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Are we educating our children in right way?

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Need for rethink on Sri Lankan education

By Professor W. A. J. M. De Costa

Senior Professor and Chair of Crop Science, Faculty of Agriculture, University of Peradeniya

A few months ago, a former student of mine doing a PhD in Computational Biology in a top-ranked US university, while holding a teaching assistantship in the same university, called me. She was quite upset that the undergraduate students in her laboratory practical class had openly confronted her and told that her weekly quizzes were too difficult. On inquiring what was too difficult, they had said that her questions were not directly from their lecture notes or practical guidebook and that the students could not anticipate the type of questions that were coming. I knew that my former student spends a lot of time and effort in formulating questions for her weekly quizzes, making sure that her questions stimulate the thinking of students when searching for the answer and force them to apply the theory that they had learned in the lecture to solve a practical problem. However, the reaction of the students (she did not tell me whether the students who protested openly were a majority or not) clearly showed that they did not like being taken out of their comfort zone. While I was surprised that this incident happened in a top-ranked US university, it wouldn’t have surprised me in the least if it had happened in a Sri Lanka university. This would have been a common occurrence in Sri Lankan universities, if not for the semblance of outward respect (and a considerable measure of the fear of reprisal) for lecturers that is still maintained in Sri Lankan universities, thanks to the eastern culture. Nevertheless, it is an incident that begs the question whether the learning habits, that are nurtured by the system of education in Sri Lanka from childhood onwards, are in fact the right ones, both for the individual and for the country as a whole. Based on my experience of teaching in a leading Sri Lankan university for over thirty years, following a period of four years as an undergraduate in the same university, the answer to the above question is an emphatic ‘No’. What saddens and disappoints me is the observation that the learning habits of the students as well as the teaching habits of the lecturers have ‘moved in the wrong direction’ so that the future does not look promising in terms of producing a graduate who fulfils the needs of the country which spends so much on the so-called ‘free education’. In this article, I wish to highlight some of the fundamental flaws in the way Sri Lanka educates its young generation.

A system of education and a population of students driven by examinations and rote learning

Sri Lankan education is a succession of examinations, starting with the Grade Five scholarship exam, followed by the GCE O/L and the GCE A/L, and continuing in the universities. All these examinations are structured in a pattern that has been set for well over several decades, with very little change. They are also based on curricula which are very heavy on subject content. The extremely competitive nature of these examinations, especially, the Grade Five scholarship exam, which offers the possibility of entrance to the so-called ‘elite’ schools, and the GCE A/L, which offers admission to an extremely limited number of university places, forces students into a set of learning habits which are detrimental to the development of their creative capabilities and critical thinking. The private tuition culture which started in the late 1970s has developed into a very elaborate network, which caters exactly to the needs of the examinations. The teaching is meticulously focused on developing the students’ capabilities to do well in the competitive examinations. This teaching is accompanied by preparing the students for examinations by getting them to practice answering questions from examinations of previous years. This is widely prevalent even in the Physical Science stream, which consists of subjects such as Mathematics and Physics, where logical reasoning rather than memorising is the skill that needs to be developed. Instead, ‘practice makes perfect’ has been the rationale, with the perception that a student who has done a greater number of similar questions has a greater probability of doing well in an examination, where questions are set according to a pattern that has been set and continued for over several decades. I was surprised to learn about 10 years ago that in the GCE(A/L), this practice of answering questions from previous years has moved on to memorising model answers written by a tuition teacher. This culture of rote learning has advanced to such an extent that ‘tuition classes’ are held for prospective entrants to the medical and engineering faculties on the subjects that they will learn during their first year in the university.

