Features
St. Anthony’s College in Kandy: Its Heritage
Prologue
As an introduction to the subject of this article I (Michael Roberts in Thuppahi blog) had to choose a title which nails it all in just one line. It is the story of an academic miracle which emanated from a simple school in its infancy, St. Anthony’s College Katugastota, by a group of students who raised the bar of achievement and excellence in the prestigious London Matriculation Examination in 1934, with a 100% pass rate THUS OBTAINING THE BEST RESULTS IN THE BRITISH EMPIRE. It was a path breaking year for the College and a validation of the school’s excellence. Twelve students sat the examination that year of whom six obtained first division passes, and six obtained second division passes. Their names which should be emblazoned in letters of gold in the field of education will be mentioned in this article. Paraphrasing the title of the book by Rubeih Murray James, we should “Carve their names with pride”.
It was a path breaking year for the College and a validation of the school’s excellence. Twelve students sat the examination that year of whom six obtained first division passes, and six obtained second division passes. Their names which should be emblazoned in letters of gold in the field of education will be mentioned in this article. Paraphrasing the title of the book by Rubeih Murray James, we should “Carve their names with pride”.
Productivity is never an accident. It is always the result of a commitment to excellence, intelligent planning, and focused effort. And from the small island of Ceylon, 12 students competing with some of the best brains in the British Empire set a record breaking standard of excellence. As news of their singular stellar academic achievement was made public in the halls of learning all around the British Empire, these students acquired the reputation of ‘Giant Killers!’ To set some perspective to their story which also entails a fair share of drama as will be seen later, a brief reference to the early history of St. Anthony’s College is worth mentioning.
In the beginning
It was Father Felice Zoppi a Franciscan friar from the Chinese missionary field who with untiring zeal opened a school for boys and one for girls in the house where he resided, in the year 1854. Mr. Van Twest was the Head Teacher of the boys school. That was the genesis of Saint Anthony’s College in Kandy. Constraints of space and time do not permit a detailed account of the school begun by Father Zoppi in this article, and we fast forward the clock to the year 1927. It was the year in which the plague hit Kandy, and the year in which Bishop Bede Beekmeyer purchased the old “Dunuwille Walauwa” in Katugastota, the present premises where the College stands today.
Towards the end of 1927 Reverend Father Lawrence Hyde obtained permission from the Bishop to shift the junior boarders from Kandy to Katugastota. On January 16, 1928 the junior boarders were installed at Katugastota. Two lads from the Kandy school joined the classes in Katugastota to share in the spirit of the new St. Anthony’s which, like the bird in Egyptian mythology that burnt itself on the pyre and arose phoenix-like from the ashes every 500 years, heralded a new beginning for the College.
During the first few years the school held classes from the Kindergarten up to the Cambridge Junior with a staff of 12, gradually increasing the range to the London Matriculation Examination and an Inter-Arts Form. It was Father Lawrence Hyde, the Principal who in 1929 was responsible for the first set of open classrooms erected alongside the mighty Mahaveli, and these classrooms today house the Primary School of the College. Father Hyde built a formidable team of pioneers – they were Mr. P.B.A. Weerakoon, Brother Columban Macky, Brother Joseph, Brother Lysons, and Brother Timothy. Reverend Father D.D. Barsenbach was appointed Director of Boarders in 1937 and classes were started for boarders and others who wished to come over from Kandy.
However it was not a case of “all work and no play”. There were cricket matches between the lads from Kandy and their rivals in Katugastota, and often it was the latter team that was victorious. From 1936 to 1938 more than half of the players in the cricket team were from the Katugastota school who came first in the under 16 division and later in the first division. They also outdid their counterparts from Kandy in the field of athletics. The lads from Katugastota belonged to the Maroon House while those from Kandy belonged to the Light Blue and Double Blue Houses.
It was here that 12 conscientious, diligent hardworking students in 1934 set the world – or rather – The British Empire alight, bringing glory to themselves and the College by obtaining the best results in the London Matriculation Examination scoring a pass rate of 100%. These are their names:
First division passes: K.S. Gunaratne, T.B. Naranpanawe, W.H. Navaratne, Tikiribanda Illangaratna, S.S. Vedanayagam and P. Roberts.
