This is a longer post than usual, because it’s an issue I’ve been thinking about for years, every time I teach Shakespeare to students who are unfamiliar with the plays: why I don’t recommend No Fear Shakespeare editions to students who might be finding Shakespeare’s language more difficult, and why I discourage students from using them when they’ve sheepishly admitted to me that they’ve used them from time to time.
For one thing, I think that such editions traffic in making Shakespeare seem harder than it is – implicitly telling students that Shakespeare, on its own, is something that should be approached with fear. They wouldn’t be able to do this if the culture at large didn’t support them in it, of course; even the most well-meaning Shakespeare guides are apt to stress the difficulty of Shakespeare’s language, and the centuries that have elapsed between him and us, rather than the many similarities between Early Modern English (the official designation of “Shakespeare’s English”; note the “modern” part of that phrase) and ours – which inadvertently sets readers up to believe that Shakespeare is largely incomprehensible, and you either understand it or you don’t. If that’s what you’ve been taught to believe, then why wouldn’t you reach for a translation the first time you hit a line you didn’t understand? Why wouldn’t you buy one for your son or daughter when he or she is starting a Shakespeare unit at school?
But because much of Shakespeare’s language is the same as or similar to modern English, buying one of these translations often means that you’re paying for the privilege of being told that “I never had a brother” means “I never had a brother,” or that “The world must be peopled” means “The world needs to be populated.” And if that weren’t enough, the translations often don’t work. At times they’re just inaccurate, leaving out key parts of what a character is actually saying. If you’re a student who’s new to Shakespeare, though, even if you notice the discrepancies between the original text and the translation, whom are you more likely to trust to be right: yourself, or the official-looking “study guide” that’s supposed to be helping you?
An even more fundamental problem with No Fear Shakespeare editions goes beyond their inaccuracies. The idea behind them is that every line can and should be translated into straightforward, everyday English, and that every line has a single, clear meaning. This means, of course, that No Fear Shakespeare is terrible at dealing with puns, which work by meaning two or more things at once: Mercutio’s famous “Ask for me tomorrow, and you shall find me a grave man,” for example, becomes “Ask for me tomorrow, and you’ll find me in a grave.”  I think we can all agree that this translation rather misses the point – and that telling a student that this is what the line means, no more or less, is just plain wrong. (It’s also another example of the way these translations play up the “difficulty” of Shakespeare’s language by rewriting lines that aren’t hard to understand.)
And if Mercutio’s single punning word presents a problem, what on earth do you do with a passage like this one from Macbeth, which sees Macbeth hesitate on the eve of the murder, and Lady Macbeth chastise him?