For the students who come through this dizzying maze of tuition classes, revision classes and practice examinations, and get into the university (only about 2% of the population in any age cohort), a set of learning habits that strengthens their habit of rote learning awaits in the university system. They are given access to the lecture notes of senior students and a group of supposedly competent senior students conduct what are called ‘Kuppi Classes’, which is a system ‘tuition classes’ aimed at filling the brain with subject content prior to the examinations (hence the meaning ‘filling the small bottle’ which is the brain). During a visit to a leading university in the Western Province which coincided with an examination period, I came across a ‘Kuppi Time Table’ for students in the Faculty of Science in the students’ canteen, which demonstrated the extent to which this culture of rote learning aimed at passing examinations was prevalent among the university student community. In science-based degree programmes with significant components of laboratory and field practical classes, it is common practice for a large majority of students to copy the lab report of a few supposedly competent students in the batch. This whole culture is strengthened and perpetuated by the institutionalised practice of ‘ragging’, strongly supported by the Students’ Unions, where students who do not subject themselves to ragging are denied access to the ‘Kuppi classes’ and the lecture notes of their seniors. The end product of all this is a graduate who expects a previously set pattern to bench mark his preparations to every single challenge that he/she faces in his/her profession. Preparation based on the practice of solving/meeting a similar problem/challenge that had occurred in the past is often the only strategy that these graduates know about. Hence, it is no wonder that they become almost clueless when the problems/challenges that come their way in their profession deviate even slightly from those that had come previously. This also explains the widespread incompetence in problem-solving among the government officials, at all levels of administration. While the politicians are rightly blamed for the current plight of Sri Lanka and its long-term post-independence failure, the system of education that has produced a set of mediocre and sub-competent officials, technical experts and bureaucrats should share the blame in equal measure.

The role of educators

A system that produces a majority of ineffective/sub-standard graduates, devoid of key competences, cannot have survived for so long if it has not been strengthened, wittingly or unwittingly, by its other stakeholders. In this regard, the educators, consisting of the curriculum experts in the relevant governmental institutions such as the National Institute of Education, and academics in the university faculties have failed in designing and implementing a system of education, curricula and examinations which are much less dependent on rote learning practices for success. Curricula have been progressively expanded with more and more information reflecting advances in the respective subject areas and disciplines. However, there has not been a proportional removal of outdated information so that the subject content that the students have to study has continued to expand in volume. Such an expansion reduces the space for students to engage in learning by exploration via reading and discussion, thus forcing them towards repeated reading and memorising of a set of lecture notes. The examinations have been made highly structured, which takes the novelty out of the questions. What makes the matters worse are the evaluation schemes where only answers containing specific words or sentences are considered ‘correct’ while answers containing the same meaning but written in different words and sentences are considered ‘incorrect’.

This practice is especially prevalent in the evaluation schemes of the GCE A/L examination. Such highly structured and repetitive examination papers and marking schemes inevitably condition the students’ minds to anticipate a certain structure and type of questions and write a certain type of answer, which has been memorised and/or practiced in advance. While such psychological conditioning helps the students to do well in examinations, it also leaves them clueless when confronted with an examination paper or a question, which deviates even slightly from the pattern of the previous years. Therefore, it is no wonder that the majority of students who graduate through such a system of evaluation are incapable of problem-solving and ‘out of the box’ thinking when confronted with real-life problems in their professional work environments. Such work environments include the very institutions which provide education where generations of teachers and lecturers who have come through this system perpetuate the same system.

During the 1990s, almost all universities and faculties in Sri Lanka converted their curricula to the so-called ‘course unit’ system. The whole subjects, which had hitherto been taught over the course of one academic year and evaluated in year-end examinations, were broken in to several smaller ‘course units’, which were evaluated at a higher frequency (the so-called continuous evaluation) via a series of quizzes, written assignments and mid-term and end-term examinations. This system of teaching and learning is practiced in an overwhelming majority of universities globally and the merits of continuous evaluation appear to be advocated by an equally overwhelming majority of education experts. However, as a product of the old ‘whole subject-one examination’ system, I have observed, over the course of the last three decades, several flaws in directly transplanting the ‘course unit’ system (which at that time was predominantly prevalent in the US and Canadian Universities, but not in the European Universities) in Sri Lanka on a student population who are psychologically conditioned in to rote learning within an examination-oriented system of education. The biggest flaw is the fragmentation of the process of learning and the subsequent knowledge gained and retained by the students. When one whole subject is broken down to several smaller units which are evaluated separately, the students’ learning is focused on getting through the smaller units. In this process, understanding the connections between different smaller units and building inter-relationships between different aspects of a whole subject, which is an integral aspect of deeper learning, is neglected. It has been a common experience for us teachers to find that students have forgotten most of what they had learned previously in the course units which had been completed and examined. It is a direct result of the ‘Kuppi’ type of learning where the ‘small bottle’ which is filled just before the examination is emptied as soon as the examination is over!

