Midweek Review
Japanese literature and Prof. Ariya Rajakaruna’s translations
by Liyanage Amarakeerthi
Department of Sinhala, University of Peradeniya
During these COVID-19 days, stories pop up everywhere describing how each country and its people are coping with the pandemic. It is said that the Japanese people are behaving in the most responsible manner; they have changed their behaviour in conformity with the health regulations related to the pandemic. The Japanese are known to turn laws into culture. In others words, they absorb laws into culture; and thereafter, laws do not look laws. When laws are made with the participation of the people, they easily blend with the public culture. This is in stark contrast to Singapore, where laws remain laws, strict, punitive and statist: obey the law or pay the penalty! In Japan even state power takes beautiful cultural shapes.
Such idealisation of Japan is part of our middle-class culture. For many of us, Japan is the ideal land: elegantly cultured; adequately Buddhist; appropriately non-Western; seemingly anti-Western; not too religious; obviously modern yet visibly Asian; moderate yet powerful; culturally traditional yet developed and so on. For us, Japan is perhaps the easiest country to love – love openly. We love the West secretly and Japan openly.
Our love of Japan may have many origins. One key source of that love is Professor Ediriweera Sarachchandra’s two novels: Malagiya Attho and Malavunge Avurudu Da. After those two novels we have been a bit too romantic about anything Japanese. In the making of our first modern indigenous play, Saracchandra, ‘the father of modern’ Sinhala drama, was significantly influenced by Japan, and loved to overemphasise that Japanese connection. In my latest novel, Rathu Iri Andina Atha, I created a character who shrewdly manipulates our love of Japan. In order to enter the conscious of educated Sinhala middleclass, he acts as a professor returning from a long stay in Japan. To make the story believable, he carves out a story of his Japanese wife – a fiction within a fiction! Sri Lankan middle class is ready to be deceived even by an underworld imposter as long as he presents himself as a person refined in Japan. Irony, to be sure, allows us to see the extent to which Japan has become one of our national fantasies.
This essay, however, is about a real scholar who has enriched modern Sinhala literature almost singlehandedly by translating Japanese literature into Sinhala. He is Professor Ariya Rajakaruna. Several translators such as Jayantha Wimalasena, Tadashi Noguchi, and Wimaladasa Samarasinghe introduced Japanese literature to the Sinhala readers. But they translated them from English. Professor Rajakaruna translated directly from Japanese. Now in his eighties, the professor continues to translate Japanese literature into Sinhala.
Translated Literature and Sinhala Fiction
The story of modern Sinhala literature is one of the many influences. Modern Sinhala fiction in particular was primarily influenced by Russian and French fiction. From the 1940s onwards the key classics of those languages were translated into Sinhala. Edirivira Saracchandra, A. P. Gunarathne, David Karunarathne, Cyril C. Perera, K.G. Karunathilaka, Boby G. Botheju and numerous others translated those books. Among the present-day literary translators, Gamini Viyangoda, Chulananda Samaranayake, Ananda Amarasiri and many others have continued to translate contemporary world classics into Sinhala. And the Pragathi Publishers, a literary wing of the Soviet Union, made Russian classics, along with some Soviet ones, available in Sinhala at affordable prices. It must be stressed that they did not translate just Stalinist propaganda. So, we could read Gogol, Dostoyevsky, Pushkin and Tolstoy, who were not Bolsheviks. Those books were nicely printed as well. Some of those books came out in adorable pocket editions that we could carry around showing off our ‘refined taste’ to Sri Lankan Sonyas, Annas, Laras or Altynais – those unforgettable heroines of Russian classics. Dedigama V. Rodrigo, Padma Harsha Kuranage and Piyasena Manilgama are still in our minds as the translators of those classics. Some works of fiction from other national literature such as American, British, German, and Indian were translated here and there, but not in any systematic way. The United States did everything it could to rival the USSR during the cold war but never spent any money on translating its literature into other languages. In other words, it did not have an organ equivalent to The Progressive Publishers of the USSR. Thus, we are still to have any translation of the masterpieces of Henry James, William Faulkner, John Dos Passos, Scott Fitzgerald, or Saul Bellow. At the moment, our regional superpower, China, is also not interested in cultural stuff. They are into giving us colossal loans, cutting deals, and behind-the scene political games, getting ministers in the loop, and so on – very much like the US in that sense.
