Connect with us

Features

Challenges faced by Arts and Humanities Graduates in University System of Sri Lanka

Published

on

By M. W. Amarasiri de Silva.
(Emeritus Professor, University of Peradeniya and Adjunct Professor,
University of Pittsburgh, and Lecturer, UCSC, USA)

In the university system of Sri Lanka, the Arts and Humanities faculties have a significant presence, comprising the largest student population, surpassing 25% of the total annual intake. However, despite their substantial representation, Arts and Humanities graduates encounter substantial challenges in terms of employability. A staggering 75% of these graduates find themselves unemployed immediately after completing their education. This issue has led to the formation of trade unions specifically catering to the concerns of unemployed Arts and Humanities graduates, which have attracted a sizeable membership.

Arts and Humanities faculties within the Sri Lankan university system have emerged as the largest academic disciplines in terms of student enrolment. This dominance can be attributed to various factors, including historical significance, cultural values, and personal preferences among students.

In the school system, students who sit the GCE A/L examination and those who qualify for university entrance are largely arts and humanities students and mainly female students. The large number of arts and humanities students are coming from rural areas as most rural schools lack facilities for science education.

The arts and humanities graduates are considered not fit for employment in the private sector which value English language and IT skills for employment. The mismatch between the skills acquired during their education and the demands of the job market contributes to this issue. Many Arts and Humanities programmes tend to focus on theoretical and conceptual knowledge, often lacking practical skills and vocational training.

The downfall of the arts and humanities faculties reflects the downfall of the university system. Insufficient funding has been a factor throughout the decades that hindered development of the university system. Minimal facilities for the students, and teaching staff is due to the restrictions on funding provided for the universities. Currently, only 1.9 % of GDP is allocated to higher education in Sri Lanka (World Bank), whereas in India it is.2.9% in 2023. The % of GDP expenditure on education in the world was 14% in 2017 and 12.6% in 2020 (UNESCO Institute for Statistics).

Sri Lanka has tied itself to the United Nations 2030 agenda for SD with the 17 SDGs. The fourth goal of SDGs, “Quality Education” aims to impart inclusive high-quality education and lifelong learning opportunities for all by the year 2030. The vision of the Ministry of higher Education is Sri Lanka to be an international Centre of Excellence on Higher Education, with 10 laudable objectives including increasing student intake, making employable graduates.

The world ranking of Sri Lankan universities has deplorably declined. World university ranking of the Colombo University is 2172 and University of Peradeniya is 2249 (Website Department of Education). The world ranking of universities is typically done through a complex process that involves the evaluation of various factors and criteria. One of the most well-known university rankings is the QS World University Rankings, which provides insights into the performance of universities globally.

Generally, ranking organisations gather a wide range of data from universities. This data can include information about academic reputation, faculty qualifications, research output, student-to-faculty ratio, international diversity, citations per faculty, employer reputation, teaching quality, and more. Research output takes a prominent place. The quantity and impact of research publications are assessed. Metrics like citations per faculty member or per paper are used to measure the influence of a university’s research.

Some rankings consider a university’s ability to transfer knowledge and technology to the commercial sector through patents, licenses, and spin-off companies.  Once data is collected, a weighted scoring system is often applied to assign numerical values to each criterion. The universities are then ranked based on their total scores. The number of international students and faculty, as well as collaborations with international institutions, are assessed to determine the global reach and impact of a university.

 Suggestions to Improve Higher education in Sri Lanka

1.Vice chancellors in the universities should be appointed based on their administrative skills and other qualifications, and the application should be open to all. The system of selecting VCs from within the universities should be withheld. This way, qualified people can be attracted to hold VC positions, which is imperative for running the universities.

2.The transformation and evolution of higher education have become crucial in a globalised world, where universities need to adapt to emerging trends and demands, which are seen as essentials for economic development. One key strategy to foster academic growth and internationalisation is by granting universities greater independence. This can facilitate the forging of global connections, programme linkages with foreign institutions, and the removal of legal barriers to foreign collaboration. Universities should be made independent so that they can forge connections, link programmes with foreign universities. The legal barriers to such collaboration should be avoided.

3.Legal barriers often act as impediments to international collaborations for universities in Sri Lanka. By removing or minimising these barriers, universities can more effectively participate in collaborative research endeavours, facilitate faculty exchanges, and promote student mobility programmes with their foreign counterparts.

Over-reliance on government funding can curtail a university’s potential, underscoring the necessity of diversifying income streams. By securing a portion of their revenue from research grants, universities can channel resources into pioneering research, infrastructure development, and academic initiatives, fostering growth and spurring innovation.

Introducing incentives for professors who successfully secure research grants serve to enhance motivation and stimulate scholarly pursuits. In cases where a professor secures a research grant, a corresponding percentage of the grant should be added to their salary as a motivating factor. Notably, numerous universities in the USA have witnessed professors boosting their salaries by up to 40% through the acquisition of research grants. A percentage of the grant could be integrated into a professor’s salary, acknowledging their role in advancing knowledge and nurturing a research-driven culture.

