Midweek Review
Suzuki Method in Sri Lanka: Introducing an Actor Training System
By Saumya Liyanage Introduction
In 2019, the Faculty of Graduate Studies, University of Visual and Performing Arts initiated a project titled ‘Suzuki Actor Training Workshop’ with a performance maker and actor trainer Dr Deborah Leiser-Moore from Melbourne, Australia. The objective of this workshop was to introduce a novel approach to actor training through the least explored performer training system in Sri Lanka known as ‘Suzuki Method’ conceived and developed by a well-known Japanese theatre director Tadashi Suzuki. The Suzuki method has been used and taught in many Universities and theatre institutions in the world and this approach to actor training was first popularized in America, Australia, and Europe in the early 80s. However, this approach of actor training was not known to Sri Lankan academia or theatre schools. The dominant performer training paradigm has been the Stanislavski or Method, derived from Stanislavski’s system or later the version of Method acting derived through American actor training tradition. This domination has been a widespread phenomenon in major actor training schools in the world. Yet, in the early 80s and latter part of the decade, the Suzuki method has become one of their major disciplines in actor training curricula, especially in Australia and America. This Suzuki actor training workshop was the first attempt to introduce Tadashi Suzuki’s methodology to a Sri Lankan group of actors.
Tadashi Suzuki
As a theatre student reading for Master’s degree at Flinders University South Australia in early 2002, I was first introduced to Suzuki’s approaches to actor training. My thesis supervisor Prof. Julie Holledge introduced Suzuki’s key texts as I was reading various actor-training methodologies and preparing for writing the thesis. At the time the Suzuki method was one of the popular approaches to actor training in many theatre schools and theatre ensembles in Australia. Suzuki had visited Australia several times and had worked with Australian actors to share his ac
tor training method and his philosophy of theatre. Further his writings and theoretical and methodological promises of actor training have been widely discussed in theatre forums and symposia in Australasia. I first read his key text The Way of Acting (1986) to learn this master’s approaches to theatre, body, and performance. In addition, several key journal papers written by eminent theatre scholars who had practical experience of his theatre making were also my starting point (Allain, 1998, Allain, 2003, Allain, 2019, Goto, 1989a, Kim, 2013). These writings which offered in depth descriptions and analyses of the efficacy of Suzuki method further opened up my horizon to think through Suzuki and his theatre works.
Tadashi Suzuki, an 81-year-old Japanese theatre director first started his theatre career in the 1950s during his undergraduate days at Waseda State University, Japan. As a student theatre activist, with his writing collaborator Betsuyaku Minoru and 12 amateur actors, he founded the Free Stage (Jiyu Butai) theatre group an
d produced theatre works that reflected the ‘turbulent era of his time’ (Goto, 1989, p. 103). As such, Suzuki’s ideas on theatre and the philosophy of actor’s role in theatre were somewhat reminiscent of European avant-gardes such as Antonin Artaud or Jerzy Grotowski. As Artaud and Grotowski rejected the text and its domination in the theatrical experience, Suzuki was also of the view that the centre of the theatrical experience should be the actor and the actor’s co-presence with the audience. His experimentations of theatre works since early 60s to date have emphasised the actor’s body and voice as the kernel of theatrical experience.
He had the conception of finding new ways of doing theatre when he first visited France to take part in an international theatre festival. After returning, Suzuki and his group had found a mountain farmhouse located hundreds of kilometers from Tokyo, and had converted it into a theatre house. Since then Suzuki has explored his actor training and theatre works in Toga Little Theatre in Japan. Toga is a remote village in Japan where Tadashi Suzuki started his theatre practice and still functions as the centre of his theatre and actor training explorations.
Why Suzuki?
I thought of introducing the Suzuki method to Sri Lankan theatre actors for several reasons. I have observed that Sri Lankan theatre and especially its performance practice are diminishing with elaborate technology and stage craft. Further, the actor’s body and its capacity are also marginalized for the sake of proscenium dialogical dramatic acts that we experience in contemporary theatre. Older versions of psychological realism still dominate in theatre and the actor’s capacity, voice, and physical expressions have gradually been forgotten. As I have frequently argued, the ‘primal ritual’ of theatre and actor’s art need to be re-established in order to reinstate a sustainable theatre experience between theatergoers and actors. For theatre audiences in Sri Lanka, whether it is English, Tamil or Sinhala speaking theatres, theatre experience has become a mere proscenium arched framework where people watch daily popular political jargons and obscene jokes brought to entertain them. It is pity to see that the actor’s art has never been in such a poor state where actors on stage perform like marionettes in television soap operas.
