Features

Glimpses of an Ancient Civilization Society and Culture in Jaffna (300 BC – AD 500) by Prof S Pathmanathan

Published

5 months ago

2026/05/10

Prof. Pathmanathan

It was an honour to have been asked last month to the launch of this impressive tome by a former colleague, Prof Pathmanathan. Indeed I think of him as an old friend, for he had been Vice-Chairman of the University Grants Commission while I was in charge of the pre-University General English Language Training Course.

He had been at Peradeniya during my brief tenure there and, though I could not remember him very well, he and the Chairman first appointed by Prof Kumaratunga, treated me as a great ally. They had been part of the opposition to the partisan establishment of my time there and so they had been delighted when I resigned my position over the deprivation of Mrs Bandaranaike’s Civic Rights.

And I have to say that my own affection for Prof Siriweera increased when he soon resigned, for he was not able to function freely, I presume because of pressures from the Minister. But he was replaced by Sirisena Tilakaratna, whom I knew well from Jayewardenepura, and with him too I got on well. More especially, for I reported to the Vice-Chairman, I found Prof Pathmanathan very easy to work with. He was a gentleman to his fingertips, but sharp in his observations of the political scene, and I much enjoyed talking to him when I dropped in to report on developments.

He moved subsequently to Jaffna, and ended as Chancellor of the University there. At the launch of this book he said that he had planned to work on a subject that would not have found favour with LTTE supporters, but he had been hijacked by developments in epigraphy which opened to him a whole new fascinating field of research. He is scrupulous in recording all those who had worked on this area before him, giving credit to numerous Tamil scholars and collectors, to pluralistic Sinhala scholars such as Sudharshan Seneviratne and Leslie Goonewardena, and to the brilliant young British archaeologist Robin Coningham, whom I am proud to say I was instrumental in initially bringing to Sri Lanka through a project I administered for the British Council.

But incisive as is the work of all these, it took a scholar and visionary such as Prof Pathmanathan is to bring together the findings and develop a coherent account of the seminal developments in the Jaffna peninsula in these early years. In the process he lays out the story of a very ancient civilization, which was largely though not exclusively Tamil speaking, and which incorporated pervasive devotion to Buddhism.

It has been long known that there are many traces of Buddhist temples and other shrines in the north, but the thorough examination of records in this volume makes clear that these are part of a pluralistic culture, and that the people who lived in this area are forebears of both Sinhalese and Tamils.

The people responsible for the structures that can be traced, and the writings on them, were the Nagas, a race that has not figured as large in Sri Lankan historiography as it should. Recently I read in Sunela Jayewardena’s account of Ravana’s Lanka that they were the dominant people on the west coast, and she traces their origin to seafaring immigrants.

Her thesis is interesting but her arguments are more impressionistic than otherwise. Prof Pathmanathan on the contrary shows the links of the Naga civilization in Jaffna with that of South India, and also how it spread to the rest of the country. Similarities as to inscriptions in not only Ibban Katuwa in the North Western Province but also Akurugoda in Tissamaharama show the pervasive influence of the Nagas, and the different scripts they used, mainly Tamil Brahmi but also Prakrit, which it is argued evolved later into Sinhalese.

The book is divided into five sections, the first of which describes the range of similar inscriptions of Naga origin, with some attention to the Yakkhas who were earlier inhabitants of the country. The second section looks at different settlements in the peninsula including in the islands off Jaffna, which leads to the seminal third section. This looks at Kantarotai which was the principal settlement in the earliest period, where lots of stupas were found, excavated amongst others by Paul Peiris in the early years of the last century, and by Charles Godakumbura 50 years later.

Earlier it was thought that the inscriptions found at this site were in Prakrit or Sanskrit or Sinhalese, but Prof Pathmanathan shows that there were also Tamil Brahmi inscriptions, replicating the celebration of Naga leaders found elsewhere. He also, following other scholars, suggests that the stupas were burial monuments, clustered close together as was the practice in for instance Nagarjunakonda (the celebrated monastery in Andhra Pradesh), doubtless a cemetery in a monastic complex.

Even more exciting was the next chaper, which explored the ancient port city of Jaffna. Pathmanathan records the different types of pottery found in the area, including Roman and Sassanian ware, suggesting that this was a centre of trade. He also notes that, on Dutch tombstones, are inscriptions going back to megalithic times, from the fourth century BC to the second century AD. Their subject is Naga chieftains, as is the case elsewhere in the peninsula, though Pathmanathan also notes that other groups engaged in seafaring would also have been part of the population of the region.

Interestingly, amongst the products exported from this area were beads, which Roman ladies relished; the factories in this country imported stones such as amethysts to cater to the demand, indicating the wide extensive commercial connectivity of these ancient times. But these, I should note, would have been secondary to what the ancient sources say this country was best known for, pearls, transparent stones and tortoise-shell.

The fourth section of the book looks at the different items that were found, through excavations but also because they simply turned up when soil was disturbed. In recent days he said finds such as coins are snapped up by dealers and generally sent abroad, but in earlier days local antiquarians – such as a former Jaffna University librarian who has some unique items – built up their own collections, and these have sometimes been handed over to museums.

The longest chapter deals with coins, with detailed discussion of the symbols that appear on them, and also the different types, including punchmarked Indian coins which originated in the sixth century BC. Roman and South Indian coins came later. Of the symbols, Pathmanathan notes the prevalence of the Nagabandha, entwined snakes, indicating a Naga origin, but also elephants and fish.

More fascinating to me was the discussion in the next chapter of what are terms items of public utility, three of which are found in proximity, confirming the agricultural base of the majority of the population. These were wells, or rather water troughs with downward sloping paths for cattle; ‘avuranci’ which Pathmanathan translates as cattle rubbing stones, for cattle to rub against to ‘relieve themselves from affliction caused by parasites’; and ‘cumaitanki’ which are burden-relief monuments, for people to lay down their burdens – harvested minor crops or commodities bought or for sale.

Pathmanathan registers that these are not in use now because of bicycles and motor vehicles, but notes the desirability of preserving them as heritage monuments, ‘of a people whose ancestors have lived without interruption for a period of over 2,000 years’.

Compared to these distinctive cultural objects, the domestic appliances recorded in the next chapter were less interesting. But the fact that iron was produced in those early years is significant, and it is a pity that the insistence on an agricultural society in our prevalent historiography has led to neglect of these other essential occupations, given the caste considerations that have intervened.

The final section of the book deals with religions in Ancient Jaffna. Pathmanathan begins with an account of the cult of Naga Worship, and though he gives its dates as 300 BC – 400 AD, he notes how the celebration of nagas has continued in both Hindu and Buddhist iconography.

The second chapter is about Saivism, and records the destruction of many temples by the Portuguese. But traces remain of the origins of these buildings, even in the midst of new constructions, and one learned priest made clear the fact that the ancient temple at the site was established by Naga rulers.

The longest chapter in this section is about Buddhism in Nagadipa, as Pathmanathan puts it. He notes the different visits of the Buddha recorded in the Mahavamsa, and that while one was to the Yakkhas in Mahiyangana, the other two were to Nagas. He also suggests that the Buddhism that flourished in the peninsula during the first few centuries after Christ was strongly influenced by Andra culture in art and architecture, as indeed links with for instance Nagarjunakonda show.

The book is heavy going, but well worth while to read. It stands as a tribute to a thoroughly professional scholar, and scholarship that is comprehensively Sri Lankan, in its arguments as well as its impact.

Reviewed by Prof. Rajiva Wijesinha

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Features

Sections of US media looking power straight in the eye

Published

19 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

19 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

19 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).