4.Faculty Recruitment should be transparent. Many Sri Lankan Universities prefer to hire their own graduates, which is not nice.  Open applications for faculty positions ensure that the university attracts the most qualified and diverse candidates, both internally and externally. This practice enhances academic rigor and brings fresh perspectives to the institution. Faculty positions should be filled after calling for open applications, so that qualified people outside the university community can apply for the positions.

This way more qualified academics can be attracted. Foreign nationals should also be allowed to apply for academic positions in the universities. Also, foreign scholars of repute should be given sabbatical positions in the departments to teach courses and do research.

5.The faculty promotion scheme’s point system requires a revision to prioritise research and publications better. Although the current promotion criteria commendably assign higher scores for faculty-published books, there exists a notable absence of a robust monitoring and evaluation mechanism. Instances abound where applicants hastily produce a book, printing a limited quantity—around 25 copies, for example—solely to secure 15 points for promotion consideration.

Such individually generated works often bypass evaluation committees composed of subject matter experts in the respective field. To address this, I propose the establishment of discipline-specific committees consisting of seasoned faculty members within the corresponding subject areas. Their role would involve reviewing book proposals before publication, ensuring that only approved proposals proceed to the publishing phase. Furthermore, the university grants commission should allocate research and book publishing grants to faculty members to facilitate the creation of textbooks and research publications in book format.

6.The prevailing trend within the university system is to allocate less time for senior faculty towards teaching, in contrast to junior faculty members who handle a significant teaching workload across multiple courses. These junior faculty members function as teachers and tutors, dedicating approximately 5-7 hours daily to these tasks. However, this system is flawed in several respects. To begin with, the senior staff members, who possess a greater depth of knowledge and experience, should ideally be better equipped to deliver courses of higher quality than their junior counterparts.

Secondly, the current teaching approach displays a marked imbalance, disproportionately favouring the junior faculty. This disparity ought to be rectified. There should be a move towards a more equitable distribution of the teaching workload, ensuring fairness among faculty members.

7.University housing facilities should be improved / set up for foreign nationals to stay, as they bring foreign exchange. Many universities in Europe and the USA have study programs in identified developing countries, as they feel that the students in such universities should get foreign exposure in developing country settings. The program should be given a prominent place in the university system with hostel and housing facilities for foreign nationals. These programs foster cross-cultural understanding.

When I was the head of sociology, a Danish university wanted to send their anthropology/sociology students comprising 30 persons for one semester to get fieldwork exposure in the war-torn areas of Sri Lanka. They were prepared to pay a tuition of $1500 a month per student.

Once the contract is signed, they agreed to send batches of students for training in fieldwork every year.  This facility if it happened would have provided $45,000 or Sri Lanka rupees 14,482,350 every year. One of the important requirements was good hostel facilities with air conditioning and good bathroom facilities. As Peradeniya did not have those facilities, we lost that opportunity.

8.Introducing a community studies program, specifically within the sociology and anthropology programs at universities in Sri Lanka, entails engaging arts and humanities students in an exploration of the challenges faced by rural communities. This initiative involves a participatory approach that actively involves the communities themselves. By doing so, the program can leverage the distinct perspectives and innovative solutions the village residents possess concerning their issues. In the United States, universities have established enduring Community Studies programmes within their arts and humanities departments.

These programes adopt a social justice perspective and concentrate on addressing societal problems by integrating classroom learning and extensive field studies. Enrolled students collaborate closely with both non-governmental and governmental organisations, actively contributing to resolving community-centric issues.

Consequently, these initiatives have effectively addressed the identified challenges and generated employment avenues for graduates in social sciences. By embracing a similar strategy in Sri Lanka, the proposed community studies programme has the potential to cultivate a more comprehensive and solution-driven approach to prevailing societal predicaments. This approach would prove advantageous for the students and the communities they engage with, promoting mutual growth and development.

9.Introduction of a Programme to Engage High School Students in GCE A/L Classes with Hands-On University Experience: In an endeavour to foster a stronger connection between high school students enrolled in GCE A/L classes and the university environment, a pioneering initiative need to be introduced. Drawing inspiration from the acclaimed Science Internship Program (SIP) at UCSC in the USA, this endeavour aims to not only entice students but also bridge the educational representation gap within society.

The SIP, a dynamic science internship programme, serves as a model for attracting students from less represented segments of society to pursue higher education. This program extends an invitation to high school students, encouraging them to partake in a comprehensive 10-week programme facilitated by esteemed professors and subject specialists. The core focus lies in imparting research skills, ultimately guiding participants to undertake research projects.

These research projects, nurtured under the guidance of seasoned experts, culminate in a noteworthy conference presentation. Impressively, some students seize this opportunity to showcase their talents, yielding exceptional projects that have the potential to result in publishable papers. These papers often find their way into student journals or esteemed academic publications.