Introduction of the course unit system to Sri Lankan universities caused a change in student behaviour which, arguably, has had far-reaching consequences. The increased frequency of assessments and examinations on an already examination-oriented student population directed them even more towards preparing for examinations (often via rote learning methods and ‘Kuppi’ classes) at the expense of spending time on sports and extra-curricular activities, which are essential components of the holistic development of a ‘complete’ graduate and a human being. The weaning of students away from sports and extra-curricular activities from the 1990s onwards was clearly evident in a large residential university such as the University of Peradeniya, which offers a wide range of facilities and opportunities for sports and extra-curricular activities. There is no doubt that the introduction of the ‘course-unit’ system of curricula was the major cause of this shift in student behaviour. During my time as an undergraduate in Peradeniya in the early- to mid-1980s, I remember many of my own batchmates, who had not previously engaged in sports and extra-curricular activities during their school days, getting involved and participating in games and activities and thoroughly enjoying the experience despite not being in the official university teams.

Concluding remarks

The underlying structural flaws in the Sri Lankan system of education, teaching and learning is often hidden by the argument that many (but only a tiny fraction of the whole) Sri Lankans who have come through this system have gone on to reach top rungs in their chosen professions in the developed west. However, the true test of an education system of a country is that it should produce a human resource base equipped with competencies (and values) which are required to address the multi-pronged challenges that the country faces in trying to bring about its national development and prosperity. The trajectory that Sri Lanka has travelled as a nation during its 75-year post-independence period and the patently evident current trend of brain drain brings into stark question whether its ‘free-education’ has achieved its intended objectives. It is clear that a comprehensive re-think and a careful overhaul of the current Sri Lankan education system, including its core principles, values and modes of operation, is essential for the country to realize the full potential of its human resource base for the benefit of its own development and prosperity.

The writer has been a university teacher and a researcher for more than thirty five years and has received special training in university staff development, including teaching and learning methodology, at the University of Kassel, Germany.



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The State of the Union and the Spectacle of Trump

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A Grim Handshake: The President and the Chief Justice at the State of the Union

President Donald J. Trump, as the American President often calls himself, is a global spectacle. And so are his tariffs. On Friday, February 20, the US Supreme Court led by Chief Justice John Roberts and a 6-3 majority, struck down the most ballyhooed tariff scheme of all times. Upholding the earlier decisions of the lower federal courts, the Supreme Court held that Trump’s use of ‘emergency powers’ to impose the so called Liberation Day tariffs on 2 April 2025, is not legal. The Liberation Day tariffs, which were comically announced on a poster board at the White House Rose Garden, is a system of reciprocal tariffs applied to every country that exported goods and services to America. The court ruling has pulled off the legal fig leaf with which Trump had justified his universal tariff scheme.

Trump was livid after the ruling on Friday and invectively insulted the six judges who ruled against Trump’s tariffs. There was nothing personal about it, but for Trump, the ever petulant man-boy, there isn’t anything that is not personal. On Tuesday night in Washington, Trump delivered his first State of the Union address of his second presidency. The Chief Justice, who once called the State of the Union, “a political pep rally,” attended the pomp and exchanged a grim handshake with the President.

Tuesday’s State of the Union was the longest speech ever in what is a long standing American tradition that is also a constitutional requirement. The Trump showmanship was in full display for the millions of Americans who watched him and millions of others in the rest of world, especially mandarins of foreign governments, who were waiting to parse his words to detect any sign for his next move on tariffs or his next move in Iran. There was nothing much to parse, however, only theatre for Trump’s Republican followers and taunts for opposing Democrats. He was in his usual elements as the Divider in Chief. There was truly little on offer for overseas viewers.

On tariffs, he is bulldozing ahead, he boasted, notwithstanding the Supreme Court ruling last Friday. But the short lived days of unchecked executive tariff powers are over even though Trump wouldn’t let go of his obsessive illusions. On the Middle East, Trump praised himself for getting the release of Israeli hostages, dead or alive, out of Gaza, but had no word for the Palestinians who are still being battered on that wretched strip of land. On Ukraine, he bemoaned the continuing killings in their thousands every month but had no concept or plan for ending the war while insisting that it would not have started if he were president four years ago.

