Margaret More Roper and her husband William Roper would continue to carry on his legacy in their own ways. William Roper would write the first biography of Thomas More, a glowing and gracious document that would influence our understanding of More’s personality for hundreds of years to come. Margaret More Roper actually kept her father’s head after his beheading, pickling it to preserve it from decay. While many of us may find that historical tidbit a tad macabre, I would like to believe that Margaret More Roper had deep admiration for her father; perhaps it was out of this feeling she kept his head. Please stay tuned to the 4th Wall Dramaturgy Blog to catch clips of my interview with Mallory Gee, the actress who will portray Margaret More Roper in BYU’s A Man for All Seasons. Bibliography: Abernathy, Susan. "Margaret Roper, Daughter of Sir Thomas More." Early Modern England. N.p., n.d. Web. 04 Feb. 2014. Duerden, Richard. "A Man for All Seasons." Telephone interview. 31 Jan. 2014. "Margaret Roper." Wikipedia. Wikimedia Foundation, 28 Sept. 2013. Web. 02 Oct. 2013. "Sir Thomas More Quotes and Quotations." Sir Thomas More Quotes and Quotations. Luminarium. N.p., n.d. Web. 11 Nov. 2013.
This coming week we have an exciting opportunity to hear from members of the BYU English Department. During the summer, as we geared up for rehearsals and the production in the fall, Shelley Graham and I talked about how we could get more departments here on BYU campus involved with the productions. It occurred to me that we had a special opportunity here, since this play was an adaptation from the Victorian novel George Eliot wrote. Through some help, I was able to get in touch with Professor