This initiative is not solely about nurturing academic growth; it’s about nurturing the spark of curiosity and igniting the flame of interest in university-level education and research. By immersing themselves in a hands-on university experience, these high school students not only gain a taste of the academic realm but also cultivate a genuine interest in furthering their education within a university setting.

This innovative programme envisions a future where the minds of school students are captivated by the allure of university education and the world of research. Through internships that stimulate their academic potential, these students gradually develop a profound inclination to pursue higher education and contribute to the realms of research and academia. The UGC ought to earmark funds for a SIP or STEM + Arts and Humanities programme with comparable characteristics, encompassing all universities in Sri Lanka, to rekindle the widespread enthusiasm for university education.

10. It is a widely recognised reality that students hailing from rural areas often encounter educational setbacks. The disparity in educational opportunities between rural and urban regions can be largely attributed to the absence of high-quality schools and competent teachers in rural locales. There exists a prevailing inclination among teachers to seek employment in urban settings. Addressing this issue necessitates a multifaceted approach, encompassing both the enhancement of rural schools and the comprehensive training of educators through teacher’s colleges strategically established in rural areas.

Furthermore, alongside these endeavours, it is imperative to identify promising students from rural backgrounds and offer them support by enrolling them in well-established schools. This support could be extended through a bursary programme akin to the Mahapola programme, which caters to the needs of rural students. This multifaceted approach is instrumental in not only narrowing the educational gap between rural and urban areas but also providing deserving students with the opportunities they rightfully deserve.I trust that both the Minister of Higher Education and the Minister of Education (schools) will attentively consider the recommendations presented in this article.



Continue Reading
Advertisement
Click to comment

Leave a Reply

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

Features

Day of Judgements and Political Fallouts

Published

on

Supreme Court

Rajan Philips

The second anniversary of Anura Kumara Dissanayake’s election as President has come and gone, but not before getting marked by a spate of judgements delivered and announced on a single day following the anniversary. Far away in New York, it has been a week of speeches by state and government leaders making their pilgrimage to the 81st Annual Sessions of the United Nations that is entering its ninth decade. President AKD did not make the trip this year to the UN Sessions, which are now reduced to being a convenient meeting place for world leaders to hold sideline meetings on bilateral as well as other contentious matters.

Sri Lanka is not in the crosshairs of any such contentions, but there are enough internal crosshairs that the NPP government and a feckless opposition are constantly trying to avoid. The day of judgements too has come and gone. All in all, it was a good day for the NPP government, at least in the sense that the government suffered no reputational damage from any of the three judgements. There were two Supreme Court rulings, one on the bill for the 22nd Amendment to the Constitution and another on the constitutionality of the Anti-Corruption Amendment Bill. The third court ruling was the verdict given by the Colombo Permanent High Court following the Trial-at-Bar of 24 people accused for their role in the 2019 Easter attacks.

Easter Justice

The three trial-at-bar judges, Navaratne Marasinghe, Ramanathan Kannan and Sujeewa Nissanka, reached a unanimous verdict and found 15 of the accused guilty and found the other nine not guilty and released them forthwith. The accused were spared of the death sentence, but the lengths of rigorous imprisonment sentences are just as bad. One was sentenced to 260 years, four got 240 years each, five 220 years, and another five 200 years. In addition, the court ordered the instant confiscation of the movable and immovable assets of all 15 found guilty.

The verdict marks a substantial milestone in the search for justice on behalf of the victims of the Easter attacks. The government can claim some political credit for the conclusion of the trial after seven years of fits and starts, and high level stymying under three presidents who preceded President AKD. Much greater credit of course belongs to the hundreds of law enforcement officials who built up a mammoth case of 23,270 charges against 25 suspects (one of whom died in hospital during the trial) and won convictions of 15 of them.

But this is not the end of the journey for those seeking Easter justice based on the whole truth. There are other trials going on and the elusive mastermind is yet to be found. Mohammed Ibrahim Mohammed Nawfar (alias Naufar Moulavi) is one of the 15 convicted by the Permanent High Court. Naufar Moulavi was identified in May 2021 as the mastermind by the Gotabaya Rajapaksa government. The government claimed that FBI investigation had confirmed it. This claim is not supported by the FBI affidavit filed by agent Merrilee R. Goodwin in a US Court in California, in December 2020.

The purpose of the FBI affidavit was to support the indictment of Mohammed (Moulavi) Naufar, Mohamed Anwar Mohamed Riskan and Ahamed Milhan Hayathu Mohamed “for conspiring to provide, providing, and attempting to provide material support to a foreign terrorist organization, namely ISIS” (Islamic State of Iraq and al-Sham), in violation of US laws. But neither Naufar nor the other two were identified as masterminds. The only mastermind identified in the affidavit is “Jahran Mohamed Cassim, also known as (“aka”) Mohamad Cassim Mohamad Zahran, aka Zahran Hashim (“Zahran”). Zahran killed himself in the suicide bomb he detonated, along with scores of victims, and spared himself from earthly trials.