He gave no indication of what he might do in Iran. He prefers diplomacy, he said, but it would be the most costly diplomatic solution given the scale of deployment of America’s fighting assets in the region under his orders. In Trump’s mind, this could be one way of paying for a Nobel Prize for peace. More seriously, Trump is also caught in the horns of a dilemma of his own making. He wanted an external diversion from his growing domestic distractions. If he were thinking using Iran as a diversion, he also cannot not ignore the warnings from his own military professionals that going into Iran would not be a walk in the park like taking over Venezuela. His state of mind may explain his reticence on Iran in the State of the Union speech.

Even on the domestic front, there was hardly anything of substance or any new idea. One lone new idea Trump touted is about asking AI businesses to develop their own energy sources for their data centres without tapping into existing grids, raising demand and causing high prices and supply shortages. That was a political announcement to quell the rising consumer alarms, especially in states such as Michigan where energy guzzling data centres are becoming hot button issue for the midterm Congress and Senate elections in November. Trump can see the writing on the wall and used much of his speech to enthuse his base and use patriotism to persuade the others.

Political Pep Rally: Chief Justice John G. Roberts sits stoically with Justices Elena Kagan, Bret Kavanaugh, and Amy Coney Barrett, as Republicans are on their feet applauding.

Although a new idea, asking AI forces to produce their own energy comes against a background of a year-long assault on established programs for expanding renewable energy sources. Fortunately, the courts have nullified Trump’s executive orders stopping renewable energy programs. But there is no indication if the AI sector will be asked to use renewable energy sources or revert to the polluting sources of coal or oil. Nor is it clear if AI will be asked to generate surplus energy to add to the community supply or limit itself to feeding its own needs. As with all of Trump’s initiatives the devil is in the details and is left to be figured out later.

The Supreme Court Ruling

The backdrop to Tuesday’s State of the Union had been rendered by Friday’s Supreme Court ruling. Chief Justice Roberts who wrote the majority ruling was both unassuming and assertive in his conclusion: “We claim no special competence in matters of economics or foreign affairs. We claim only, as we must, the limited role assigned to us by Article III of the Constitution. Fulfilling that role, we hold that IEEPA (International Emergency Economic Powers Act) does not authorize the President to impose tariffs.”

IEEPA is a 1977 federal legislation that was enacted during the Carter presidency, to both clarify and restrict presidential powers to act during national emergency situations. The immediate context for the restrictive element was the experience of the Nixon presidency. One of the implied restrictions in IEEPA is in regard to tariffs which are not specifically mentioned in the legislation. On the other hand, Article 1, Section 8 of the US Constitution establishes taxes and tariffs as an exclusively legislative function whether they are imposed within the country or implemented to regulate trade and commerce with other countries. In his first term, Trump tried to impose tariffs on imports through the Congress but was rebuffed even by Republicans. In the second term, he took the IEEA route, bypassing Congress and expecting the conservative majority in the Supreme Court to bail him out of legal challenges. The Court said, No. Thus far, but no farther.

The main thrust of the ruling is that it marks a victory for the separation of powers against a president’s executive overreach. Three of the Court’s conservative judges (CJ Roberts, Neil Gorsuch, and Amy Coney Barrett) joined the three liberal judges (all women – Sonia Sotomayor, Elana Kagan and Ketanji Brown Jackson) to chart a majority ruling against the president’s tariffs. The three dissenters were Brett Kavanugh, who wrote the dissenting opinion, Clarence Thomas and Samuel Alito. Justices Gorsuch, Kavanaugh and Barrett were appointed by Trump. Trump took out Gorsuch and Barrett for special treatment after their majority ruling, while heaping praise on Kavanaugh who ruled in favour of the tariffs. Barrett and Kavanaugh attended the State of the Union along with Roberts and Kagan, while the other five stayed away from the pep rally (see picture).