The distinction between television screen and theatre is narrowed to a place where a nuclear family saga or political jokes are the core of experience.
In this sense, the Suzuki actor training method is a unique approach to actor training among other performer training pedagogies. It is unique because it focuses on the actor’s development of lower body, stillness, stamina and the presence of the body on stage. On the other hand, it is an innovative actor training method that emphasises the animal-energy in theatre. As Suzuki argues, pre-modern theatre in Japan and elsewhere employed animal-energy to create theatre and stagecraft, and theatre technologies were merely created through human engagement. Suzuki uses this term animal-energy to discuss how raw human engagement is used in traditional theatres such as Noh and Kabuki in Japan and also kuttiyattam and Kathakali dance drama in India or Balinese theatre in Bali, Lombok or in East Java. Talking about his actor training system Suzuki further explains:
As the theatre, either in Europe or in Japan, has kept up with the times and has come to use non-animal-energy in every facet of its activities, one of the resulting evils is that the faculties of the human body and physical sensibility have been overspecialized to the point of separation. Just as civilization has specialized the job of the eyes and created the microscope, modernization has “dismembered” our physical faculties from our essential selves (Suzuki, T., 2002, p. 3)
As this quotation depicts, Suzuki discusses his discontentment of the current practice of the human body on stage and further discusses how the human race has extended technological innovations to replace perceptual organs. For instance, he explains how the human eye is replaced with the microscopic apparatuses to see what the human eye cannot capture through its naked eye. However, Suzuki’s lament with the modern technology and its domination of human cognition is not a new conceptual position. Since the inception of the industrial revolution, many scholars and philosophers have addressed this issue and notably, the intervention of technology and its impact upon human life was a heated debate.
The invasion of intermedial applications in modern and contemporary theatre is something that we cannot ignore. This intermediality has replicated the natural human body and its performativity on stage by elevating digital and visual power over the human body and theatre at large.
However, the importance of Suzuki’s criticism is that he intends his actors to find true selves and the corporeal presence on stage. In line with this argument, Suzuki has invented a method which emphasizes the lower part of the human body—legs—and its connection to the floor. (This idea of focusing on the lower body and its connection to the earth was not new to Sri Lankan dance practice. However, with the advent of visual medium and digital technology the performer’s focus has been shifted from the floor to the upper body).
The basic activities that Suzuki has formulated to train actors is a series of various stomping methods and walking patterns that allow actors to work as individuals and in groups. In this stomping method, actors are intended to hit the floor vigorously and continue stomping for at least half an hour while keeping their upper bodies still. Therefore, the actor’s endurance and stamina are tested with these rigorous exercise routines. Stomping further allows the actor to see how his/her upper body reacts to the lower body when legs are hitting the ground. The challenge of maintaining the balance, the centre of gravity and energy flow through the pelvic area to the ground, and its equal force towards the upper body is constantly been measured and tested in this actor training method.
Deborah Leiser-Moore
With the concept of eradicating daily routine and mundane habitual behaviors, I had several conversations with Australian actor/director Deborah Leiser-Moore, and finally decided to conduct a week-long Suzuki actor training for a group of selected Sri Lankan actors in mid-2019.
I first met Deborah during my stay at La Trobe University Melbourne while reading for my PhD. I was assigned to teach a few undergraduate classes Asian performance traditions and at the time Deborah was a hired lecturer at the Department of Theatre, La Trobe University Bundoora, Victoria. She wanted to take part in my workshops and later I found that she was going to conduct a series of workshops on Suzuki actor training for undergraduate theatre programme. Associate Prof. Rob Conkie introduced me to Deborah and she invited me to take part in her workshop on the Suzuki method. For the first time in my career as an actor, I was exposed to the Suzuki method which was physically challenging and psychologically draining when I underwent training.