To close the loop on this, the three men identified in the FBI affidavit, namely, Moulavi Naufar, Mohamed Riskan and Ahamed Milhan, are among the 15 convicted by the trial-at-bar High Court. But their conviction does not bring closure to the enduring question whether there was a political mastermind(s) behind the 2019 Easter attacks. There is still no clarity on what the former Attorney General Dappula De Livera publicly alluded to as evidence of “a grand conspiracy behind the attacks that killed 269 people and injured over 500.”

That was on 18 May 2021, and the statement was a follow up to the letter that Mr. De Livera had written on the state of the police investigations, to then Inspector General of Police (IGP), the late C. D. Wickramaratne. Mr. De Livera soon went on to retire after a remarkable prosecutorial career, and reportedly turned down the government’s offer of appointment as High Commissioner to Canada. Mr. Wickramaratne himself has since died under rather tragic circumstances.

Those who allege that the Catholic Church is making unproven allegations about Easter attacks masterminds, conveniently gloss over the fact that the Church is not accusing anybody of being a mastermind, but is only asking for a thorough inquiry that will put to rest, once and for all, the perennial question about the Easter mastermind. The difference now is that after suffering frustrations with three presidents and their governments, the Church is experiencing a positive response from the current president and his NPP government.

Amendment Politics

Aside from the lawfare politics of the Easter attacks, the politics of the 22nd Amendment to the Constitution is running its course after the Supreme Court ruling that a referendum is not required for the amending bill to become law, but only a two-thirds majority in parliament. The ruling was widely expected but not because of some ‘fix’, but because it would have been silly to find a judicial reason to have a referendum on the retirement ages of judges. This is not to absolve the government for its missteps on this matter and for putting everyone through months of constitutional contortions. Rather it is to highlight the absurdity of getting exercised virtually over every constitutional amendment and insisting that enacting the amendment without a referendum is tantamount to an assault on democracy. The referendum requirement has become a constitutional curse.

The 1972 Constitution of the First Republic had a very straightforward amending procedure with no referendum requirement, so straightforward that JR Jayewardene was able to throw out a whole (1972) constitution lock, stock and barrel, and replace it with his new constitution of a totally different (presidential) persuasion, simply through a parliamentary select committee process and a two thirds majority in parliament. No one called for a referendum to justify so momentous a change, but now a referendum is required to determine at what age a superior court judge can retire. Nonetheless, as President Jayewardene’s admirers and followers celebrate his 120th birth anniversary, there is no gainsaying that regardless of whether one agrees or disagrees with his presidential achievements and legacies, JR Jayewardene was without question the most consequential political leader of Sri Lanka in the 20th century.

In the 21st century and on the 22nd amendment, with no referendum required, the Bar Association is changing tack and calling on parliamentarians to vote with their conscience, without toeing the party line. After Friday’s vote, it may want to poll the MPs to find out who among them voted listened to their conscience, and who toed the party line. The Association may be having a difficult time going through the withdrawal syndrome after months of heightened exertions. As for the opposition and Sajith Premadasa, the latter has simply promised that a future SJB government will repeal the 22nd Amendment. To what end? To reenact another episode of confusion and distraction.

An Economynext commentator has described the Supreme Court ruling on the referendum requirement for 22A, as being “surgical in its constitutional analysis.” Well said. The ruling plausibly addresses every good and bad argument that was flung at the judges and demonstrates, citing copious precedents, that at the end of the day, no matter who the individual judges and their abilities are, and what anyone thinks of them, the ‘Court’ can find its collective voice and express itself with clarity and authority.

The same Economynext commentary interprets the 22nd Amendment as “a foundational prerequisite for operationalizing the newly enacted, stringent Anti-Corruption Act, which is a key commitment of the government era for the IMF.” The commentary suggests that “multiple clauses in the 22nd Amendment are designed to satisfy governance and anti-corruption structural benchmarks within the ongoing IMF Extended Fund Facility (EFF) agreement.” While noting the risk of scaring investors who might view 22A as being anti-democratic and antithetical to judicial independence, the commentary goes on to opine that the passage of 22A combined with a strong and systematic anti-corruption drive could be a boost to investor confidence, especially in the critical sectors of logistics, renewable energy and technology.

The above is an interesting interpretation even though I am not sure whether anyone associated with the government has formulated the intentions of the 22nd Amendment quite this way. Objectively, the argument is plausible and will justifiably rile the ire of the left opposition to the NPP government and its inclination towards the IMF. At the same time, there is no mistaking the government’s intention and determination to fight corruption in politics and public life. Apart from, or rather as part of, its arresting politics, the government is also going ahead with the passage of the Anti-Corruption (Amendment) Bill, which too has had its determination by the Supreme Court, albeit by a different three-judge Bench, almost concurrently with the 22A ruling by the five-judge Bench. The Supreme Court’s determination on the Anti-Corruption Bill was triggered after it was challenged by Transparency International Sri Lanka.

