Midweek Review
The animating presence of folk literature
By Prof. Wimal Dissanayake
The dialogue between folk literature and classical literature, in many regions of the world, is as complex as it is fascinating. I am a great admirer of the post-modern writings of the distinguished Italian writer Italo Calvino. I have read all his books, creative and critical, translated into English with great interest. I have written critical essays on his works introducing them to the Sinhala reader. The other day as I was re-reading with mounting interest his book Italian Folktales, I was reminded of the urgency of the intersections between folk and elite literatures.
The Italian Folktales is a collection of 200 folk tales prevalent in various regions of Italy. Italo Calvino has rendered them into standard Italian, making adjustments and alterations when and where necessary. It is indeed a re-telling of these stories by Calvino. This book was first published in Italian in 1956 and translated into English in 1962. Since them there have been other English translations of it. In composing this volume, Italo Calvino was influenced by the thinking of the Russian folklorist Vladimir Propp. Clearly, this is a book intended for the general reader in a way that Propp’s Morphology of the Folktale is not.
The folktales gathered in this volume are full of kings, peasants, ogres, as well as strange animals and plants as indeed in most folktales the world over. Many discerning critics have claimed that Italo Calvino did for Italian folktales what Brothers Grimm did for German folktales. This collection of stories was extremely well received outside of Italy as well. The New York Times Book Review said, ‘This collection stands with the finest folktale collections in the world.’ The Times called it ‘a magic book and a classic to boot.’
The impulse of Italian peasants for collective self-representation and the subtle literary sensibility of Italo Calvino meet in these pages with remarkable results infusing the stories with a vibrant and seductive glow. Indeed, what Brothers Grimm did for German folktales, Calvino did for Italian folk tales. These stories are activated by various dualisms such as reality and fantasy, conventionality and originality, simple and complex, local and universal which discerning literary critics with a deconstructive bent of mind would find extremely attractive and will persuade them to harness their analytical impulses in diverse ways seeking to annul the facile dualisms.
The Colombian Nobel laureate Garcia Marquez is an equally talented writer; but he is very different from Calvino as a literary artist. However, he too was deeply attracted to folk art and folk literature. He has often observed that his narrative impulse and skills were stimulated and nurtured by the folktales that his grandmother told him. He was also profoundly stirred by the Colombian folk music form vallenato. It is a popular folk music genre that is highly lyrical and expressive of a vigorous folk imagination. Garcia Marquez was not only enticed by this musical genre, but he also promoted vallenato concerts. His literary sensibility was memorably penetrated by this musical genre. He once remarked that, ‘One Hundred Years of Solitude, his magnum opus, was a 250-page vallenato. As with Calvino, Garcia Marquez too displayed a great partiality for folk art and literature and the distinctive imagination of folk artists.
When discussing the power of folk art and folk literature, another distinguished writer that springs into mind is the Spanish poet and playwright Federico Garcia Lorca. Tragically, this highly talented writer was assassinated at a relatively young age. His work can best be understood as representing the intersection of folk literature and modern literary sensibility. His work the Gypsy Ballads exemplifies this aspect admirably. He deployed the traditional ballad meter with eight-syllable lines and traditional symbols with remarkable ingenuity. He made use of the self-protective symbolism of Spanish folk poetry to escape the nervous intimacies of personal anguish. Lorca was interested in uncovering the hidden contours of Andalusian imagination. A passage of poetry like the following taken from his Ballad of the Moon illustrates this facet of his work convincingly.
How the night heron sings
How it sings in the trees
Moon crosses the sky
With a boy by the hand
At the forge the gypsies
Cry and then scream
The wind watches
The wind watches the moon
Here Garcia Lorca deploys traditional symbols such as night, moon, sky and wind with new and at times Freudian valences. The ballads appear to be simple, but they conceal a sophisticated art.
The visionary Irish poet and playwright and Nobel laureate W.B.Yeats is another brilliant writer whose imagination was profoundly stimulated by folk art and literature. From the beginning he was attracted to folklore, myths, legends, ballads and so on. He once remarked that legends are the mothers of nations. He also said that, ‘all folk literature, and all literature that keeps the folk tradition, delights in unbounded and immortal things.’ Yeats was not, to be sure, enforcing a simple duality between folk literature and elitist literature; he was referencing a much more complex interaction.