The Economics of the Ruling

In what was a splintered ruling, different judges split legal hairs between themselves while claiming no special competence in economics and ruling on a matter that was all about trade and economics. Yale university’s Stephen Roach has provided an insightful commentary on the economics of the court ruling, while “claiming no special competence in legal matters.” Roach takes out every one of Trump’s pseudo-arguments supporting tariffs and provides an economist’s take on the matter.

First, he debunks Trump’s claim that trade deficits are an American emergency. The real emergency, Roach notes, is the low level of American savings, falling to 0.2% of the national income in 2025, even as trade deficit in goods reached a new record $1.2 trillion. America’s need for foreign capital to compensate for its low savings, and its thirst for cheap imported goods keep the balance of payments and trade deficits at high levels.

Second, by imposing tariffs Trump is not helping but burdening US consumers. The Americans are the ones who are paying tariffs contrary to Trump’s own false beliefs and claims that foreign countries are paying them. 90% of the tariffs have been paid by American consumers, according to the Federal Reserve Bank of New York. Small businesses have paid the rest. Foreign countries pay nothing but they have been making deals with Trump to keep their exports flowing.

According to published statistics, the average U.S. applied tariff rate increased from 1.6% before Trump’s tariff’s to 17%, the highest level since World War II. The removal of reciprocal tariffs after the ruling would have lowered it to 9.1%, but it will rise to 13% after Trump’s 15% tariffs. The registered tariff revenue is about $175 billion, 0.6% of U.S. gross domestic product. The tariff monies collected are legally refundable. The Supreme Court did not get into the modalities for repayment and there would be multiple lawsuits before the lower courts if the Administration does not set up a refunding mechanism.

Lastly, in railing against globalization and the loss of American industries, Trump is cutting off America’s traditional allies and trading partners in Europe, Canada and Mexico who account for 54% of all US trade flows in manufactured goods. Cutting them off has only led these countries to look for other alternatives, especially China and India. All of this is not helping the US or its trade deficit. The American manufacturers (except for sectoral beneficiaries in steel, aluminum and auto industries), workers and consumers are paying the price for Trump’s economic idiosyncrasies. As Roach notes, the Court stayed away from the economic considerations, but by declaring Trump’s IEEPA tariffs unconstitutional, the Court has sent an important message to the American people and the rest of the world that “US policies may not be personalized by the whims of a vindictive and uninformed wannabe autocrat.”

by Rajan Philips

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The Victor Melder odyssey: from engine driver CGR to Melbourne library founder

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Victor Melder in Library

He celebrated his 90th birthday recently, never returned to his homeland because he’s a bad traveler

(Continued from last week)

THE GARRAT LOCOS, were monstrous machines that were able to haul trains on the incline, that normally two locos did. Whilst a normal loco hauled five carriages on its own, a Garrat loco could haul nine. When passenger traffic warranted it and trains had over nine carriages or had a large number of freight wagons, then a Garret loco hauled the train assisted by a loco from behind.

When a train was worked by two normal locos (one pulling, the other pushing) and they reached the summit level at Pattipola (in either direction), the loco pushing (piloting) would travel around to the front the train and be coupled in front of the loco already in front and the two locos took the train down the incline. With a Garraat loco this could not be done as the bridges could not take the combined weight. The pilot loco therefore ran down single, following THE TRAIN.

My father was stationed at Nawalapitiya as a senior driver at the time, and it wasn’t a picnic working with him. He believed in the practical side of things and always had the apprentices carrying out some extra duties or the other to acquaint themselves with the loco. I had more than my fair share.

After the four months upcountry, we were back at Dematagoda on the K. V. steam locos. From the sublime to the ridiculous, I would say after the Garret locos upcountry. Here the work was much easier and at a slower pace, as the trains did not run at speed like their mainline counterparts. The last two months of the third year saw us on the two types of diesel locos on the K.V. line, the Hunslett and Krupp diesels, which worked the passenger trains. For once this was a ‘cushy, sit-down’ job, doing nothing exciting, but keeping a sharp lookout and exchanging tablets on the run. The third year had come to an end and ‘the light at the end of tunnel was getting closer’.