But unlike the SC ruling on 22A, the ruling on the Anti-Corruption Bill singles out a provision as requiring approval in a referendum for its enactment. The provision involves Clause 17 of the Bill which elevates the bail granting threshold for determination by a High Court and not a Magistrates Court as currently practised. The subject offence involves a bribe not less than Rs. 100,000, or causing a government loss of not less than Rs. 500,000. The Court held that such a change infringes the fundamental rights of citizens against arbitrary detention and will require a referendum approval. The Bill of course could be passed without a referendum after removing the specific provision. Remarkably, the government argued that the proposed amendments to the Anti-Corruption Act are necessary to remove current bottlenecks, achieve conformance with UN standards, and comply with the IMF program in Sri Lanka.

Continue Reading

Features

Father’s horoscope reading on the worst time in my life seemed coming true

Published

on

Vidyodaya University

Little breathing space between papers at the final exam and my mind goes blank answering Sinhala paper

(Excerpted from The Art of Governance, autobiography of MDD Pieris)

Then came the final blow. When the time table for the final examination was out, I discovered that I would have to answer all my nine papers, of three hours each at one continuous stretch without even a half days break! I was due to answer the European history paper one afternoon; then go on next morning to British history; afternoon to Ceylon history; the next morning to English Poetry; afternoon to English drama; the following morning to English prose; and that same afternoon to suddenly switch from thinking and writing in English to thinking and writing in Sinhala, answering the first of the three papers in Sinhala, with the other two coming morning and afternoon the following day! Several of my friends urged me to go and speak to the university administration about a change, but at the same time, others who had had difficulties and sought recourse reported that they were rather rudely treated by the officers concerned.

This deterred me from going. I was a polite person by nature and just as in the case of Mr. Athulathmudali about whose insistence on politeness I have already written about, I too resented the prospect of being treated rudely. Therefore, I decided, quite foolishly no doubt, and come what may to go through and sit for the nine papers in four and half continuous days. Thus began the most difficult and harrowing period of my life, a period even worse than the experience at the university entrance examination.

In that instance, there was certainly disappointment and frustration but since I was attempting a near impossibility, there was less stress because mentally I was prepared for failure. This was reflected in a reasonably good appetite, and the ability to sleep. This time, at the final examinations, I lost both. Normal eating was impossible. My stomach was in knots. I just went through the motions and nibbled something and basically sustained myself with a combination of powdered milk and Ovaltine. Sleep became disturbed. After six hours of strenuous concentration a day answering question papers, there was little the mind could absorb by way of preparation for the next day.

During the day, nothing was possible since the morning’s paper was over at noon, and by the time you walked back from the Arts block to Marrs Hall just to look at the food and freshen up and then walk back to the examination hall to be there about 10 minutes before the 2 p.m. start of the next paper, there was neither time nor inclination to look at or absorb anything. I did try to look through whatever I could for the next days two papers during the night whilst keeping in mind the necessity to get some rest and sleep. Therefore, I did try to get six hours of sleep in the night. But it turned out to be an unhealthy and disturbed sleep leaving you not fresh, but jaded in the morning.

The mind was overactive. By this time, the numbers in the hall had dwindled due to the vacation. Only the few sitting for their final examination were in residence, and they were busy with their studies. There was therefore also a sense of loneliness and isolation prevailing. Added to all this was the horrible thought of failing and having to repeat all nine papers the following year. One had very much to try to find some degree of good cheer from within one’s own resources. Given my predicament I had precious little of that.

In these almost nightmarish conditions, I struggled through eight of the nine papers. The last paper during the final afternoon was the third paper in Sinhala literature, which was on prose. I still have a vivid memory of that afternoon. Rain clouds were building up and as we got down to answering the paper, it was getting quite dark. The lights shone brightly in the examination hall. There were five questions to be answered and I had just finished answering one, and had barely started on the next, when my mind went completely blank. I have never experienced such a thing before or since. The thinking processes suddenly stopped as if a plug had been pulled out from an electricity supply. I was in the middle of a sentence, I found impossible to complete. It was total disconnection.

There was just nothing I could do except to lay down my pen and gaze out of the window. There were two things in my favour at this critical moment. I possessed a temperament that didn’t panic easily or once embarked on a course, give up easily. I therefore calmly decided to stop trying to struggle, and relax. I was aware that precious minutes were ticking by. But I knew that what could not be cured must be endured, and that any attempt at force and struggle would only serve to aggravate the situation. That part of my mind was clear and rational. I spent almost 20 precious minutes doing nothing. Then gradually I found that I was able to focus once again.

I cautiously and with a degree of fear took up my pen and leaving room to complete the question I had begun to write on, started on a new question. The ideas flowed once again. I had however to be careful. There was no guarantee that everything would not come to a stop once again. I had already lost valuable time. Any further problem now would be the end of the paper and the end of perhaps the whole examination. I therefore deliberately slowed down my pace of writing and wrote slowly and steadily not pushing myself.