Second Division: P.J.I. Thistle, J.J. Peries, C.E. Offen, H.W. Pereira, T. Arthur and R.J.H. Reeves.
Cometh the hour cometh the man
When the results of the examination were announced, it was the finest hour in the life of the new College. The reputation of the school soared on eagle’s wings, and for a long time they basked in their seasons in the sun, and walked in valleys of green. The Man of the Hour responsible for this record-breaking result and to whom many accolades and plaudits are due was the legendary Mr. P.B.A.Weerakoon (Mr PBA Weerakoon was elected to the Parliament in 1956 and appointed to the Deputy Minister Education till end of 1959).
Throughout the years, many tributes have been paid to teachers. To name a few, Alexander the Great once said “I am indebted to my father for living, but to my teacher for living well.” He should know because his teacher in philosophy, law and politics was none other than Aristotle, the Greek philosopher and polymath. Mustafa Kemal Ataturk the first President of Turkey said “A good teacher is like a candle. It consumes itself to light the world for others”. Maria Montessori, the Italian physician and educator founder of the kindergarten school system which builds on the way for children to learn naturally, remarked” The greatest sign of success for a teacher is to be able to say: “The children are now working as if I did not exist!”
It was Guy Kawasaki the American marketing specialist and author who wrote “If you have to put someone on a pedestal, put a teacher”. There is a Japanese proverb which sums up a teachers worth beautifully – quote -“Better than a thousand days of diligent study is one day with a great teacher”.
Mr. P.B.A. Weerakoon to whom the phrases quoted above could apply admirably, was a teacher who to this day evokes the deepest respect and admiration and deserves to be placed on the highest pedestal. He was a special teacher who saw “tomorrow” in the eyes of every child. Mr. Weerakoon had the reputation of not just teaching, but by acting like a compass which activated the magnets of curiosity and knowledge in his pupils. He believed that all his students could excel, and learning was not limited to classroom walls. Whatever he wrote on the blackboard of life in a classroom could never be erased. He was not just a teacher who supplied facts and taught a class, but a special kind of teacher in whose presence students became different people. Please pardon the pun, but without teachers like Mr. Weerakoon life would have no class!
However, following the success by these students, dark clouds gathered on the horizon and there were negative forces at work, which for awhile threatened to sow the seeds of despair. The Board of Examiners in England insinuated that the results obtained by these students could have been due to some form of cheating or malpractice. Some of them surmised that it was impossible to obtain such a result without fraudulence. When the news was conveyed to Father Lawrence Hyde the Principal and Mr. Weerakoon, it was the proverbial body blow, and for awhile they were at a loss as to how they could deal with this ugly monster of jealousy and maybe bias which had reared its ugly head.
But the Members of the Board of Examiners in Britain had not reckoned with Mr. Weerakoon who at the time was a man in his prime, of solid physique and strength. But more than that, he was a man of stronger spirit and character with a sound code of ethics, decency and fair play with high principles of honour, civility of manner, and refinement. Their accusation awoke the lion in him and he threw down the gauntlet to the board requesting them to reset the examination adding the ‘coup de grace’ when he told them that once the examination papers were reset, he would send a new class of students to sit the exam with the guarantee that they would obtain better results than the students who obtained the record breaking results in the first exam! Stunned at this challenge to which they had no answer, the Board of Examiners were forced to eat humble pie and the original examination results were upheld. It seemed that in the words of Lord Tennyson, Mr. Weerakoon was determined “to strive to find and not to yield”.
Epilogue
Mighty oaks from little acorns grow. The humble beginnings of Saint Anthony’s College in 1854, and the relocation of the college to Katugastota in1928 were the genesis of the school which later earned the reputation of being one of the leading educational institutions in the island. This is the beloved Alma Mater we love so well. The College on the hill still stands today in majesty as she has for over 150 years while the mighty Mahaveli meanders along. If those walls could talk, to what would they testify? What could they tell you of things they have witnessed and heard ? Only memories of the thousands of students, who over the years have passed through her hallowed portals…..memories that whisper in the silence………
One of the star students Tikiri Banda Illangaratna later became a successful politician and was a Minister of Trade. W.H. Navaratne and T.B. Naranpanawe became Divisional Revenue Officers.