Deborah has studied the Suzuki method and gained first-hand experience of working with the master actor trainer and theatre director Tadashi Suzuki and his actors in Waseda Little Theatre (Waseda Shogekijo) in Japan. In addition, she has studied the work of Ettiene Decroux, and his corporeal mime, and has worked with Richard Schechner’s Rasaboxes. Deborah is a performance maker and actor who has created many solo performances and has performed them in several theatre festivals around the world. She has worked as a sessional lecturer at many Australian Universities such as La Trobe, Wollongong, Sydney, Monash, and University of Western Sydney where she has taught and developed course contents, supervised theses, and theatre productions.
Suzuki Method in Sri Lanka
The Suzuki actor training workshop, conceived and developed by Dr Saumya Liyanage and Dr Deborah Leiser-Moore, was mainly focused on the actor’s ‘Present’ in the given moment, developing stamina and deconstructing daily habit body and cultivating a sense of presence and focus on the body and text. The participants were selected through an application process and the workshop was limited to twenty-five actors of both genders. The week-long workshop was designed to work with actors throughout. Deborah conducted her actor training workshop quite similar to what she has learnt during her Apprenticeship in Toga, Japan.
Young and enthusiastic actors and a few dancers were selected to take part in this unique performer training workshop and every moment of working with Deborah was a joyful experience for Sri Lankan actors. These selected actors were either graduates or had professionally worked in the Sinhala or English theatre. Among these actors, there were a few dance graduates who were keen to explore performance genres. However, the Suzuki method is a rigorous and a physically demanding actor training system. Many of the actors were physically and psychologically drained during workshop hours. Sri Lankan actor training taking place in a few university theatre departments and ad-hoc theatre workshops conducted by individuals mainly focuses on theatre exercises derived from European or American teaching and are also very much confined to theatre games. The Suzuki method however, which is fully focused on the actor’s body and the culture of training and its impact upon the actor’s body, is completely different from what Sri Lankan actors have experienced. I believe that the actors who worked with Deborah have questioned themselves, the capacities of their bodies, the connection between the body and their cognitive operations, and interrelation between actors, which would have been a novel eye opener for them.
Conclusion
Deborah wanted to conclude the Suzuki actor training week with a performance demonstration. The actors enthusiastically worked with Deborah to compile what they had learnt throughout the week-long session and later integrated a text written by Prof. Peta Tait with whom they discussed practice-based research and its contemporary development in postgraduate studies in Australia and other countries. Prof. Tait and Dr Deborah also conducted several postgraduate seminars focusing on how performance practice could be a research insight for students who wish to pursue research degrees in theatre and performing arts. I would like to conclude this piece of writing with Prof. Tait’s poem that we used in the final performance demonstration.
I watch the sea below.
I fly further and further – between sky and sea.
The flight takes over my soul.
I can’t feel my body
The island appears beneath as if by magic.
An island silenced by war.
I could never dream up this brilliance.
How could I imagine this richness that leaps at the senses?
War moves people across impossible distances
With a spin of fate, it makes us someone else
Fighting off a force waiting to steal away our lives.
But my war is a strange one.
Where’s the enemy?
Then all goes still and silent
Peta Tait @ Longing
Acknowledgements
The Author of this paper wishes to thank Dr Deborah Leiser-Moore, Emeritus Prof. Peta Tait, La Trobe University Australia, and Associate Prof. Rob Conkie, Dept. of Theatre, La Trobe University, Australia for supporting this actor training project. Further, the author’s gratitude goes to the following people: Natasha Hilary, Samal Hemachandra, and the staff of the FGS, UVPA Colombo who managed the project. Himansi Dehigama and Sachini Senevirathne helped copy editing this paper.
Reference list
Allain, P. (1998). Suzuki Training. TDR/The Drama Review, 42(1), pp.66–89.
Allain, P. (2003). The art of stillness : the theatre practice of Tadashi Suzuki. New York: Palgrave Macmillan.
Allain, P. (2019). Physical actor training 2.0: new digital horizons. Theatre, Dance and Performance Training, 10(2), pp.169–186.
Goto, Y. (1989a). The Theatrical Fusion of Suzuki Tadashi. Asian Theatre Journal, 6(2), p.103.
Kim, J.K. (2013). Suzuki Tadashi’s Intercultural Progress in South Korea. Asian Theatre Journal, 30(1), pp.207–222.
Tadashi Suzuki and Steele, K.H. (2015). Culture is the body : the theatre writings of Tadashi Suzuki. New York: Theatre Communications Group.
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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.
Author
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.
Author
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?