Earlier, I referred to the collection of Italian folk tales by Italo Calvino. Similarly, Yeats published in 1888 a collection of folk tales and poems titled Fairy and Folk Tales of the Irish Peasantry. It consists of 65 tales and poems that lead us to the vibrancy of the Irish folk imagination. They introduce us to a fascinating world peopled by kings, witches, ghosts, priests, saints, fairies, demons and peasants. Italo Calvino was interested in uncovering the hidden powers of the Italian folk imagination. Similarly, W.B. Yeats was interested in demonstrating the hidden powers of Irish sensibility. It was his conviction that ‘the very voice of the people, the very pulse of the people’ could be happily recovered through folk literature. Yeats was closely associated the famous Irish Literary Revival and his interest in folk literature constitutes one aspect of it. A well-known literary critic once observed that, ‘Yeats turned to folk sources to give his work the grain of ordinary humanity and the direct appeal of ballads and other traditional forms.’
Coming closer to home, the distinguished Nobel Prize winning writer Rabindranath Tagore also displayed a remarkable interest in folk art, music and literature. Yeats, of course, played a significant role in gaining a reputation for Tagore in the West. His poetry manifests a memorable amalgamation of folk, classical and Western influences. The spatial and temporal structures in his poetic compositions can be usefully understood in terms of folk art and literature. The foundational alphabet of his poems’ codes are traceable to folk roots. He was deeply sensitive to the interesting ways in which the folk imagination left its imprint in the vicissitudes of language. His poetic and lyric texts are marked by a pulse of folk-musicality.
Tagore was undoubtedly one of the greatest Indian writers of the modern age. His myriad talents moved in diverse directions. He earned a wide reputation as a poet, lyricist, novelist, playwright, short story writer, painter, musician, cultural critic and educationist. He was the author of some 60 collections of poetry and a great body of prose writings. He was a gifted musician who composed over ten thousand songs. As a painter, his work was exhibited in New York, Paris, Moscow, Berlin and Birmingham. In all these manifold endeavors one can identify the animating presence of folk art and literature. The rhetorical frameworks guiding his literary creations make audible a dialogue between the folk and elite traditions.
Among the Sri Lankan writers who have assiduously sought out the nurturing presence of folk literature, Gunadasa Amarasekera merits close study. His book of poetry, Amal Biso constitutes a landmark in the evolution of modern Sinhala poetry. In it, he has drawn heavily on the vitality of Sinhala folk poetry. The challenging equation of sense and sound, content and form, logic and syntax, the polyphonic achievements, the musically-patterned complex articulations that one discerns in this poetry book display a deep allegiance to the folk tradition. He combined the power and possibilities of folk poetry with an evolving cotemporary sensibility to produce poetry of a high order.
Let us, for example, consider a poem like Mal Yahanavata Vadinna, which I consider to be one of the finest Sinhala poems of the twentieth century. It recaptures the struggle between carnal love and romantic love drawing on all the available resources of folk poetry – diction, spatial and temporal structures, registers of discourse and rhetorical frameworks. It reconfigures a world fissured by complexity. He annuls easy disjunctions between binarisms of purity and impurity physicality and ideality. As Calvino, Garcia Marquez, Yeats, Garcia Lorca and Tagore had amply demonstrated, to draw on folk literature is not to romanticize it but to make it a vital contemporary presence, poignantly relevant to modern times. Gunadasa Amarasekera, too, has drawn attention to this important fact. It is interesting to observe the ways in which he allows the poem to rediscover the sense of its own textuality. Broadly speaking, a number of other outstanding Sinhala writers have been sensitive to this conjunction of folk and elite literature. In my book Enabling Traditions: Four Sinhala Cultural Intellectuals’ I have drawn attention to this point.
So far, I have discussed how highly gifted and consequential writers from different regions of the world have drawn on the vigor of folk literature to enhance the power and reach of their own work. Another facet of the influence of folk poetry is the diverse ways in which the discourse of the folk tradition has inflected the main tradition of literature. If we take the example of the Sinhala poetic tradition, we can observe how from the beginning the folk tradition has played a pivotal role in shaping the visage of the main tradition. For example, among the Sigiri poems, some of the earliest poetic compositions we have, we see representations and exemplifications of the classical as well as folk traditions.
Most literary historians are inclined to regard the folk tradition and the elite tradition as running along parallel tracks. At a superficial level, one can appreciate the legitimacy of such as approach. However, when we pause to inquire into this topic more deeply we would realize that throughout history there has been a constant and mutually fructifying interaction between the two traditions. Discerning literary critics like Martin Wickremasinghe and Gunadasa Amarasekera have established this fact. If we consider a highly esteemed and popular poem like the Guttila Kavya we would realize how the two traditions fruitfully meet in its pages. Gunadasa Amarasekera in his Sinhala Kavya Sampradaya has drawn attention to this fact. Srinath Ganewatte and I, in our book on Sinhala meter titled Viritha ha Arutha have demonstrated how folk literature has played a determinative role in the growth of Sinhala meters.