This article was written over a period of time mostly at night when the world slept. Finding the appropriate words to pay tribute to these students who excelled beyond the bounds of excellence and then follow it through with a tribute to the teacher who was responsible for this unique accomplishment, was not easy through the sights and sounds of the day. It all came together in the Stygian darkness of some long nights which engulfed me in waves of nostalgia for the school we love. Although a time span of 88 years divides us, We conclude with this tribute to Mr. Weerakoon and his gallant band of students who in the year 1934 brought glory to the college and credit to themselves:
“Softly the leaves of memory fall
Gently we gather and treasure them all
Some may forget now that you are gone
But Antonians will remember – no matter how long.”
It is hard to forget those, who gave us so much to remember.
BY Bernard VanCuylenburg and Sisira Weragoda ✍️
Their title read “From Little Things Big Things Grow – Antonians Who Excelled Beyond Excellence”
Features
People set example for politicians to follow
Some opposition political parties have striven hard to turn the disaster of Cyclone Ditwah to their advantage. A calamity of such unanticipated proportions ought to have enabled all political parties to come together to deal with this tragedy. Failure to do so would indicate both political and moral bankruptcy. The main issue they have forcefully brought up is the government’s failure to take early action on the Meteorological Department’s warnings. The Opposition even convened a meeting of their own with former President Ranil Wickremesinghe and other senior politicians who shared their experience of dealing with natural and man-made disasters of the past, and the present government’s failures to match them.
The difficulty to anticipate the havoc caused by the cyclone was compounded by the neglect of the disaster management system, which includes previous governments that failed to utilise the allocated funds in an open, transparent and corruption free manner. Land designated as “Red Zones” by the National Building Research Organisation (NBRO), a government research and development institute, were built upon by people and ignored by successive governments, civil society and the media alike. NBRO was established in 1984. According to NBRO records, the decision to launch a formal “Landslide Hazard Zonation Mapping Project (LHMP)” dates from 1986. The institutional process of identifying landslide-prone slopes, classifying zones (including what we today call “Red Zones”), and producing hazard maps, started roughly 35 to 40 years ago.
Indonesia, Thailand and the Philippines which were lashed by cyclones at around the same time as Sri Lanka experienced Cyclone Ditwah were also unprepared and also suffered enormously. The devastation caused by cyclones in the larger southeast Asian region is due to global climate change. During Cyclone Ditwah some parts of the central highlands received more than 500 mm of rainfall. Official climatological data cite the average annual rainfall for Sri Lanka as roughly 1850 mm though this varies widely by region: from around 900 mm in the dry zones up to 5,000 mm in wet zones. The torrential rains triggered by Ditwah were so heavy that for some communities they represented a rainfall surge comparable to a major part of their typical annual rainfall.
Inclusive Approach
Climate change now joins the pantheon of Sri Lanka’s challenges that are beyond the ability of a single political party or government to resolve. It is like the economic bankruptcy, ethnic conflict and corruption in governance that requires an inclusive approach in which the Opposition, civil society, religious society and the business community need to join rather than merely criticise the government. It will be in their self-interest to do so. A younger generation (Gen Z), with more energy and familiarity with digital technologies filled, the gaps that the government was unable to fill and, in a sense, made both the Opposition and traditional civil society redundant.
Within hours of news coming in that floods and landslides were causing havoc to hundreds of thousands of people, a people’s movement for relief measures was underway. There was no one organiser or leader. There were hundreds who catalysed volunteers to mobilise to collect resources and to cook meals for the victims in community kitchens they set up. These community kitchens sprang up in schools, temples, mosques, garages and even roadside stalls. Volunteers used social media to crowdsource supplies, match donors with delivery vehicles, and coordinate routes that had become impassable due to fallen trees or mudslides. It was a level of commitment and coordination rarely achieved by formal institutions.