When the time came for the papers to be collected I had been able to answer only three out of the five questions in full. For the balance two, I was only just able to write down a few points. Answers in continuous prose were not possible. Up to this time, I had hope of at least passing the whole examination and obtaining my degree. Now, I was not so sure. There was a distinct possibility, I would fail the last Sinhala paper.

The next day I went home to Colombo, utterly drained. It appeared that my father’s prediction after reading my horoscope was not only accurate but frighteningly so. I too believed with him that there could not possibly be a worse period in the future. Starting from the stress of suddenly having to change schools in mid university entrance course to the end of my participation in school cricket through contracting measles, to the enormous trials and tribulations of the university entrance, to the disappointment of not being able to read for English “honours,” and now this situation at the final examination was almost too much for one person to take.

I was in a state which perhaps verged on a nervous breakdown, For a good two weeks at home, I was listless, unable to concentrate on anything. I could not read anything. Even the newspapers repelled me. The sound of music was irritating, and sleep desultory. I was taken to see the doctor, who advised complete rest. He did not give medicine. It was clear that I had severely overtaxed the system, and time would be the healer, as indeed was so gradually much to the great relief of my parents and myself. The newspaper once again began to interest me, and gradually books. Even then, I could not read for long periods for some time. I used to lose concentration and the mind began to wander.

In due course, I received a letter from the university, inviting me to teach an English course to the new batch of students about to enter the university. This was the vacation course in English for them. But I was just in no mood to teach. I was now back to normal, but did not wish to take upon myself the responsibilities of a teaching assignment. Therefore, I wrote back politely declining. But the letter from the university was a boost to my confidence. I knew that I would not have been called unless I had fared reasonably well, at least in my English papers, and got at a minimum a “B.” But what of the rest? I was still apprehensive. What came to mind was the unfinished Sinhala paper, and its possible impact on the whole examination.

Assistant Librarian Vidyodaya University

When the results came in due course, to my great relief I had passed. There was no question of a class. Nor was I expecting one. What I dreaded was sitting for the whole examination once again. I could now get this episode of my life out of the way and decide how to proceed. By this time the new Vidyodaya University had just begun to function. My father was a member of the Governing Council of the Vidyodaya Pirivena, the Vidyadhara Sabha and for long an associate and a friend of the renowned scholar Ven. Weliwitiye Soratha, the head of the Pirivena, who was the first Vice Chancellor of the new university.

Our family had many connections with Vidyodaya, including my maternal grandfather Mr. C. Don Bastian Jayaweera Bandara, himself a renowned scholar, writer, publisher and social worker, having had his higher education there. I for my part, for a period studied Sinhala under Ven. Soratha. Busy as he was, he found the time to teach me because of these family connections. I must have been a good student in his opinion, because he very graciously presented me a two volume set of his monumental work of the Sinhala dictionary, a task which he undertook and completed all by himself, a set which is one of my valued possessions even today.

When it became known that I had passed out, Vidyodaya was keen to have me and my father was equally keen that I should help out in whatever capacity. Finally, I was appointed as an Assistant Librarian and along with others, plunged into the task of setting up a proper library for the new university. At this time, the university functioned in the premises of the Vidyodaya Pirivena at Maligakande and it was rapidly becoming apparent that space was becoming a serious problem.

One of the most important tasks of a librarian is to classify knowledge accurately and correctly and this had to be carefully done. The system of classification adopted at the time was the Dewey Decimal System, and I spent much time at home poring over the volumes containing the system, so that during the working day classification and the typing of the card indexes, etc., could proceed with speed. Accuracy and speed were both necessary, accuracy, because a misclassified book is a lost book, speed because hundreds of books were lying on the floors, in cartons, in crates, on windowsills and all over the place.

I found the wide reading that I had done whilst at Peradeniya now of great assistance. With a quick perusal I was able to determine the classifications and sub-classifications. This was important. For instance, if one took up a book on European history, one had to determine whether it should be classified and appear on the shelves as general history; a history of a period; diplomatic history; economic history; social and cultural history; military history; a history of important treaties, and so on. This was so for all subjects and the wider your reading the easier it was.

But always at the end of the day was a general conference at which we took up for discussions amongst other matters, certain books which were exceedingly difficult to classify, partly because their contents approached the borders of many different subjects. Titles were frequently misleading. For instance, the book “Two eggs on my plate,” had nothing to do with cuisine. It was a tense memoir of certain military activities during World War II.

Continue Reading

Features

The Cinnamon Captain’s Circuit

Published

on

Three Maps of Ceylon Cinnamon

From the Pathfinder Collection

By Jennifer Moragoda
jennifermoragoda787@gmail.com

A remarkable Dutch map of Ceylon made in 1719 allows us to follow cinnamon through the country almost village by village.

Part of a series of thirty-six maps showing territories of the Dutch East India Company, it was drawn by Joannes van Campen and shows mainly the south-western portion of the island then under Company control. The twelve korales or provinces are distinguished by colour and extend, in the map’s description, from the river Caymelle to the Valave. Brohier notes that Caymelle was the Dutch name for the Maha Oya. A brown line marks the boundary of the Kandyan king’s territory. Within this political geography, a red line encloses what might otherwise be described simply as ‘Canelle Landen’: “the expanse of the luxuriant cinnamon bushes from the Chilaw river to the hook of Dondra.”

