Connect with us

Midweek Review

Solving the Human-Elephant Conflict



By Rajitha Ratwatte

I am told that our new President is going to make another attempt to handle the burning issue of the human-elephant conflict (HEC). I have nothing but good wishes for his attempts and to those well qualified academics who have been appointed to a committee to handle the task. Engaging the groves of academe in the task is well and good, but please remember that practical experience in handling elephants is essential.

The following are extracts from my book; they deal with HEC as I see it and the hard problem of how we are going to reduce the wild elephant population of our country. It is undisputable that the Pearl has too many wild elephants and since reducing humans is not really possible; the elephant numbers have to come down.

Fortunately, we have a proven method, that needs some improvement for sure but is a real alternative to culling entire herds which is the method followed in the African countries. Happy reading dear readers!

“The human-elephant conflict in a country with a growing population and a level of politically patronized corruption that does not allow the implementation of conservation laws. A Chena cultivator stakes his future and the future of his entire family on a crop that gets raided by a marauding elephant a few days before harvest. The entire crop is ruined, and the farmer faces destitution. Can the farmer be blamed for trying his best to keep the elephants out? This leads to horrendous wounds on both sides and slow lingering death from gangrene or poison, for the elephants.

“The fact that the cultivation is inside a buffer zone of a national park or in some cases actually inside the demarcated zone for a national park can be blamed on local vote grabbing political patronage …. but what else is new!

In such a situation we have a real alternative to culling. We in this land that has been thrice blessed, have an ancient art that has been passed down for thousands of years. We know how to domesticate elephants and these elephants can support up to two families each. The people who look after elephants learn a trade, they are not unskilled workers and they have a life of dignity. If they take any pride in their craft the elephant too lives free of gunshot wounds, semi starvation and trauma and lack of sleep.

“Why are the politicians and the greenies blocking this? It can’t be lack of knowledge. Some of the leading politicians of this country come from families that have had elephants. Surely, even though their skills and aptitudes turned them towards one of the more questionable professions in this world, they have some memories? Anyone who has had the privilege of earning the trust of an elephant will never ever forget that. If they have never experienced it how can they speak with authority and make decisions if they don’t know the subject?”

Next is an extract from some actual trapping of elephants that I was privileged to watch and participate in:

“This herd lived in a tiny pocket of jungle surrounded by rice fields. The land had been cleared without getting the elephants out and therefore the animals had to compete with humans for food and water. The only way the elephants could live was to raid the cultivation and during the rice harvesting season it was an absolute nightmare. First, we went to the area and set up camp. There was no sleep in the night! All you heard was the shouting of men, the exploding of firecrackers and gunshots and the screams of angry elephants. It was like the soundtrack for Dante’s description of hell. Everyday there were reports of human and elephant casualties and some of the methods used by farmers to defend their crops were unbelievable. May I hasten to add that when one saw the conditions under which those farmers lived and realised that one raid from a herd of elephants meant the total loss of a crop for that season, a farmer was perfectly justified in defending his corp. My opinion is that it should have been the politicians’ who settled farmers on those lands in order to garner votes that should have been poisoned and shot!

“Poisoned fruit, trap guns that maimed horribly, pouring acid and boiling oil onto the backs of elephants from watch huts on top of trees and using six-inch nails driven into planks that when lodged in an elephant’s foot caused gangrene, were only some of the methods used. All this because the elephant was a “protected” animal and most of the guns that belonged to farmers had been confiscated by the authorities with the advent of war. To any sane man it was obvious that actually culling those elephants would have been much more merciful that subjecting them to what was and is still happening. We, in our country actually had an alternative. We knew how to trap, and train elephants and these elephants would provide a vocation and a means of livelihood for two families per elephant but there was politics and the “greenies” to consider. This was the only occasion that something would be considered on these lines and since it had a rather sticky ending, I fear those elephants are condemned to die slowly. It still pains me to think of what was done to us and how the project ended but I will not bore the reader with another anecdote of politics from the third world. This is supposed to be a book dedicated with love to elephants and I will describe the methods used by the traditional elephant trappers of Ceylon.

“The trappers arrived (not in loincloths) with their trusty ropes and we accompanied them on their initial recce of the territory. We were fortunate enough to encounter the herd of elephants resting in a small forest area and immediately the Pannikyars’ were transformed. “Civilised” attire vanished and loincloths appeared like magic. The oldest among them a gnarled veteran of indiscriminate age, said he would go in among the herd and come back to us with a report of how many animals were there and if there were any animals that were suitable for capture. We had permission to capture a few cow elephants to form the nucleus of a team of Monitor elephants that would be used in future plans to translocate pocketed animals. We needed half grown cows around 4-5-foot-tall as these were the best for training. The old man disappeared, and we sat in the shade, in the growing heat, waiting for a report. We all had one ear cocked for an elephantine scream, followed by a nasty thud and the resulting mayhem. Just as we were beginning to get worried the old man materialised, seemingly from the foot of the tree and he had good news, there were suitable animals and we could set our traps.