The spontaneous outpouring of support was not only a youth phenomenon. The larger population, too, contributed to the relief effort. The Galle District Secretariat sent 23 tons of rice to the cyclone affected areas from donations brought by the people. The Matara District Secretariat made arrangements to send teams of volunteers to the worst affected areas. Just as in the Aragalaya protest movement of 2022, those who joined the relief effort were from all ethnic and religious communities. They gave their assistance to anyone in need, regardless of community. This showed that in times of crisis, Sri Lankans treat others without discrimination as human beings, not as members of specific communities.
Turning Point
The challenge to the government will be to ensure that the unity among the people that the cyclone disaster has brought will outlive the immediate relief phase and continue into the longer term task of national reconstruction. There will be a need to rethink the course of economic development to ensure human security. President Anura Kumara Dissanayake has spoken about the need to resettle all people who live above 5000 feet and to reforest those areas. This will require finding land for resettlement elsewhere. The resettlement of people in the hill country will require that the government address the issue of land rights for the Malaiyaha Tamils.
Since independence the Malaiyaha Tamils have been collectively denied ownership to land due first to citizenship issues and now due to poverty and unwillingness of plantation managements to deal with these issues in a just and humanitarian manner beneficial to the workers. Their resettlement raises complex social, economic and political questions. It demands careful planning to avoid repeating past mistakes where displaced communities were moved to areas lacking water, infrastructure or livelihoods. It also requires political consensus, as land is one of the most contentious issues in Sri Lanka, tied closely to identity, ethnicity and historical grievances. Any sustainable solution must go beyond temporary relocation and confront the historical exclusion of the Malaiyaha Tamil community, whose labour sustains the plantation economy but who remain among the poorest groups in the country.
Cyclone Ditwah has thus become a turning point. It has highlighted the need to strengthen governance and disaster preparedness, but it has also revealed a different possibility for Sri Lanka, one in which the people lead with humanity and aspire for the wellbeing of all, and the political leadership emulates their example. The people have shown through their collective response to Cyclone Ditwah that unity and compassion remain strong, which a sincere, moral and hardworking government can tap into. The challenge to the government will be to ensure that the unity among the people that the cyclone disaster has brought will outlive the immediate relief phase and continue into the longer term task of national reconstruction with political reconciliation.
by Jehan Perera
Features
An awakening: Revisiting education policy after Cyclone Ditwah
In the short span of two or three days, Cyclone Ditwah, has caused a disaster of unprecedented proportions in our midst. Lashing away at almost the entirety of the country, it has broken through the ramparts of centuries old structures and eroded into areas, once considered safe and secure.
The rains may have passed us by. The waters will recede, shops will reopen, water will be in our taps, and we can resume the daily grind of life. But it will not be the same anymore; it should not be. It should not be business as usual for any of us, nor for the government. Within the past few years, Sri Lankan communities have found themselves in the middle of a crisis after crisis, both natural and man-made, but always made acute by the myopic policies of successive governments, and fuelled by the deeply hierarchical, gendered and ethnicised divides that exist within our societies. The need of the hour for the government today is to reassess its policies and rethink the directions the country, as a whole, has been pushed into.
Neoliberal disaster
In the aftermath of the devastation caused by the natural disaster, fundamental questions have been raised about our existence. Our disaster is, in whole or in part, the result of a badly and cruelly managed environment of the planet. Questions have been raised about the nature of our economy. We need to rethink the way land is used. Livelihoods may have to be built anew, promoting people’s welfare, and by deveoloping a policy on climate change. Mega construction projects is a major culprit as commentators have noted. Landslides in the upcountry are not merely a result of Ditwah lashing at our shores and hills, but are far more structural and points to centuries of mismanagement of land. (https://island.lk/weather-disasters-sri-lanka-flooded-by-policy-blunders-weak-enforcement-and-environmental-crime-climate-expert/). It is also about the way people have been shunted into lands, voluntarily or involuntarily, that are precarious, in their pursuit of a viable livelihood, within the limited opportunities available to them.