Japanese Influence on Sinhala literature
In addition to Russian and French literature, Japanese literature is perhaps the single most influential literary tradition to shape contemporary Sinhala literature. To account for literary influences is a difficult task. Yet, the influence of Japanese Haiku is quite visible and ubiquitous in Sinhala literature. After Ariyawansa Ranavira, one of the most senior poets, translated a collection Haiku by Japanese masters in 1980s, many Sinhala poets began writing Haiku like poems. Today, younger poets such as Lakshantha Athukorla, Palitha Senarathne, Piyankarage Bandula Jayaweera, Ven. Aparekke Sirisudhamma and others regularly write shorter poems that reflect a heavy influence of Haiku. Professor Rajakaruna himself translated a collection of Haiku directly from Japanese. His book figures prominently in the ‘Haiku dialogue’ taking place in Sinhala.
Avant Garde Films and Drama
Professor Rajakaruna translated Japanese classics into English as well. Two film scripts included in A Crazy Page and Crossroads were translated into English for the first time. Our Professor has helped some Japanese authors to reach international readership! On reading these two film scripts, I was amazed at the kind of modernism and experimentalism in those texts written in 1920s. A Crazy Page is about a man who returns to his abandoned wife and daughter some thirty years to find wife insane and hospitalized. He tries to make up for all those lost years by finding a job as an attendant at the hospital where the wife awaits her death. The film script has been written breaking the linearity in time and space. Avant Garde nature of the film is so much that I couldn’t believe that it was written nearly a century ago.
Some of the plays Professor Rajakaruna translated from Japanese to Sinhala also belong to what we conventionally call “absurd theatre.” Unfortunately, his translations were never produced as plays. But one can safely assume that at least of the younger playwrights in Sinhala have read these translated plays.
And some universities regularly use them as their required texts.
As a literary critic, Professor Rajakaruna is not known to defend experimentalism in Sinhala literature. His recent critical essays on Sinhala fiction fail to appreciate post realist fiction written by new writers, who have made some significant achievements by writing short stories and novels that transcend naturalist realism. But as a translator, the professor has been particularly keen on translating Japanese texts that are experimental in nature.
Although he looks rather conventional as a critic in his recent writing, Prof. Rajakaruna, I must say, was one of the fearless defenders of the literary modernism of Peradeniya School (1950s to 60s). As a young lecturer at the University of Peradeniya, Rajakaruna was one of the most vocal supporters of ‘free verses’ of Siri Gunasinghe, the greatest modernist of the so-called ‘Peradeniya School.’ Interestingly, Professor Rajakaruna continued to side himself with modernist experimentalism in his translations from Japanese to Sinhala.
Professor Rajakaurna translated so many short stories by celebrated Japanese writers. He also supervised two projects of translations that introduced nearly all key writers of Japanese literature into Sinhala. Two volumes of short stories, Ishtartha Siddiya and Asaliya Mal, have gone into several prints already and they include Japanese short stories representing a wide variety of styles and themes. And those stories have been translated from English by leading scholars in the field. It must be mentioned with a sense of gratitude that Japanese agencies such as Toyota Foundation have provided him with financial support to carry out those projects. But in recent times, even those funding agencies have not paid any attention to helping us make such cultural products with lasting effects. And there has not been another Ariya Rajakaruna, passionate about Japanese arts and enthusiastic about what we can learn from Japan. Now, China is all over the place. From kitchen to the cabinet – yes, I mean the Cabinet of ministers. We are likely to be indebted to China for several generations to come. But China has no Toyota Foundations that will help you translate literature. Perhaps, China knows that its best writers are not with the Chinese oligarchy, and to translate them will make no contribution to China’s geopolitical project.