“We had a further advantage because this herd of wild elephants was actually trapped inside this pocket of forest because (can you believe it!) There was a musical concert going on in the adjoining village and the elephants’ only exit route was blocked by a noisy screaming bunch of music fans.

“The trap itself is basically a noose made of specially cured Sambhar hide. One end of which is tied securely to a stout tree and the noose end is connected to a weighted pulley which hangs from a branch of the same tree and buried in a shallow trench the size of the foot of the animal you wish to capture; remember the formula is 2xcircumferance of the fore-foot gives you the height at the shoulder). All this is then cleverly camouflaged and covered with thin twigs and earth. This ensures that when the elephant’s foot goes in the twigs give way, this then releases a crude spring mechanism that lifts the noose up the leg of the animal and tightens the noose. The elephant is then effectively tied to the tree and unable to free itself. The rope is so strong that even though elephants are known to have knelt down and bitten it with their immensely powerful jaws, it has held up.

“I followed the old man because I knew that he was the master. Everyone used the elephant paths to locate their traps in because when a herd is moving the majority of animals use the well-beaten path and consequently your chances of success increase. While assisting the old man, we got talking and he told me, “There is a lovely young princess (a high caste calf) and she even has tushes (very rare among female elephants in our country) shall we set a trap for her?” I couldn’t believe my ears. To get a female with tushes from whom it was possible to breed that most valuable of animals a tusker, was a fantastic bonus and I said, “Let’s do it,” thinking to myself that I would somehow arrange for permission because it was vital to save those genes from the terrible fate they were destined to. I was also a little skeptical as to how this man was going to set a trap for a specific animal although I didn’t dare ask.

“The old man selected a stout teak tree that grew in the middle of the elephant path. It had a fairly low branch about four feet of the ground on one side and no low branches on the other side. The path went around this tree and there was thick thorn bush on either side of the path at this point. Sulaiman selected a point under the low branch and began to set his trap. I couldn’t contain my curiosity anymore and was about to ask him why he had selected that spot when he began to explain. I think he was reasoning out to himself more than telling me. I was just a fortunate bystander. “The mother leads the herd and she will come first”. “The calf (or the child as he called it) will be close at heel and the adult will pick the easy path and not go under the low branch. The calf trying to keep at heel and getting jostled by the rest of the herd will take the route under the short branch as it is no obstruction to her and then she will be ours.” This is how this now dead master of his art put it. That is exactly how “Kiri” came into our lives!

“Rani and Khadira (two tame elephants) had been brought to the camp to assist in moving the captured animals as we still did not accept the use of tranquilizers. It was the age-old belief that a couple of good monitor elephants did the job with the least trauma to the new captives. Rani adopted Kiri immediately and although she didn’t have a calf at the time she actually came into milk and was feeding Kiri with mother’s milk (not really necessary at Kiri’s age) during her training and initiation into our lives.”

Below is an account of the training:

“We picked a coconut estate that belonged to my uncle, in a fairly remote area with good access to a river and plenty of room for stabling elephants to introduce Kiri to living with humans. We found Kiri in a terrible state. She was riddled with ticks and full of internal parasites. This little elephant calf had also been shot at and there was buckshot all over her body. She was so weak that when she lay down, she needed help to get up again and when she got any food, she ate so fast that it was obvious that she had been brought up on a diet of food snatched from angry cultivators. Kiri would probably have died if she had remained in the wild under those conditions. Even though we had Kiri forcibly removed from us by the politicians of the day, it was nice to know that we had rescued even one of that ill-fated herd of elephants.

“The first thing to do was to simply sit with Kiri and talk to her some of the “pannikayar” sang to her and get her to realise that all humans didn’t hate her. Of course, we also fed her with all kinds of tasty morsels, the treacle from the “kithul” flower and the “juggery”, which is the solidified form of this same product, were the most popular. Having Rani was also very helpful because she was able to communicate, and no doubt explain a few things to Kiri once her initial terror wore off. Rani, as mentioned earlier, was imminently sensible and although all elephants long for the wild—it is so obvious when working with elephants in the vicinity of wild herds—they do form a very good relationship with humans and more often than not adapt and settle down very well. The way I look at it is how we humans (originally hunter gatherers) have adapted to the “rat race”. It is essential to have good (sensible) monitor elephants when training wild ones as this makes a huge difference to the end product. I feel that ‘sensible’ monitor elephants explain the situation to their charges in the correct way and shape a correct attitude by the trainee. Rani however went silly over her charge. She, practical, sensible, down to earth Rani started lactating and decided that the calf was hers. Kiri was quick to realise that she could manipulate Rani and took advantage of every opportunity.