What makes the map extraordinary, however, is its detail. It marks the old administrative divisions through which the cinnamon country extended; villages and places associated with the seasonal work of the peelers; the forty-six numbered points along the annual route of the Cinnamon Captain; and the five coastal places to which the peeled bark was delivered.

Two further Dutch maps narrow the lens. A plan of Salpiti Korale maps cinnamon gardens and grounds among localities that are now part of greater Colombo and its suburbs. At an even more microscopic level, three drawings of a single chena near Hanwella represent individual trees by letters and colour and enumerate them.

Together they preserve an unusually detailed geography of Ceylon cinnamon and the enterprise built around it under the Dutch.

Van Campen’s map in facsimile M. F. N. Rotteveel’s 1901 facsimile of Van Campen’s 1719 map.

Much of that detail can be recovered today through the meticulous work of R. L. Brohier and J. H. O. Paulusz. Their descriptions and translations of Dutch maps and records provide the context that makes otherwise cryptic routes, symbols and localities intelligible.

A Circuit Through Cinnamon Country

Van Campen’s map immediately provides an overview of the country from which cinnamon was obtained. It is divided according to the old Sinhalese territorial and administrative divisions of korales and pattus. Many of their names, and the places associated with them, remain recognizable today, although their old boundaries are now less familiar. The map may surprise modern readers who are unaware that its cinnamon country extended as far north as the Chilaw River and south to Dondra.

The map also makes clear that the geography of cinnamon did not coincide neatly with political boundaries. It marks the limits of Dutch territory and the adjoining lands of the Kandyan king, while cinnamon also grew beyond Dutch-controlled territory. Access to cinnamon in Kandyan territory could therefore depend upon relations with the Kandyan court.

The most striking feature of the map is the minute detail with which this cinnamon geography is recorded. Forty-six numbered points trace the ordinary land route followed by the Cinnamon Captain, head of the Mahabadda or Cinnamon Department, on his annual general visitation at the commencement of the harvest. Starting from Colombo, his circuit took him north and then through a succession of korales to the south before he returned along the coast to Colombo.

The route recorded in Brohier and Paulusz runs through Negombo, Pittigal Korale, Hapitigam Korale, Sinna Korale, Rayigam Korale, Pasdun Korale, Wallalawiti Korale, Galle Korale, Beligama Korale, Morawa Korale and Dolosdas Korale, the latter embracing the Gangaboda and Welaboda Pattus of Matara and the eastern and western Giruwa Pattus of Hambantota.

On the map, the numbered stations allow that journey to be followed across the country. Even where individual names become difficult to decipher on a reduced reproduction, the extent of the circuit can be grasped.

But another set of small red circles gives the map an even more unusual human geography. In the words of its description, these indicate the villages and places “in which and near which” the cinnamon peelers commonly pitched their tents during the peeling season “in order to gather that costly bark.” These temporary encampments belonged to the older system of harvesting in which parties of peelers travelled through the cinnamon country, cutting suitable stems and bringing them back in bundles to be peeled and fashioned into quills.

The red circles are scattered through the cinnamon country densely enough that the map gives a visual impression of the scale of the seasonal harvest before one has deciphered every locality. J. H. O. Paulusz considered the map “of unusual value, indeed indispensable for studying the history of the Salagama community because it illustrates their manner of life, the districts in which they lived, and the hardships and dangers they endured.”

The Captain’s numbered route and the peelers’ encampments therefore record two related geographies. One is the official circuit of inspection. The other is the far more dispersed geography of the people actually gathering and preparing the cinnamon.

The map completes the picture by identifying five coastal delivery points—Negombo, Colombo, Beruwala, Galle and Matara—to which the peeled bark was “carried on their shoulders and transported with great labour.” Taken together, these details allow the old cinnamon enterprise to be visualized almost in motion: the Captain moving between his 46 stations; peelers establishing seasonal camps in and near particular villages; cinnamon being gathered and prepared in the surrounding country; and the finished bark moving towards five points on the coast.

The map also bears the letters A–H on a smaller circuit associated with Maradana, “where the best of that fragrant bark is peeled.” Brohier’s explanatory note identifies the area within this orbit as including Maradana, Wellicadde, Kirilepona and Bamblepitie—names recognizable today as Maradana, Welikada, Kirulapone and Bambalapitiya. These are now parts of a densely built city; on Van Campen’s map they belonged to the geography of cinnamon.

That juxtaposition is one of the pleasures of reading the old maps. Familiar names survive, but the landscapes attached to them have changed almost beyond recognition.

Salpiti Korale, Plot by Plot

A second map sharpens the focus further.