Heir to his Work
Professor Rajakaruna, like many others of his generation, failed to produce inspired students who can continue his work on Japanese literature. After him, no one learned Japanese and entered into ever vibrant Japanese literary scene. Therefore, we do not have anyone translating renowned writers such as Haruki Murakami, Yoko Ogava, Hiromi Kawakami, Junji Ito, Hiroko Oyamada and so on directly from Japanese. Murakami comes to us through English. His work has been translated from English into Sinhala. Professor Rajakaruna learned his Japanese in three years (1962-5) at the Tokyo School of Japanese Language. I wonder why no one after him followed his path. Many after him went to Japan for higher studies but nearly all of them ended up being wealthy car importers instead of translators. Perhaps, new Japan itself needs someone selling its cars rather than someone translating literature!
During the last 40 some years, anyone educated in Japan failed to make a lasting impact on the field of the humanities in Sri Lanka. Perhaps, there is something fundamentally wrong with those who go there or in those who teach them there. Or perhaps, after all, this is a different age. Well, the age of Rajakaruna, too, only produced just a single Rajakaruna. Literary and scholarly achievements have a lot to do with individual passion and commitment. The art of making scholarly passions contagious is still to be discovered.
Technical Japan and Literary Japan
While Japan was being reduced to electronic gadgets and auto mobiles in the economic atmosphere of post 1977 neo-liberal era, people like Ariya Rajakaruna helped us see that Japan was more than those cute technical and mechanical devices. They showed us the richness of Japanese literature. A fairly well-read person in my generation, by reading even only in Sinhala, can recite a long list of Japanese authors. And the stories of those authors might have already entered the deep crevices of our collective consciousness, and the memories of such literary work might one day influence our literature in ways that we cannot really predict or explain. Literary influences are such that one cannot really see where they come from. But our literary achievements will have the fragrance of the wonderful things their creators were exposed to during their formative years. Any serious writer writing in Sinhala today must have been introduced to some Japanese classics through the work of translators such as Professor Ariya Rajakaruna. As the most prolific translator from Japanese to Sinhala, he has been a wonderful cultural ambassador for us. It is said that his ‘embassy’ will be closed forever after him unless we, Sri Lankan literati, and our counterparts in Japan give some serious thoughts to continuing this enriching intercultural engagement. To continue that cross-fertilisation would be the best tribute to the pioneers such as Professor Rajakaruna.
(This essay is a part of longer research paper the writer is working on. He can be contacted at Liyanage19@gmail.com)
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It is a pleasure to be here today, when the University resumes postgraduate work in English and Education which we first embarked on over 20 years ago. The presence of a Professor on English Language Teaching from Kelaniya makes clear that the concept has now been mainstreamed, which is a cause for great satisfaction.
Twenty years ago, this was not the case. Our initiative was looked at askance, as indeed was the initiative which Prof. Arjuna Aluwihare engaged in as UGC Chairman to make degrees in English more widely available. Those were the days in which the three established Departments of English in the University system, at Peradeniya and Kelaniya and Colombo, were unbelievably conservative. Their contempt for his efforts made him turn to Sri Jayewardenepura, which did not even have a Department of English then and only offered it as one amongst three subjects for a General Degree.
Ironically, the most dogmatic defence of this exclusivity came from Colombo, where the pioneer in English teaching had been Prof. Chitra Wickramasuriya, whose expertise was, in fact, in English teaching. But her successor, when I tried to suggest reforms, told me proudly that their graduates could go on to do postgraduate degrees at Cambridge. I suppose that, for generations brought up on idolization of E. F. C. Ludowyke, that was the acme of intellectual achievement.
I should note that the sort of idealization of Ludowyke, the then academic establishment engaged in was unfair to a very broadminded man. It was the Kelaniya establishment that claimed that he ‘maintained high standards, but was rarefied and Eurocentric and had an inhibiting effect on creative writing’. This was quite preposterous coming from someone who removed all Sri Lankan and other post-colonial writing from an Advanced Level English syllabus. That syllabus, I should mention, began with Jacobean poetry about the cherry-cheeked charms of Englishwomen. And such a characterization of Ludowyke totally ignored his roots in Sri Lanka, his work in drama which helped Sarachchandra so much, and his writing including ‘Those Long Afternoons’, which I am delighted that a former Sabaragamuwa student, C K Jayanetti, hopes to resurrect.