“Kiri hated bath time. Very strange in elephants because they usually relish bathing. This could only have been attributed to the fact that the pocketed herd that Kiri was part of, had to share their water source with humans and bathing was always fraught with danger. Usually, if you let an elephant off in a river it would “dive” straight in and lie down and roll around and it would be very difficult to get the elephant out again. With Kiri it was different. She would stand in the water petrified and try to find a way of getting out as soon as possible. However, to keep an elephant fit and healthy it is necessary to have them lie in water and we also used to give them a good scrub when they did lie down. This was the way to keep parasites off their bodies. Kiri wouldn’t lie down, and we had to make her do it. What ensued was the equivalent of a rugby union ruck, followed by a rolling maul and a total collapse. We had to physically tackle Kiri and get her down on her side, of course she resisted strongly and would accompany her struggles with loud bellows and Rani in spite of all her good sense would get up and come running to help with loud cries of her own.


Bath time would attract the whole village and we even had a request from the local school principal to have bath time after 1.30 PM as this was the time his school sessions were over for the day and he was having terrible trouble with truancy during the last period … Rani was so well trained and we were so sure of her that in spite of the noise and her physical presence she never actually intervened and, therefore, she was no threat. However, Khadira had to be used for the actual training because there was little room for sentimentality when training a good working elephant.

“Initially, Kiri was tied to Khadira by a rope attached to both elephant’ shoulders. This meant that Kiri was compelled to do everything Khadira did and she also learned to associate the commands that Khadira obeyed with the relevant action. They would go off on long walks in the countryside and Kiri did try her charms on her venerable teacher but the “old man” would have none of it. She tried everything, wriggling under the bull’s stomach and trying to entangle the guide rope on his legs and maybe trip him up. Kiri soon learnt that it was a waste of time to try to go the other way when Khadira was obeying an order and standing still really meant STANDING STILL. If the bull wanted to, he could easily have jerked the little calf off her feet and some have been known to strike them with their trunks and even kill them. Khadira was the best of the best. Wonderfully patient and so obedient! He just stood there with just the correct resistance on the rope and his trunk tucked into his mouth so that even if he was tempted… he could resist. Soon this attitude filtered down to the trainee and all unnecessary activities ceased and we had an obedient controlled young elephant so much so that after only a week or two we had Kiri walking all over the town and holding her own on the roads with buses horning at her and of course people falling in love with her. Kiri must have been fed by one in two people who saw her, and they would have little offerings of bananas and other fruit waiting for her when she went on her walks. The hill country villages of Ceylon love their elephants and some even worships them as elephants are associated with the Hindu god Ganesh.

“Kiri and Khadira got so used to each other that on the first occasion that Kiri was taken to have a look at what working was all about she went hitched to Khadira in the usual way and at the place of work she was unhitched and Khadira wheeled off to the right to get to work. The little trainee didn’t realise that she had been unhitched, for it was Khadira’s end of the rope that had been removed and she wheeled in perfect time keeping an even pressure on the guide rope! Of course, we all fell about laughing and Kiri looked rather hurt.

Politics intervened, and our project was deemed another elitist venture and we were accused of murdering some elephants in a cruel manner. One day the long arm of the law came to our estate and ordered us to load Kiri onto a lorry for transport to a life of drudgery in an “elephant orphanage”. Kiri wouldn’t go, and it was I, with a breaking heart and Rani, who had to guide her onto the lorry and she bellowed and cried as the lorry was driving away. Rani’s cries that day were so terrible, and I never want to hear an elephant cry like that ever again. There was nothing I could do, so I hugged her trunk and I wept unashamedly until I found Rani comforting me with the gentle rumbling call that a cow elephant makes to her calf to tell it that “things will be alright because mother knows best”. It took the wisdom of this matriarch of elephants to point out to a humble human that life is cruel and sometimes we have no control of what is to happen to us”.


Continue Reading
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Midweek Review

‘Professor of English Language Teaching’



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.

Continue Reading

Midweek Review

Little known composers of classical super-hits



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.

Continue Reading

Midweek Review

The Tax Payer and the Tough



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?

Continue Reading