Victor M’s Sri Lanka Ranjana medal

The fourth year saw us all at the Diesel loco shed at Maradana, which was cheek by jowl with the Maradana railway station. The first three months we worked with the diesel mechanical fitters and the following three months with the electrical fitters. Heavy emphasis was placed on a working knowledge of the electrical circuits of the different diesel locos in service, to ensure the drivers were able to attend to electrical faults en-route and bring the train home. This was again a period of lectures and demonstrations

We also spent three months at the Ratmalana workshops, where the diesels were stripped down to the core and refitted after major repairs, to ensure we had a look at what went on inside the many closed and sealed working parts. This was again a 7.00am to 4.00pm day job. Back again at the Diesel shed, Maradana, saw us riding as assistants for the next three months on all the diesel locos in service – The Brush Bragnal (M1), General Electrical (M2), Hunslett locos (G2) and Diesel Rail Cars.

After the final written test on Diesel locos, we began our fifth and final year, which was that of shunting engine driver. The first six months were spent at Maligawatte Yard on steam shunting locos and the next three months shunting drivers on the diesel shunting locos at Colombo goods yard. The final three months were spent as assistants on the M1 and M2 locos working all the fast passenger and mail trains.

Cartoon to celebrate Victor’s 60th wedding anniversary

I was finally appointed Engine Driver Class III on July 6, 1962, as mentioned earlier I lost eight months of my apprenticeship due to being ill and had to make up the time. This appointment was on three years’ probation, on the initial salary of the scale Rs 1,680 – 72 – Rs 2,184, per annum.

Little did the general traveling public realize that they had well trained and qualified engine drivers working their trains to time Victor was stationed in Galle until December 1967, when he resigned from the railway to migrate to Melbourne, Australia to join the rest of his family. He was the last of 11 siblings to leave Ceylon. Their two elder children were born in Galle. Victor and Esther had three more children in Australia. The children, three boys and two girls) were brought up with love and devotion. They have seven grandchildren and two great grandchildren. They meet often as a family.

He worked for the Victorian State Public Service and retired in 1993 after 25 years’ service. At the time of retirement, he worked for the Ministry for Conservation & Environment. He held the position of Project Officer in charge of the Ministry’s Procedural Documents.

He worked part-time for the Victorian Electoral Office and the Australian Electoral Office, covering State and Federal Elections, from 1972 to 2010. From 1972 to 1982 and was a Clerical Officer and then in 1983 was appointed Officer-in-Charge, Lychfield Avenue Polling Booth, Jacana which is my (the writer’s) electorate.

As part of serving the community Victor participated in a number of ways, quite often unremunerated. He worked part-time for the Department of Census & Statistics, and worked as a Census Collector for the Census of 1972, 1976, 1980 and then Group Leader of 16 Collectors in his area for the 1984, 1988, 1992, 1996, 2000, 2004, 2008 and 2012.

In 1970, Victor began this library, now known as the ‘Victor Melder Sri Lanka Library’, for the purpose of making Sri Lanka better known in Australia. On looking back he has this to say: “Forty-five years later, I can say that it is serving its purpose. In 1993 President Ranasinghe Premadasa of Sri Lanka bestowed on me a national honor – ‘Sri Lanka Ranjana’ for my then 25 years’ service to Sri Lanka in Australia. I feel very privileged to be honored by my motherland, which I feel is the highest accolade one can ever get.”

There were many more accolades over the years:

15.10. 2004, Serendib News, 2004 Business and Community Award.

4.2.2008, Award for Services to the SL Community by The Consulate of Sri Lanka in Victoria (by R. Arambewela)

2024 – SL Consul General’s Award

In 2025 , Victor was one of the ten outstanding Sri Lankans in Australia at the Lankan Fest.

An annual Victor Melder Appreciation award was established to honour an outstanding member by the SriLankan Consulate.

The following appreciation by the late Gamini Dissanayake is very appropriate.

Comment by the late Minister Gamini Dissanayake, in the comment book of the VMSL library.

A man is attached to many things. Attachments though leading to sorrow in the end

are the living reality of life. Amongst these many attachments, the most noble are the attachments to one’s family and to one’s country. You have left Sri Lanka long ago but “she” is within you yet and every nerve and sinew of your body, mind and soul seem to belong there. In your love for the country of your birth you seem to have no racial or religious connotations – you simply love “HER” – the pure, clear, simple, abstract and glowing Sri Lanka of our imagination and vision. You are an example of what all Sri Lankan’s should be. May you live long with your vision and may Sri Lanka evolve to deserve sons like you.

