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09 September 2021 | Story Prof Cilliers van den Berg | Photo Supplied
The late German language scholar, Prof Klaus von Delft.

On Saturday, 28 August 2021, the University of the Free State (UFS) community lost one of its erstwhile stalwarts: Prof Klaus von Delft, former head of the then Department of German, later section head in the amalgamated Department of Afrikaans and Dutch, German and French

In retrospect, the designation of being a ‘stalwart’ should be qualified, as Von Delft never was swayed by popular institutional opinions of the times, but rather followed an unwavering sense of integrity in everything he did. His impact on German teaching in South Africa, but specifically in the Free State region, can hardly be overestimated: an academic career that started in 1963 and stretched over decades, and that included numerous academic and cultural initiatives to open up the world of Germany and the German-speaking countries to generations of students. Whether it was through the classical works of Goethe and Schiller, the pathos of the Romantics, the irony of the modernists, or writers struggling with existential questions after the Second World War – for many students, Von Delft opened a new world of ideas and sentiments to be explored. And often the exploration ended where it started: learning more about oneself and one’s place in the world through the gift of language and poetry.

Encyclopaedic knowledge of German literature and culture

Born in the small town of Stutterheim in 1937 (his father was a pastor in the Lutheran church), Von Delft spent the years 1939-1949 in Germany, as what should have been only a visit to a sick grandfather was vastly prolonged with the outbreak of the Second World War. The return to South Africa eventually anticipated a university career in Germanistik (German Studies), where he was responsible for teaching both language and literature, although most of his students will probably best remember his encyclopaedic knowledge of German literature and culture. His career saw many changes on different levels – establishing and continuing a high standard of German teaching at tertiary level, navigating changes in the methodology of foreign language teaching, participating in the merger of three language departments, and always doing everything in his power to arouse and cultivate the interest of young people for the world(s) offered by the words and cadences of his mother tongue. But he also was scholar, administrator, and mentor – even during difficult times when the future of German at the UFS seemed bleak to some. His too early retirement as senior professor did not diminish his interest in his discipline, as he remained willing to avail himself for contract lectures for many ensuing years. And it was a great honour to welcome him to the 28th conference of the Association for German Studies in Southern Africa hosted at the UFS in 2019 – the kind words of many members bore testimony to the estimation in which he was held by many colleagues and former colleagues from the community of German scholars.

Remembering Prof Klaus von Delft

Prof Heidi Hudson, Dean of the Faculty of the Humanities; Prof HP van Coller, former head of the Department of Afrikaans and Dutch, German and French; Prof Angelique van Niekerk, Associate Professor: Department of Afrikaans and Dutch, German and French; and Ms Ingrid Smuts, one of his former colleagues and later section head of German, remember Prof Klaus von Delft in the following tributes.  

Prof Heidi Hudson, current Dean of the Faculty of the Humanities, shares the following memories:

I have fond memories of my time as a student in Prof Von Delft’s class, as well as the four years I spent as student assistant in the Department of German. It was only after I left the department that I realised what a great role model he was to me. Klaus von Delft was the epitome of integrity, unwavering, consistent, ‘doing’ principle rather than popularity.  Those formative years in the Department of German fundamentally shaped my outlook on the world. What a privilege it is to have known him.  


Prof HP van Coller, former head of the Department of Afrikaans and Dutch, German and French, remembers him as follows:

 I got to know Klaus von Delft really well on the Research Committee of the Faculty of Arts (together with the Faculty of Social Sciences the precursor of the current Faculty of the Humanities).

For years, he was the chairperson of this important committee, which at the time – before the system was based on research incentives – was in charge of the allocation of research funds, had to approve research projects, and had to either accept or reject reports.

Klaus was an even, balanced, and fair judge of projects, but had little patience for vague and imprecise formulations and anything that, for him, smelled of opportunism. I still remember our long brawl over an application from a visual artist for a research grant to visit overseas museums. To me it was a fair request, to Klaus it sounded like academic tourism. In the end, he relinquished without a word of reproach to me.

I very seldom saw him angry. Except in the case of a colleague who received a large research award, but just could not come up with his report the day before. His first excuse was that a water leak in the library had rendered his report unusable. It was reluctantly accepted by us. But when he offered the same excuse six months later (admittedly, pipes at the time were pitifully bad), it added fuel to the fire and the German's patience ran out.

As a good researcher, Klaus sometimes had his own research play second fiddle, because he tried to advance his discipline in so many fields: as an excellent lecturer who was always available to students, a tireless champion for German in the context of secondary education, choral music in German, etc. But it was with regard to the management of the faculty where he really left deep footprints: always well prepared, always logical, and always polite. After losing the vote for the deanship by a single vote to Andries Snyman, he did not pull back in indignation, or oppose Andries. He actually proved to be Andries' important right-hand man and confidant for many years. Only someone who puts himself second, acts like this.

All in the interest of academia. In the good old times, a gathering place of free spirits that both sought and shared scientific knowledge. This was the kind of academic and human being Klaus von Delft was. The name ‘Renaissance man’, which is used lavishly these days, suits him well. Cultivated lover and connoisseur of music, literature, the classics, art, nature …

Ave atque vale!

Ms Ingrid Smuts, one of his former colleagues and later section head of German at the UFS, remembers him fondly:

I will remember Prof Von Delft as a man of exceptional qualities: humble, thoughtful, kind, generous, never judgmental, compassionate, always dependable, brilliant, and also witty and entertaining. His wisdom, broad knowledge, and work ethic are legendary. He led by example and stimulated his students to give their best. I, like many others, will remember Prof Von Delft arriving at the university on his Vespa scooter to lecture, long after his retirement. His contribution and selfless support will always be appreciated. His qualities have also found expression in his family. The Von Delfts have been an asset to humanity.