Neo liberal policies that demand unfettered land appropriation and built on the premise of economic growth at any expense, leading to growing rural-urban divides, need to be scrutinised for their short and long term consequences. And it is not that any of these economic drives have brought any measure of relief and rejuvenation of the economy. We have been under the tyrannical hold of the IMF, camouflaged as aid and recovery, but sinking us deeper into the debt trap. In October 2025, Ahilan Kadirgamar writes, that the IMF programme by the end of 2027, “will set up Sri Lanka for the next crisis.” He also lambasts the Central Bank and the government’s fiscal policy for their punishing interest rates in the context of disinflation and rising poverty levels. We have had to devalue the rupee last month, and continue to rely on the workforce of domestic workers in West Asia as the major source of foreign exchange. The government’s negotiations with the IMF have focused largely on relief and infrastructure rebuilding, despite calls from civil society, demanding debt justice.
The government has unabashedly repledged its support for the big business class. The cruelest cut of them all is the appointment of a set of high level corporate personalities to the post-disaster recovery committee, with the grand name, “Rebuilding Sri Lanka.” The message is loud and clear, and is clearly a slap in the face of the working people of the country, whose needs run counter to the excessive greed of extractive corporate freeloaders. Economic growth has to be understood in terms that are radically different from what we have been forced to think of it as, till now. For instance, instead of investment for high profits, and the business of buy and sell in the market, rechannel investment and labour into overall welfare. Even catch phrases like sustainable development have missed their mark. We need to think of the economy more holistically and see it as the sustainability of life, livelihood and the wellbeing of the planet.
The disaster has brought on an urgency for rethinking our policies. One of the areas where this is critical is education. There are two fundamental challenges facing education: Budget allocation and priorities. In an address at a gathering of the Chamber of Commerce, on 02 December, speaking on rebuilding efforts, the Prime Minister and Minister of Education Dr. Harini Amarasuriya restated her commitment to the budget that has been passed, a budget that has a meagre 2.4% of the GDP allocated for education. This allocation for education comes in a year that educational reforms are being rolled out, when heavy expenses will likely be incurred. In the aftermath of the disaster, this has become more urgent than ever.
Reforms in Education
The Government has announced a set of amendments to educational policy and implementation, with little warning and almost no consultation with the public, found in the document, Transforming General Education in Sri Lanka 2025 published by the Ministry of Education. Though hailed as transformative by the Prime Minister (https://www.news.lk/current-affairs/in-the-prevailing-situation-it-is-necessary-to-act-strategically-while-creating-the-proper-investments-ensuring-that-actions-are-discharged-on-proper-policies-pm), the policy is no more than a regurgitation of what is already there, made worse. There are a few welcome moves, like the importance placed on vocational training. Here, I want to raise three points relating to vital areas of the curriculum that are of concern: 1) streamlining at an early age; relatedly 2) prioritising and privileging what is seen as STEM education; and 3) introducing a credit-based modular education.
1. A study of the policy document will demonstrate very clearly that streamlining begins with Junior Secondary Education via a career interest test, that encourages students to pursue a particular stream in higher studies. Further Learning Modules at both “Junior Secondary Education” and “Senior Secondary Education Phase I,” entrench this tendency. Psychometric testing, that furthers this goal, as already written about in our column (https://kuppicollective.lk/psychometrics-and-the-curriculum-for-general-education/) points to the bizarre.
2. The kernel of the curriculum of the qualifying examination of Senior Secondary Education Phase I, has five mandatory subjects, including First Language, Math, and Science. There is no mandatory social science or humanities related subject. One can choose two subjects from a set of electives that has history and geography as separate subjects, but a Humanities/Social Science subject is not in the list of mandatory subjects. .
3. A credit-based, modular education: Even in universities, at the level of an advanced study of a discipline, many of us are struggling with module-based education. The credit system promotes a fragmented learning process, where, depth is sacrificed for quick learning, evaluated numerically, in credit values.
Units of learning, assessed, piece meal, are emphasised over fundamentals and the detailing of fundamentals. Introducing a module based curriculum in secondary education can have an adverse impact on developing the capacity of a student to learn a subject in a sustained manner at deeper levels.