As we seek to explore in depth the power and resourcefulness of the folk tradition we need to bear in mind its diverse heuristic possibilities and the need to interpret it from fresh angles.
For example, some products of folk poets lend themselves to a form of subaltern approach. What I seek to highlight by this is the way folk poets foreground their agency, give voice to their predicaments and offer, through their texts, a kind of counter-tradition. Sinhala folk poets have demonstrated the fact that subalterns indeed can speak through their poems of deprivation and loss. This is an attempt to unsettle conventional structures of feeling and upend taken for granted viewpoints. This is indeed a subject area that invites further analysis. It requires elaborate theoretical equipage.
When we begin to unpack the creative and critical possibilities of the folk tradition, we should pay attention to the notion of the performative. Folk poems are nothing if not performative. It is not only in the case of oral poetry but also on the later written poetry, the idea of performance is supreme. Performativity should not be confined to folk poetry alone. All poetry, whether ancient or modern, folk or elite is performative. We do not seem to pay adequate attention to this important fact. By regarding modern poems as a performative events we can open new doors to their many-layered meanings and complex structures.
It has become increasingly clear that the discourse of tradition has to be located within the proper historical and cultural contexts and to focus clear-sightedly on the material forces that contribute to the shaping of tradition. In recent times, critics, like Sena Thoradeniya, have sought to underline this fact. The interplay between the folk and elite literature enables us to map more productively the dynamics of literary tradition. An exploration into the nature and significance of folk literature would permit us to engage in a more focused analysis of the constructedness of literary tradition.
Literary traditions are the outcome of the interaction between language power and nationality. We normally tend to discuss the evolution of literary traditions in linear terms. But it is becoming increasingly clear that we need to adopt a more complex vision which does justice to periods of intense activity and those marked by relative dormancy. Instead of linearity we need to foreground complex re-configurations. Traditions are not innocent of politics in the broader sense of the term. Questions of exclusivity and repressiveness and resistance loom large. We need to reimagine literary traditions as sites of conflict and challenging negotiations where an incessant struggle for meaning and truth takes place. A serious engagement with folk literature as instances of collective self-representations enable us to appreciate the importance of this move. We have been led to believe that literary traditions are transparent and free from the exercising of hidden power. The rhetorical strategies that go to form the discourse of literary traditions, along with the promoted hierarchical truths, have to be patiently mapped.
When we investigate into topics such as literary traditions, literary history and folk literatures our inescapable reference point and the guiding framework become the nation. Our desire to adopt a national framework in the evaluation of tradition is understandable. However, owing to the increasing impact of globalization the inevitability of the concept of nationhood is being challenged. We are asked to come up with a broader frames of intelligibility. The supra-national perspective has several implications. Let us consider a poem like Mal Yahanavata Vadinna by Amarasekera that I alluded to earlier. It is securely located in the folk tradition thematically, structurally and rhetorically. However, readers familiar with the respective writings and visions of Sigmund Freud and D.H. Lawrence would almost certainly find additional layers of meaning in the poem. The need to locate the poem in a larger horizon of meaning becomes apparent. What this highlights is that we need to be aware of both the metaphors of globalism and metonymies of localism. This awareness has a way of mitigating the anxieties of recognition.
On the basis of the preceding discussion, it can plausibly be argued that folk-literature can become a useful point of departure for the deconstruction of literary tradition and literary theory. Traditions are sites of the confluence of language, power and knowledge. This entails choices and preferences which result in exclusions and marginalizations. We have to think about traditions and literary history in new ways in the light of newer theoretical developments in the humanities and the social sciences.
The focus on literary traditions should pave the way to newer explorations of literary history. Literary history is not linear and transparent as is commonly believed, but circulatory and multi-layered. Our focus should be on reconfigurations and parallel assemblages obeying the dictates of Bakhtinian chronotopes (space-time formations). Such an approach will facilitate a more comprehensive view of literary history. An inquiry into folk-literature will expedite this hermeneutic process.
This short article consists of some reflections triggered by my re-reading of Calvino’s Italian Folktales. This re-reading brought to mind the works of Garcia Marquez, Garcia Lorca, Yeats, Tagore and Gunadasa Amarasekera, all of whom in their diverse ways, drew upon the power of folk literary forms. This discussion, I am persuaded, points to the importance of deconstructing literary traditions and literary history and demonstrating their constructed nature and the power plays involved. This article has, inevitably, taken the form of scattered reflections rather than a tightly constructed argument. Given the vast scope of the subject under consideration, and the limited space available, this is only to be expected.
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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.
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.
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?