Prof Angelique van Niekerk, Associate Professor: Department of Afrikaans and Dutch, German and French

In 2006, I had to go to his house to pick up a rented cello from the Von Delft ‘collection’ for a nine-year-old imp in my own home. When the passion overcame my son’s possible talent at the age of nine and he asked the ‘uncle’ to “Please play something for me so that I can hear which one is the best”, I thought I would die of shame because of my child’s arrogance. Prof Von Delft smiled, sat down with a twinkle in his eye, and enthusiastically played both cellos, which made the young man feel very important, being able to decide which of the two cellos he liked best for his then prospective music lessons. An adult can indeed talk to children as well! 
 
The department gladly welcomed the Von Delfts in our midst, even years after his retirement. Sitting close to me at the table during the year-end function in November 2018, he and his wife, Elna, were still socialising and having a great time with colleagues. He handled the really disturbing and unforeseen music (aimed at a noisy teenage market) of a next-door function with charming dignity. This was true to his nature, and definitely intended to spare the hosts (department and former colleagues) further inconvenience.  

Contribution to the Department of Afrikaans and Dutch, German and French

We honour his memory as human being and his contribution to the department and the Faculty of the Humanities.

Prof Von Delft will be remembered by everyone whose lives he touched – certainly by a large Bloemfontein community of former students, colleagues, family, and friends. And this remembrance is important – as the poet Rainer Maria Rilke wrote: “Wenn ihr mich sucht, sucht in euren Herzen. Habe ich dort eine Bleibe gefunden, lebe ich in euch weiter (When you look for me, look in your own hearts. If I have found a dwelling there, I will live on in you)."

News Archive

Inaugural lecture: Prof. Annette Wilkinson
2008-04-16

A strong plea for a pursuit of “scholarship” in higher education

Prof. Annette Wilkinson of the Centre for Higher Education Studies and Development in the Faculty of the Humanities at the University of the Free State (UFS) made as strong plea for a pursuit of “scholarship” in higher education.

She said in her inaugural lecture that higher education has to deal with changes and demands that necessitate innovative approaches and creative thinking when it concerns effective teaching and learning in a challenging and demanding higher education environment. She referred to a recent research report prepared for the Council for Higher Education (CHE) which spells out the alarming situation regarding attrition rates and graduation output in South African higher education and emphasises factors leading to the situation. These factors include socio-economic conditions and shortcomings in the school and the subsequent under preparedness of a very large proportion of the current student population. However, what is regarded as one of the key factors within the sector’s control is the implementation of strategies for improving graduate output.

She said: “The CHE report expresses concern about academics’ adherence to traditional teaching practices at institutions, which have not changed significantly to make provision for the dramatic increase in diversity since the 1980s.

“Raising the profile of teaching and learning in terms of accountability, recognition and scholarship is essential for successful capacity-building,” she said. “The notion of scholarship, however, brings to the minds of many academics the burden of ‘publish or perish’. In many instances, the pressures to be research-active are draining the value put on teaching. Institutions demand that staff produce research outputs in order to qualify for any of the so-called three Rs – resources, rewards and recognition.

“These have been abundant for research, but scarce when it comes to teaching – with the status of the latter just not on the same level as that of research. From within their demanding teaching environments many lecturers just feel they do not have the time to spend on research because of heavy workloads, that their efforts are under-valued and that they have to strive on the basis of intrinsic rewards.”

She said: “It is an unfortunate situation that educational expertise, in particular on disciplinary level, is not valued, even though in most courses, as in the Programme in Higher Education Studies at the UFS, all applications, whether in assignments, projects or learning material design, are directly applied to the disciplinary context. We work in a challenging environment where the important task of preparing students for tomorrow requires advanced disciplinary together with pedagogical knowledge.”

Prof. Wilkinson argued that a pursuit of the scholarship of teaching and learning holds the potential of not only improving teaching and learning and consequently success rates of students, but also of raising the status of teaching and recognising the immense inputs of lecturers who excel in a very demanding environment. She emphasised that not all teaching staff will progress to the scholarship level or are interested in such an endeavour. She therefore suggested a model in which performance in the area of teaching and learning can be recognised, rewarded and equally valued on three distinct levels, namely the levels of excellence, expertise and scholarship. An important feature of the model is that staff in managerial, administrative and support posts can also be rewarded for their contributions on the different levels for all teaching related work.

Prof. Wilkinson also emphasised the responsibility or rather, accountability, of institutions as a whole, as well as individual staff members, in providing an environment and infrastructure where students can develop to their full potential. She said that in this environment the development of the proficiency of staff members towards the levels of excellence, expertise and scholarship must be regarded as a priority.

“If we want to improve students’ success rates the institution should not be satisfied with the involvement in professional development opportunities by a small minority, but should set it as a requirement for all teaching staff, in particular on entry into the profession and for promotion purposes. An innovative approach towards a system of continuous professional development, valued and sought after, should be considered and built into the institutional performance management system.”

As an example of what can be achieved, Prof. Wilkinson highlighted the work of one of the most successful student support programmes at the UFS, namely the Career Preparation Programme (CPP), implemented fourteen years ago, bringing opportunities to thousands of students without matric exemption. The programme is characterised by dedicated staff, a challenging resource-based approach and foundational courses addressing various forms of under preparedness. Since 1993 3 422 students gained entry into UFS degree programmes after successfully completing the CPP; since 1996 1 014 of these students obtained their degrees, 95 got their honours degrees, 18 their master’s degrees and six successfully completed their studies as medical doctors.

Prof. Wilkinson said: “I believe we have the structures and the potential to become a leading teaching-learning university and region, where excellence, expertise and scholarship are recognised, honoured and rewarded.”

 

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