I have gone at some length into the situation in the nineties because I notice that your syllabus includes in the very first semester study of ‘Paradigms in Sri Lankan English Education’. This is an excellent idea, something which we did not have in our long-ago syllabus. But that was perhaps understandable since there was little to study then except a history of increasing exclusivity, and a betrayal of the excuse for getting the additional funding those English Departments received. They claimed to be developing teachers of English for the nation; complete nonsense, since those who were knowledgeable about cherries ripening in a face were not likely to move to rural areas in Sri Lanka to teach English. It was left to the products of Aluwihare’s initiative to undertake that task.
Another absurdity of that period, which seems so far away now, was resistance to training for teaching within the university system. When I restarted English medium education in the state system in Sri Lanka, in 2001, and realized what an uphill struggle it was to find competent teachers, I wrote to all the universities asking that they introduce modules in teacher training. I met condign refusal from all except, I should note with continuing gratitude, from the University of Sri Jayewardenepura, where Paru Nagasunderam introduced it for the external degree. When I started that degree, I had taken a leaf out of Kelaniya’s book and, in addition to English Literature and English Language, taught as two separate subjects given the language development needs of students, made the third subject Classics. But in time I realized that was not at all useful. Thankfully, that left a hole which ELT filled admirably at the turn of the century.
The title of your keynote speaker today, Professor of English Language Teaching, is clear evidence of how far we have come from those distant days, and how thankful we should be that a new generation of practical academics such as her and Dinali Fernando at Kelaniya, Chitra Jayatilleke and Madhubhashini Ratnayake at USJP and the lively lot at the Postgraduate Institute of English at the Open University are now making the running. I hope Sabaragamuwa under its current team will once again take its former place at the forefront of innovation.
To get back to your curriculum, I have been asked to teach for the paper on Advanced Reading and Writing in English. I worried about this at first since it is a very long time since I have taught, and I feel the old energy and enthusiasm are rapidly fading. But having seen the care with which the syllabus has been designed, I thought I should try to revive my flagging capabilities.
However, I have suggested that the university prescribe a textbook for this course since I think it is essential, if the rounded reading prescribed is to be done, that students should have ready access to a range of material. One of the reasons I began while at the British Council an intensive programme of publications was that students did not read round their texts. If a novel was prescribed, they read that novel and nothing more. If particular poems were prescribed, they read those poems and nothing more. This was especially damaging in the latter case since the more one read of any poet the more one understood what he was expressing.
Though given the short notice I could not prepare anything, I remembered a series of school textbooks I had been asked to prepare about 15 years ago by International Book House for what were termed international schools offering the local syllabus in the English medium. Obviously, the appalling textbooks produced by the Ministry of Education in those days for the rather primitive English syllabus were unsuitable for students with more advanced English. So, I put together more sophisticated readers which proved popular. I was heartened too by a very positive review of these by Dinali Fernando, now at Kelaniya, whose approach to students has always been both sympathetic and practical.
I hope then that, in addition to the texts from the book that I will discuss, students will read other texts in the book. In addition to poetry and fiction the book has texts on politics and history and law and international relations, about which one would hope postgraduate students would want some basic understanding.
Similarly, I do hope whoever teaches about Paradigms in English Education will prescribe a textbook so that students will understand more about what has been going on. Unfortunately, there has been little published about this but at least some students will I think benefit from my book on English and Education: In Search of Equity and Excellence? which Godage & Bros brought out in 2016. And then there was Lakmahal Justified: Taking English to the People, which came out in 2018, though that covers other topics too and only particular chapters will be relevant.