With my best Wishes.

Gamini Dissanayake, Minister from Sri Lanka.

15 February 1987.

The Victor Melder Lecture

The Monash council established the Victor Melder Lecture which is presented every February. It is now an annual event looked forward to by Melbournians. A guest lecturer is carefully chosen each year for this special event.

Victor and his library has featured on many publications such as the Sunday Times in 2008 and LMD International in 2026.

“Although having been a railway man, I am a poor traveler and get travel sickness, hence I have not travelled much. I have never been back to Sri Lanka, never travelled in Australia, not even to Geelong. I am happiest doing what I like best, either at Church or in this library. My younger daughter has finally given up after months of trying to coax, cajole and coerce me into a trip to Sri Lanka to celebrate this (90th) birthday.

I am most fortunate that over the years I have made good friends, some from my school days. It is also a great privilege to grow old in the company of friends — like-minded individuals who have spent their childhood and youth in the same environment as oneself and shared similar life experiences.”

Victor’s love of books started from childhood. Since his young years he has been interested in reading. At St Mary’s College, Nawalapitiya, the library had over 300 books on Greek and Roman history and mythology and he read every one of them.

He read the newspapers daily, which his parents subscribed to, including the ‘Readers Digest’.His mother was an avid fan of Crossword Puzzles and encouraged all the children to follow her, a trait which he continues to this day.

At his workplace in Melbourne, Victor encountered many who asked questions about Ceylon. Often, he could not find an answer to these queries. This was long before the internet existed. He then started getting books on Ceylon/SriLanka and reading them. Very soon his collection expanded and he thought of the Vicor Melder SriLanka Library as source of reference. It is now a vast collection of over 7,000 books, magazines and periodicals.

Another driver of his service to fellow men is his deep Catholic faith in which he follows the footsteps of the Master.

Victor was baptized at St Anthony’s Cathedral, Kandy by Fr Galassi, OSB. Since the age of 10 he have been involved with Church activities both in Sri Lanka and Australia. He remains a devout Catholic and this underlies his spirit of service to fellowmen.

He began as an Altar Server at St Mary’s Church, Nawalapitiya, and continued even in his adult life. In Australia, Esther and Victor have been Parishioners at St Dominic’s Church, Broadmeadows, since 1970.He started as an Adult Server and have been an Altar Server Trainer, Reader and Special Minister He was a member of the ‘Counting Team’ for monies collected at Sunday Masses, for 35 years.

He has actively retired from this work since 2010, but is still ‘on call’, to help when required. To add in his own words

“My Catholic faith has always been important to me, and I can never imagine my having spent a day away from God. Faith is all that matters to Esther too. We attend daily Mass and busy ourselves with many activities in our Parish Church.

For nearly 25 years, we have also been members of a religious order ‘The Community of the Sons & Daughters of God’, it is contemplative and monastic in nature, we are veritable monks in the world. We do no good works, other than show Christ to the world, by our actions. Both Esther and I, after much prayer and discernment have become more deeply involved, taking vows of poverty, obedience and chastity, within the Community. Our spirituality gives us much peace, solace and comfort.”

“This is not my CV for beatification and canonization. My faith is in fact an antidote for overcoming evil, I too struggle like everyone else. I have to exorcise the demons within me by myself. I am a perfect candidate for “being a street angel and home devil” by my constant impatience, lack of tolerance and wanting instant perfection from everyone. “

The above exemplifies the humility of the man who admits to his foibles.

More than 25 years ago The Ceylon Society of Australia was formed in Sydney by a group of Ceylon lovers led by Hugh Karunanayake. Very soon the Melbourne chapter of the organization was formed, and Victor was a crucial part of this. At every Talk, Victor displayed books relevant to the topic. For many years he continued to do so carrying a big box of books and driving a fair distance to the meeting place. Eventually when he could no longer drive his car, he made certain that the books reached the venue through his close friend, Hemal Gurusinghe.

He also was the guest speaker at one of the meetings and he regaled the audience with railway stories.