Education wise, and pedagogically, we need to be concerned about rigidly compartmentalising science oriented, including technological subjects, separately from Humanities and Social Studies. This cleavage is what has led to the idea of calling science related subjects, STEM, automatically devaluing humanities and social sciences. Ironically, universities, today, have attempted, in some instances, to mix both streams in their curriculums, but with little success; for the overall paradigm of education has been less about educational goals and pedagogical imperatives, than about technocratic priorities, namely, compartmentalisation, fragmentation, and piecemeal consumerism. A holistic response to development needs to rethink such priorities, categorisations and specialisations. A social and sociological approach has to be built into all our educational and development programmes.
National Disasters and Rebuilding Community
In the aftermath of the disaster, the role of education has to be rethought radically. We need a curriculum that is not trapped in the dichotomy of STEM and Humanities, and be overly streamlined and fragmented. The introduction of climate change as a discipline, or attention to environmental destruction cannot be a STEM subject, a Social Science/Humanities subject or even a blend of the two. It is about the vision of an economic-cum-educational policy that sees the environment and the economy as a function of the welfare of the people. Educational reforms must be built on those fundamentals and not on real or imagined short term goals, promoted at the economic end by neo liberal policies and the profiteering capitalist class.
As I write this, the sky brightens with its first streaks of light, after days of incessant rain and gloom, bringing hope into our hearts, and some cheer into the hearts of those hundreds of thousands of massively affected people, anxiously waiting for a change in the weather every second of their lives. The sense of hope that allows us to forge ahead is collective and social. The response by Lankan communities, to the disaster, has been tremendously heartwarming, infusing hope into what still is a situation without hope for many. This spirit of collective endeavour holds the promise for what should be the foundation for recovery. People’s demands and needs should shape the re-envisioning of policy, particularly in the vital areas of education and economy.
(Sivamohan Sumathy was formerly attached to the Department of English, University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.
By Sivamohan Sumathy
Features
ABBA scene in Doha … Ishini in the spotlight
The group ABBA, from Sweden, officially disbanded in 1982, and that made room for several ABBA imitators to come into the scene.
What’s more, ABBA tribute concerts are also turning out to be popular with music lovers who still appreciate, and enjoy, the music of ABBA.
With this in mind, Treffen House Hotel, in Doha, decided to put together a series of ABBA Tribute Concerts which were held, in the hotel itself, on 27th, 28th and 29th November, 2025.
To do the needful, on stage, they selected our very own Ishini Fonseka and her participation certainly did highlight the global appeal of ABBA’s music and the talent of Sri Lankan artistes.
The tribute shows brought the magic of ABBA’s hits to the audience,

On stage belting out the ABBA hits
Backed by a Sri Lankan band, the Vibes, based in Qatar, Ishini was in the spotlight for one hour, each night, belting out the hits of ABBA.
She also obliged the audience, from various nationalities, with a few hit songs in Hindi, Tamil and Sinhala.
Her repertoire included the best of ABBA hits, such as ‘Mamma Mia’, ‘Dancing Queen’, ‘Chiquitita’ and many more.
Being a multi-instrumentalist, she also played the piano, and guitar, as well, while singing some of the beautiful ABBA songs.
The three-day concert was a part of a Sri Lankan food festival, held at the hotel, in which several unique Sri Lankan cuisines were promoted internationally.
The event’s main sponsor was Prime Lands, and the event focused on the importance of investing on Real Estate, especially since the foreign currency sent to Sri Lanka benefits the country’s economy vastly.
Kumudu Fonseka, the General Manager of Treffen House Hotel, the main man behind the spectacular three-day Sri Lankan Food Festival, I’m told, is very keen to highlight the uniqueness of Sri Lanka.
He also has plans to put together a charity concert to raise funds for the people in Sri Lanka, affected by Cyclone Ditwah.
The Chief Guest, on the second day, was the Ambassador of Sri Lanka, who personally appreciated and admired Ishini Fonseka for bringing back her childhood memories of ABBA.
Ishini was involved in three other events, at the hotel, as a guest star, before returning home.
Her next foreign assignment is to the Maldives, on 22nd December, with her band Ishini & The Branch.
She will be doing the Christmas and New Year’s Eve scene in the Maldives and will be back, in Sri Lanka, on 02nd January 2026.
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