Features

New digs, some amusing anecdotes from London and sailing back home

Published

4 years ago

2023/02/19

Excerpted from the Memoirs of a Cabinet Secretary by BP Peiris

At the end of my third year at Sutton, I had, with deep regret, to find another home. As I stated before, each lot of girls left in December to be at home for Christmas and the next lot was not due till the February following. Miss Overton, who was old and wealthy, preferred to spend the cold English winter in Italy or on the Mediterranean coast. The house was therefore let for a couple of months.

In the three years I had been at Sutton, I had accumulated a fair collection of books other than my law books, about 300 in all, and it was inconvenient to move just for a month or two with such a deal of baggage. I explained the position to Miss Overton and she agreed that when I next moved out, it would be a move for good. The loss was mine. I was losing a good home, a very kind hostess and a charming lot of friends.

In finding a new home, luck was again with me. My brother, S. W., who was doing engineering, found the traveling from Sutton to London a bit tiring and had found a good home in Ealing, about nine miles to the west of London. He invited me to come and stay with him and I was glad to accept the offer. Soon afterwards, he left for Berlin to continue his studies with the world-famous firm of Siemens.

I moved with my baggage and my books to a delightful and cultured home, that of Captain and Mrs Woodward and five children, two girls and three boys.They had been a wealthy family but had come down in the world after a crash in Vickers-Armstrong in which Woodward had invested. Some of the things in the house showed that they had been used to a very high standard of living. There were rare Chinese art pictures hanging on the walls, exquisite antique tables in the lounge, and one set of books, a complete leather-bound set of the works of George Bernard Shaw, which Mrs Woodward knew almost by heart.

The conversation at table was of a very high level. The eldest, Nancy, at that time aged about 19, spoke French and German fluently. The next, also a girl, whom we used to call ‘Jimmy’ was a beauty of 17 and an artist’s model. The two elder boys also knew their French and German and the older boy was sent to Russia to study that language with a view to entering the diplomatic service. The youngest, Mike, was a mischievous fellow of four who spent his time in climbing trees in the garden.

His broad-minded mother did not put him into shoes till he was nearly five years old and used to take him barefooted along the streets, both summer and winter. On one occasion when Mike was walking barefooted on the snow with his mother, an angry lady came up and threatened to report her to the Society for the Prevention of Cruelty to Children. Nothing came of this; but Mike never caught a cold.

Mrs Woodward’s father, a man nearly 80 years of age, used to have a dip every morning in the Serpentine in Hyde Park and, in winter, if the lake was frozen, used to break the ice to have his plunge. He never caught a cold either. The doctors probably have some explanation for this.

There was also a German girl in the house, Felizitas Tillmann. Woodward’s eldest boy had been in a German home to study the language and this was an ‘exchange’. She paid no fees but ran the house with typical German efficiency, relieving Mrs Woodward of most of her household work. The house ran like a clock. I never had breakfast because Fay, as we all called her, ordered the table to be cleared if we were not down before a particular time.

She was a charming girl and we became very friendly. Hitler had made an order prohibiting women from using lipstick and rouge and from wearing stockings. Like any German, she loved her beer, and we used to walk a mile to the pub every evening. I sipped my beer; in German style she put her’s down at a ‘sitting’. The English people’ present were amazed at this strange girl without make-up, bareheaded and stockingless, knocking a beer down faster than they could. One day, she was unable to come with me and I went alone. As I ordered my pint, one of the Englishmen, all friendly people,

walked up to me and whispered “We have all admired the way your wife puts down her beer”.

On one of these trips with Fay to the pub, we found Mike about half a mile from the house, in the middle of the street on his bicycle, right under the arm of a policeman controlling the traffic. I shouted “Mike! What are you doing here?” and walked across to him. The policeman asked me “Are you the gentleman from Queen’s Road?” and allowed me to take him away. My name, as one of the darkies in the area, was on the books of Scotland Yard and every policeman in the area knew me and, I presume, was expected to keep an eye on me.