Where Van Campen’s map provides an overview of the geographical reach and movement of the cinnamon enterprise, the detailed plan of Salpiti Korale attaches cinnamon more closely to individual grounds and localities in and around what is now greater Colombo. Similar detailed plans were drawn for other korales and areas in which cinnamon grew.

The plate itself carries a striking collection of names familiar to a modern resident: Kotte, Mirihana, Welikada, Nawala, Pepiliyana, Kollupitiya, Wellawatte and Galkissa, or Mount Lavinia, among others. They appear beside or among numbered and outlined cinnamon grounds. The importance of the map is not that all of modern Colombo lay within Salpiti Korale—it did not—but that it allows particular 18th-century cinnamon localities around the expanding city and its eastern and southern approaches to be set against places we know today.

A related survey shows how closely Dutch mapping followed Colombo’s expansion. Brohier notes that, as settlement spread beyond the Fort and Pettah, a map made about 1766 by Lieutenant C. D. Wentzel surveyed the Colombo district for a radius of five miles in all directions from the Fort. Particular care was taken to mark the cinnamon-growing districts, partly for the information of the authorities and partly as a warning to inhabitants.

The records preserve some striking glimpses of areas we do not normally associate with cinnamon. A Dutch governor deplored the number of valuable bushes being “pitifully cut down for firewood especially near Liveramentu (Thimbirigasyaya-Narahenpita) where it grows luxuriantly.”

It is difficult now to associate Thimbirigasyaya and Narahenpita with luxuriant cinnamon, yet that is precisely why this cartographic detail matters. Pepiliyana, Nawala, Welikada, Wellawatte and other familiar names cease for a moment to be simply modern suburbs and become part of an older cinnamon geography.

In this sense, the Salpiti map performs a different task from Van Campen’s. The first shows the astonishing geographical reach of the cinnamon enterprise. Salpiti brings us down almost plot by plot.

Down to the Individual Tree

A third example reduces the scale to a single piece of ground. Three charts dated 1720 depict a chena called Katugalavila in the village of Degambedda in Hevagam Korale, about half an hour’s journey from the fort at Hanwella. The original survey was by L. Boomgart; the version reproduced by Brohier and Paulusz is an 1899 facsimile by M. F. N. Rotteveel.

The three drawings show the same ground before clearing, after cutting and burning, and after planting and regrowth. Seventeen kinds of tree are identified by letters, with their Sinhala names recorded in Dutch spelling. Before clearing, the plot contained five cinnamon trees; in the third stage it contained 229 cinnamon shoots and young trees. Brohier called the plan both “a picture of the ground” and a “working-plan,” and remarked on its striking representation of detail and use of colour.

This small survey is useful here chiefly because it shows just how far Dutch cartographic attention could descend: from an extensive cinnamon country, to individual grounds, and finally to individual trees.

The 1719 map shows the cinnamon country extending from the Chilaw River to Dondra. The Salpiti Korale map brings us into recognizable localities around Colombo and its suburbs. At Degambedda, near Hanwella, the cartographic lens descends to a single chena and finally to individual cinnamon trees.

Taken together, the three maps turn the broad designation Canelle Landen into something much more precise: a country of rivers, political boundaries and old administrative divisions; roads, villages and seasonal encampments; identifiable cinnamon grounds; and, finally, individual plants.

They also help explain the practical appeal of later attempts to concentrate cinnamon production in more accessible and systematically cultivated grounds. Van Campen’s map makes visible the enormous geographical reach of the older, dispersed system—the distances travelled, the seasonal encampments and the labour required to bring the prepared bark to the coast. The hardships of that system are less visible on the map itself, but they are amply recorded in the contemporary documentation. The later transformation of cinnamon cultivation is another chapter. These maps preserve the geography that preceded it.

Retracing the Circuit

There is a modern postscript to this story. In recent years, the Pekoe Trail, a long-distance walking route through the tea estates of the hill country, has offered a new way of experiencing Ceylon’s montane landscape and tea heritage. The Cinnamon Captain’s circuit suggests the possibility of a low-country counterpart.

It need not be a walking trail. Selected stages of the forty-six-point circuit could be retraced largely by road, linking surviving place names and old cinnamon localities with places where cinnamon is still cultivated today. The korales no longer function as administrative divisions, roads have changed and much of the old cinnamon country has been transformed or built over, but enough of the underlying geography survives to make the old route intelligible.

Three centuries ago the circuit was travelled at the commencement of the harvest by an official inspecting the cinnamon country. Retraced today, it could offer a way of rediscovering a geography that these extraordinary maps have preserved in remarkable detail.

Notes: This article draws extensively on Volume II of R. L. Brohier and J. H. O. Paulusz’s Land, Maps & Surveys: A Descriptive Catalogue of Historical Maps in the Surveyor General’s Office, whose detailed descriptions, annotations and translations of Dutch maps and records make it possible to reconstruct much of the geography discussed here.

Images 3–5 reproduced from R. L. Brohier and J. H. O. Paulusz, Land, Maps & Surveys, Vol. II (1951).

Continue Reading

Trending