The former book is bulky but I believe it is entertaining as well. So, to conclude I will quote from it, to show what should not be done in Education and English. For instance, it is heartening that you are concerned with ‘social integration, co-existence and intercultural harmony’ and that you want to encourage ‘sensitivity towards different cultural and linguistic identities’. But for heaven’s sake do not do it as the NIE did several years ago in exaggerating differences. In those dark days, they produced textbooks which declared that ‘Muslims are better known as heavy eaters and have introduced many tasty dishes to the country. Watalappam and Buriani are some of these dishes. A distinguished feature of the Muslims is that they sit on the floor and eat food from a single plate to show their brotherhood. They eat string hoppers and hoppers for breakfast. They have rice and curry for lunch and dinner.’ The Sinhalese have ‘three hearty meals a day’ and ‘The ladies wear the saree with a difference and it is called the Kandyan saree’. Conversely, the Tamils ‘who live mainly in the northern and eastern provinces … speak the Tamil language with a heavy accent’ and ‘are a close-knit group with a heavy cultural background’’.
And for heaven’s sake do not train teachers by telling them that ‘Still the traditional ‘Transmission’ and the ‘Transaction’ roles are prevalent in the classroom. Due to the adverse standard of the school leavers, it has become necessary to develop the learning-teaching process. In the ‘Transmission’ role, the student is considered as someone who does not know anything and the teacher transmits knowledge to him or her. This inhibits the development of the student.
In the ‘Transaction’ role, the dialogue that the teacher starts with the students is the initial stage of this (whatever this might be). Thereafter, from the teacher to the class and from the class to the teacher, ideas flow and interaction between student-student too starts afterwards and turns into a dialogue. From known to unknown, simple to complex are initiated and for this to happen, the teacher starts questioning.’
And while avoiding such tedious jargon, please make sure their command of the language is better than to produce sentences such as these, or what was seen in an English text, again thankfully several years ago:
Read the story …
Hello! We are going to the zoo. “Do you like to join us” asked Sylvia. “Sorry, I can’t I’m going to the library now. Anyway, have a nice time” bye.
So Syliva went to the zoo with her parents. At the entrance her father bought tickets. First, they went to see the monkeys
She looked at a monkey. It made a funny face and started swinging Sylvia shouted: “He is swinging look now it is hanging from its tail its marvellous”
“Monkey usually do that’
I do hope your students will not hang from their tails as these monkeys do.
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By Satyajith Andradi
Quite understandably, the world of classical music is dominated by the brand images of great composers. It is their compositions that we very often hear. Further, it is their life histories that we get to know. In fact, loads of information associated with great names starting with Beethoven, Bach and Mozart has become second nature to classical music aficionados. The classical music industry, comprising impresarios, music publishers, record companies, broadcasters, critics, and scholars, not to mention composers and performers, is largely responsible for this. However, it so happens that classical music lovers are from time to time pleasantly struck by the irresistible charm and beauty of classical pieces, the origins of which are little known, if not through and through obscure. Intriguingly, most of these musical gems happen to be classical super – hits. This article attempts to present some of these famous pieces and their little-known composers.
Pachelbel’s Canon in D
The highly popular piece known as Pachelbel’s Canon in D constitutes the first part of Johann Pachelbel’s ‘Canon and Gigue in D major for three violins and basso continuo’. The second part of the work, namely the gigue, is rarely performed. Pachelbel was a German organist and composer. He was born in Nuremburg in 1653, and was held in high esteem during his life time. He held many important musical posts including that of organist of the famed St Stephen’s Cathedral in Vienna. He was the teacher of Bach’s elder brother Johann Christoph. Bach held Pachelbel in high regard, and used his compositions as models during his formative years as a composer. Pachelbel died in Nuremburg in 1706.
Pachelbel’s Canon in D is an intricate piece of contrapuntal music. The melodic phrases played by one voice are strictly imitated by the other voices. Whilst the basso continuo constitutes a basso ostinato, the other three voices subject the original tune to tasteful variation. Although the canon was written for three violins and continuo, its immense popularity has resulted in the adoption of the piece to numerous other combinations of instruments. The music is intensely soothing and uplifting. Understandingly, it is widely played at joyous functions such as weddings.