Victor has dedicated his life on this mission, and we can be proud of his achievements. His vision is to find a permanent home for his library where future generations can use it and continue the service that he commenced. The plea is to get like-minded individuals in the quest to find a suitable and permanent home for the Victor Melder Srilankan Library.

by Dr. Srilal Fernando

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Sri Lanka to Host First-Ever World Congress on Snakes in Landmark Scientific Milestone

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Dr. Anslem de Silva

Sri Lanka is set to make scientific history by hosting the world’s first global conference dedicated entirely to snake research, conservation and public health, with the World Congress on Snakes (WCS) 2026 scheduled to take place from October 1–4 at The Grand Kandyan Hotel in Kandy World Congress on Snakes.

The congress marks a major milestone not only for Sri Lanka’s biodiversity research community but also for global collaboration in herpetology, conservation science and snakebite management.

Congress Chairperson Dr. Anslem de Silva described the event as “a long-overdue global scientific platform that recognises the ecological, medical and cultural importance of snakes.”

“This will be the first international congress fully devoted to snakes — from their evolution and taxonomy to venom research and snakebite epidemiology,” Dr. de Silva said. “Sri Lanka, with its exceptional biodiversity and deep ecological relationship with snakes, is a fitting host for such a historic gathering.”

Global Scientific Collaboration

The congress has been established through an international scientific partnership, bringing together leading experts from Sri Lanka, India and Australia. It is expected to attract herpetologists, wildlife conservationists, toxinologists, veterinarians, genomic researchers, policymakers and environmental organisations from around the world.

The International Scientific Committee includes globally respected experts such as Prof. Aaron Bauer, Prof. Rick Shine, Prof. Indraneil Das and several other authorities in reptile research and conservation biology.

Dr. de Silva emphasised that the congress is designed to bridge biodiversity science, medicine and society.

“Our aim is not merely to present academic findings. We want to translate science into practical conservation action, improved public health strategies and informed policy decisions,” he explained.

Addressing a Neglected Public Health Crisis

A key pillar of the congress will be snakebite envenoming — widely recognised as a neglected tropical health problem affecting rural communities across Asia, Africa and Latin America.

“Snakebite is not just a medical issue; it is a socio-economic issue that disproportionately impacts farming communities,” Dr. de Silva noted. “By bringing clinicians, toxinologists and conservation scientists together, we can strengthen prevention strategies, improve treatment protocols and promote community education.”

Scientific sessions will explore venom biochemistry, clinical toxinology, antivenom sustainability and advances in genomic research, alongside broader themes such as ecological behaviour, species classification, conservation biology and environmental governance.

Dr. de Silva stressed that fear-driven persecution of snakes, habitat destruction and illegal wildlife trade continue to threaten snake populations globally.

“Snakes play an essential ecological role, particularly in controlling rodent populations and maintaining agricultural balance,” he said. “Conservation and public safety are not opposing goals — they are interconnected. Scientific understanding is the foundation for coexistence.”

The congress will also examine cultural perceptions of snakes, veterinary care, captive management, digital monitoring technologies and integrated conservation approaches linking biodiversity protection with human wellbeing.

Strategic Importance for Sri Lanka

Hosting the global event in the historic city of Kandy — a UNESCO World Heritage site — is expected to significantly enhance Sri Lanka’s standing as a hub for scientific and environmental collaboration.

Dr. de Silva pointed out that the benefits extend beyond the four-day meeting.

“This congress will open doors for Sri Lankan researchers and students to access world-class expertise, training and international partnerships,” he said. “It will strengthen our national research capacity in biodiversity and environmental health.”

He added that the event would also generate economic activity and position Sri Lanka as a destination for high-level scientific conferences, expanding the country’s international image beyond traditional tourism promotion.

The congress has received support from major international conservation bodies including the International Union for Conservation of Nature (IUCN), Save the Snakes, Cleveland Metroparks Zoo and the Amphibian and Reptile Research Organization of Sri Lanka (ARROS).

As preparations gather momentum, Dr. de Silva expressed optimism that the World Congress on Snakes 2026 would leave a lasting legacy.

“This is more than a conference,” he said. “It is the beginning of a global movement to promote science-based conservation, improve snakebite management and inspire the next generation of researchers. Sri Lanka is proud to lead that conversation.”

By Ifham Nizam

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