Another incident comes to my mind. I invited Fay to dine with me at Veeraswamy’s in London. It was a very expensive place – a rice and one curry costing about ten shillings and six pence. We were served by the head waiter, a fair, military-looking man with a row of war medals on his breast, a silver chain like a Lord Mayor’s round, his neck and dressed in white sherwani, jodhpurs, red sash and red; turban. I took him for a Kashmiri.

Having finished dinner, Fay and I retired downstairs for smokes and liqueur. I do not know how many liqueurs we consumed, but when I called for two more, the ‘Lord Mayor’ refused to serve saying that I had had enough. “You are in charge of a lady, Sir’ he said “and you have a long way to go.” How he knew where I lived, I did not know. I asked him to bring me the liqueurs or to call the manager, and the following dialogue ensued:

He: I will certainly call the manager, Sir, but I think you have had enough.

I: That is not a matter for you.

He: Are you from Ceylon, Sir?

I: I am from Ceylon, but that has nothing to do with the liqueurs.

He: What school Sir?

I: Royal.

He: I am Poulier from St Thomas’, Sir. Been here 25-years. I think you’ve had enough, Sir.

I: Thank you, Poulier. I am going.

Some time later I invited a Spanish friend of mine to dine with me at Veeraswamy’s. He returned the invitation by asking me to dinner at the Royal Alphonso in Regent Street, another exclusive restaurant. He said he would order a special dish which would take about 15 minutes to prepare. And it came: about three spoons of boiled rice with a sliced, fried banana on top.

One summer, we had a delightful holiday in the Isle of Wight with the Woodwards who had booked a large house for a month. Apart from the family, there were several new faces. There was the late Dr B. E. Fernando of revered memory. There was Mr V. Coomaraswamy (later to be knighted) and Mrs Coom as everybody called her. And Jimmy, Woodward’s daughter, had brought a male friend whom she introduced as a student of the Slade School of Art of the University of London.

From the very first day, his behaviour gave room for suspicion. Art students are poor, but during the month, this student traveled several times from Southampton to London, “on business” he said, and he traveled first class. On moonlight nights, the art student used to take the entire household to the pub after dinner for liqueurs. Mrs Woodward was curious to find out the identity of the person introduced to her by the daughter as a Slade School student. On one of our friend’s frequent trips to London, Mrs Woodward, against all the rules of British ethics, searched the student’s luggage and closely inspected every article of clothing. There were no initials on anything to disclose the identity of the guest and she drew a complete blank.

Coming down to the hall, she saw his overcoat hanging in the hall-stand and looked into it. In the inside pocket, there was the usual tailor’s tab which he had forgotten to remove. It said “G. Brockhurst Esq – W. J. Pickett, Bond Street, Tailor.” A well-known artist had been caught masquerading as a poor art student.

Gerald Brockhurst, at that time about 35 years of age, was already an Associate of the Royal Academy, a Royal Etcher and a Royal Portrait Painter. As soon as it was known that he had commenced work on a picture, an etching or a portrait, it was booked by some wealthy person for about two thousand guineas. He was in the surtax grade and was, at that time, paying tax at the rate of nineteen and six in the pound.

He had a Rolls-Royce car and kept his wife in Dieppe across the Channel, paying her almost weekly visits. In spite of his wealth he was the simplest of men. He told me he came from a very poor family, so poor that his parents had not sent him to school because they could not afford the fees. He started very early in life helping his mother by carrying coals on his head in a basket for sale. While he was waiting on the doorstep for a favourable order, he would draw on the step with a piece of coal. So are great men made.

Was it Emerson who said that the truly great man is he who is never conscious of his greatness? With his lack of education, he was deficient in grammar and spelling. He rarely wrote a letter, always preferring to send a telegram, which often went into many pages, because, as he said, plural subjects can be mixed with singular verbs. Always modest, always conscious of his small beginnings and his lack of learning, he kept his head on those artistic shoulders and never talked ‘money’. In later years, he reminded me of that other great artist, Lionel Wendt and his brother Harry, both the most unassuming of men.