Jeremiah Clarke’s Trumpet Voluntary
The hugely popular piece known as ‘Jeremiah Clarke’s Trumpet Voluntary’ appeared originally as ‘ The Prince of Denmark’s March’ in Jeremiah Clarke’s book ‘ Choice lessons for the Harpsichord and Spinet’, which was published in 1700 ( Michael Kennedy; Oxford Dictionary of Music ). Sometimes, it has also been erroneously attributed to England’s greatest composer Henry Purcell (1659 – 1695 ) and called ‘Purcell’s Trumpet Voluntary (Percy A. Scholes ; Oxford Companion to Music). This brilliant composition is often played at joyous occasions such as weddings and graduation ceremonies. Needless to say, it is a piece of processional music, par excellence. As its name suggests, it is probably best suited for solo trumpet and organ. However, it is often played for different combinations of instruments, with or without solo trumpet. It was composed by the English composer and organist Jeremiah Clarke.
Jeremiah Clarke was born in London in 1670. He was, like his elder contemporary Pachelbel, a musician of great repute during his time, and held important musical posts. He was the organist of London’s St. Paul’s Cathedral and the composer of the Theatre Royal. He died in London in 1707 due to self – inflicted gun – shot injuries, supposedly resulting from a failed love affair.
Albinoni’s Adagio
The full title of the hugely famous piece known as ‘Albinoni’s Adagio’ is ‘Adagio for organ and strings in G minor’. However, due to its enormous popularity, the piece has been arranged for numerous combinations of instruments. It is also rendered as an organ solo. The composition, which epitomizes pathos, is structured as a chaconne with a brooding bass, which reminds of the inevitability and ever presence of death. Nonetheless, there is no trace of despondency in this ethereal music. On the contrary, its intense euphony transcends the feeling of death and calms the soul. The composition has been attributed to the Italian composer Tomaso Albinoni (1671 – 1750), who was a contemporary of Bach and Handel. However, the authorship of the work is shrouded in mystery. Michael Kennedy notes: “The popular Adagio for organ and strings in G minor owes very little to Albinoni, having been constructed from a MS fragment by the twentieth century Italian musicologist Remo Giazotto, whose copyright it is” (Michael Kennedy; Oxford Dictionary of Music).
Boccherini’s Minuet
The classical super-hit known as ‘Boccherini’s Minuet’ is quite different from ‘Albinoni’s Adagio’. It is a short piece of absolutely delightful music. It was composed by the Italian cellist and composer Luigi Boccherini. It belongs to his string quintet in E major, Op. 13, No. 5. However, due to its immense popularity, the minuet is performed on different combinations of instruments.
Boccherini was born in Lucca in 1743. He was a contemporary of Haydn and Mozart, and an elder contemporary of Beethoven. He was a prolific composer. His music shows considerable affinity to that of Haydn. He lived in Madrid for a considerable part of his life, and was attached to the royal court of Spain as a chamber composer. Boccherini died in poverty in Madrid in 1805.
Like numerous other souls, I have found immense joy by listening to popular classical pieces like Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio and Boccherini’s Minuet. They have often helped me to unwind and get over the stresses of daily life. Intriguingly, such music has also made me wonder how our world would have been if the likes of Bach, Handel, Haydn, Mozart, Beethoven, and Schubert had never lived. Surely, the world would have been immeasurably poorer without them. However, in all probability, we would have still had Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio, and Boccherini’s Minuet, to cheer us up and uplift our spirits.
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By Lynn Ockersz
The tax owed by him to Caesar,
Leaves our retiree aghast…
How is he to foot this bill,
With the few rupees,
He has scraped together over the months,
In a shrinking savings account,
While the fires in his crumbling hearth,
Come to a sputtering halt?
But in the suave villa next door,
Stands a hulk in shiny black and white,
Over a Member of the August House,
Keeping an eagle eye,
Lest the Rep of great renown,
Be besieged by petitioners,
Crying out for respite,
From worries in a hand-to-mouth life,
But this thought our retiree horrifies:
Aren’t his hard-earned rupees,
Merely fattening Caesar and his cohorts?