We were now back after our summer holiday in the Isle or Wight. One day, it was the August Bank holiday, I suddenly came across three of my good friends in London: A. F. Wijemanne, later to become a Senator and Minister of Justice, Siripala Samarakkody, later to become a member of the State Council, a very good and fluent speaker, and Hilton M. Fernando, a linguist who knew his English, Latin and Greek and spoke French, German, Italian and Spanish. The last two have been taken away from us to their heavenly rest.

Wijemanne said his landlady had gone away for the weekend holiday, his house was empty, and would we come? Naturally, with the holiday feeling, the three of us jumped at Wije’s invitation. I invited them, as a quid pro quo for Wije’s impending hospitality, to dine with me at a Chinese restaurant and, on the way to dinner, turned in at the first pub for a ‘touch’.

The invitation had been so sudden and unexpected that none of us carried a razor, toothbrush or pyjamas for the excursion. Our host had, I believe, one drink at the pub and left to “get the place ready”. In our excitement, we forgot to ask him where his landlady lived. But Samarakkody knew. Siripala, a teetotaller took port, Hilton drank beer and I anticipating trouble, took creme de menthe before dinner.

And so, we walked along the Edgeware Road to dinner in Soho but turned in at every pub we passed just for one more until we were at the 13th place and the 13th port went into Siripala’s head. The pub was full with the Bank holiday crowds. Suddenly, Siripala, in his loud and perfect diction, started “Gentlemen of the Jury, if the prisoner be guilty etc. etc.” quoting Galsworthy from memory. The barman came and requested us to leave if we could not remain quiet. As we were leaving, two persons shook hands with us saying “Congratulations. We are Irish”.

There was no point, now, in going for dinner. Instead, Hilton went for a taxi while I was looking after the casualty who was shouting, about once in every half-minute “Independence for India”. This was the time of the Indian Round Table Conference when Winston Churchill referred to Gandhi as that half-naked fakir walking up the steps of Vice Regal Lodge.

In the taxi, after a great deal of coaxing and in the midst of his shouting, we extracted from Siripala that Wije lived in Golders Green. With more difficulty, we got the name of the street and the number of the house – 13. When we got to the house, Siripala said “Give my bloody wallet to the good old English bastard” and there was another row with the man.

We were standing on the pavement. It was nearly midnight. There was an “Independence for India” shout and a torch was flashed in our faces. They were two policemen on the beat and we inquired for number 13. They flashed the torch up the gravel path saying “Quiet, now, quiet”, and we crept in quietly. Having put Siripala to bed, we looked about the house for something to eat as we were hungry.

There was a roast chicken in the refrigerator. Wije said it was not his, but we ate it nevertheless.Many years later, back in Ceylon, I was invited by my cousin, Professor G. H. Cooray to a party at his house. There I was introduced to an English girl who was then matron at a private hospital. I related this story to her and she asked me whether I remember the number of the house. When I said “Thirteen” she shouted to her mother who was seated at the other and of the room “Mummy, here is the gentleman who stole and ate our chicken.” So small is the world.

Woodward was a charming man. He would tiptoe into my room and say, “Let’s slip out for a pint of beer, old boy”. To his wife he would say, “Mummy, Percy and I are going to post a letter”. On one of these walks to the pub to post a letter we were accosted by a pretty, painted young thing, clearly a tart who, addressing Woodward, said “Hello. Good evening. What about it?”

Woodward, who was a clean and honourable man who had served in the Duke of Westminster’s Regiment in France in the First World War, politely raised his head and said “What about what?” The girl, probably realizing that this was the wrong type of fish she was trying to hook, said “Aren’t you the gentleman I spoke to yesterday about a house?” “No, madam,” said Woodward, “You are making a mistake. I’m not a house agent.”

When we were out of earshot, Woodward asked me what he should have done in the circumstances. I told him that if she had addressed me, I would have asked her across the street behind the coffee stall and inquired what it was all about. All Woodward said was “You naughty boy”.

The time was now coming for me to leave Ealing and England for good. I had passed the LL.B and been called to the Bar. Captain Woodward himself packed my several hundred books in a crate and sealed it. I took the Dutch liner P. C. Hooft from Southampton and arrived in Colombo towards the end of May 1932.

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Features

Sections of US media looking power straight in the eye

Published

10 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

10 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

10 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).