Features
The education crossroads:Liberating Sri Lankan classroom and moving ahead
Education reforms have triggered a national debate, and it is time to shift our focus from the mantra of memorising facts to mastering the art of thinking as an educational tool for the children of our land: the glorious future of Sri Lanka.
The 2026 National Education Reform Agenda is an ambitious attempt to transform a century-old colonial relic of rote-learning into a modern, competency-based system. Yet for all that, as the headlines oscillate between the “smooth rollout” of Grade 01 reforms and the “suspension of Grade 06 modules,” due to various mishaps, a deeper question remains: Do we truly and clearly understand how a human being learns?
Education is ever so often mistaken for the volume of facts a student can carry in his or her head until the day of an examination. In Sri Lanka the “Scholarship Exam” (Grade 05) and the O-Level/A-Level hurdles have created a culture where the brain is treated as a computer hard drive that stores data, rather than a superbly competent processor of information.
However, neuroscience and global success stories clearly project a different perspective. To reform our schools, we must first understand the journey of the human mind, from the first breath of infancy to the complex thresholds of adulthood.
The Architecture of the Early Mind: Infancy to Age 05
The journey begins not with a textbook, but with, in tennis jargon, a “serve and return” interaction. When a little infant babbles, and a parent responds with a smile or a word or a sentence, neural connections are forged at a rate of over one million per second. This is the foundation of cognitive architecture, the basis of learning. The baby learns that the parent is responsive to his or her antics and it is stored in his or her brain.
In Scandinavian countries like Finland and Norway, globally recognised and appreciated for their fantastic educational facilities, formal schooling does not even begin until age seven. Instead, the early years are dedicated to play-based learning. One might ask why? It is because neuroscience has clearly shown that play is the “work” of the child. Through play, children develop executive functions, responsiveness, impulse control, working memory, and mental flexibility.
In Sri Lanka, we often rush like the blazes on earth to put a pencil in the hand of a three-year-old, and then firmly demanding the child writes the alphabet. Contrast this with the United Kingdom’s “Birth to 5 Matters” framework. That initiative prioritises “self-regulation”, the ability to manage emotions and focus. A child who can regulate their emotions is a child who can eventually solve a quadratic equation. However, a child who is forced to memorise before they can play, often develops “school burnout” even before they hit puberty.
The Primary Years: Discovery vs. Dictation
As children move into the primary years (ages 06 to 12), the brain’s “neuroplasticity” is at its peak. Neuroplasticity refers to the malleability of the human brain. It is the brain’s ability to physically rewire its neural pathways in response to new information or the environment. This is the window where the “how” of learning becomes a lot more important than the “what” that the child should learn.
Singapore is often ranked number one in the Programme for International Student Assessment (PISA) scores. It is a worldwide study conducted by the Organisation for Economic Co-operation and Development (OECD) that measures the scholastic performance of 15-year-old students in mathematics, science, and reading. It is considered to be the gold standard for measuring “education” because it does not test whether students can remember facts. Instead, it tests whether they can apply what they have learned to solve real-world problems; a truism that perfectly aligns with the argument that memorisation is not true or even valuable education. Singapore has moved away from its old reputation for “pressure-cooker” education. Their current mantra is “Teach Less, Learn More.” They have reduced the syllabus to give teachers room to facilitate inquiry. They use the “Concrete-Pictorial-Abstract” approach to mathematics, ensuring children understand the logic of numbers before they are asked to memorise formulae.
In Japan, the primary curriculum emphasises Moral Education (dotoku) and Special Activities (tokkatsu). Children learn to clean their own classrooms and serve lunch. This is not just about performing routine chores; it really is as far as you can get away from it. It is about learning collaboration and social responsibility. The Japanese are wise enough to understand that even an absolutely brilliant scientist who cannot work in a team is a liability to society.
In Sri Lanka, the current debate over the 2026 reforms centres on the “ABCDE” framework: Attendance, Belongingness, Cleanliness, Discipline, and English. While these are noble goals, we must be careful not to turn “Belongingness” into just another checkbox. True learning in the primary years happens when a child feels safe enough to ask “Why?” without the fear of being told “Because it is in the syllabus” or, in extreme cases, “It is not your job to question it.” Those who perpetrate such remarks need to have their heads examined, because in the developed world, the word “Why” is considered to be a very powerful expression, as it demands answers that involve human reasoning.
The Adolescent Brain: The Search for Meaning
Between ages 12 and 18, the brain undergoes a massive refashioning or “pruning” process. The prefrontal cortex of the human brain, the seat of reasoning, is still under construction. This is why teenagers are often impulsive but also capable of profound idealism. However, with prudent and gentle guiding, the very same prefrontal cortex can be stimulated to reach much higher levels of reasoning.
The USA and UK models, despite their flaws, have pioneered “Project-Based Learning” (PBL). Instead of sitting for a history lecture, students might be tasked with creating a documentary or debating a mock trial. This forces them to use 21st-century skills, like critical thinking, communication, and digital literacy. For example, memorising the date of the Battle of Danture is a low-level cognitive task. Google can do it in 0.02 seconds or less. However, analysing why the battle was fought, and its impact on modern Sri Lankan identity, is a high-level cognitive task. The Battle of Danture in 1594 is one of the most significant military victories in Sri Lankan history. It was a decisive clash between the forces of the Kingdom of Kandy, led by King Vimaladharmasuriya 1, and the Portuguese Empire, led by Captain-General Pedro Lopes de Sousa. It proved that a smaller but highly motivated force with a deep understanding of its environment could defeat a globally dominant superpower. It ensured that the Kingdom of Kandy remained independent for another 221 years, until 1815. Without this victory, Sri Lanka might have become a full Portuguese colony much earlier. Children who are guided to appreciate the underlying reasons for the victory will remember it and appreciate it forever. Education must move from the “What” to the “So What about it?“
The Great Fallacy: Why Memorisation is Not Education
The most dangerous myth in Sri Lankan education is that a “good memory” equals a “good education.” A good memory that remembers information is a good thing. However, it is vital to come to terms with the concept that understanding allows children to link concepts, reason, and solve problems. Memorisation alone just results in superficial learning that does not last.
Neuroscience shows that when we learn through rote recall, the information is stored in “silos.” It stays put in a store but cannot be applied to new contexts. However, when we learn through understanding, we build a web of associations, an omnipotent ability to apply it to many a variegated circumstance.
Interestingly, a hybrid approach exists in some countries. In East Asian systems, as found in South Korea and China, “repetitive practice” is often used, not for mindless rote, but to achieve “fluency.” Just as a pianist practices scales to eventually play a concerto with soul sounds incorporated into it, a student might practice basic arithmetic to free up “working memory” for complex physics. The key is that the repetition must lead to a “deep” approach, not a superficial or “surface” one.
Some Suggestions for Sri Lanka’s Reform Initiatives
The “hullabaloo” in Sri Lanka regarding the 2026 reforms is, in many ways, a healthy sign. It shows that the country cares. That is a very good thing. However, the critics have valid points.
* The Digital Divide: Moving towards “digital integration” is progressive, but if the burden of buying digital tablets and computers falls on parents in rural villages, we are only deepening the inequality and iniquity gap. It is our responsibility to ensure that no child is left behind, especially because of poverty. Who knows? That child might turn out to be the greatest scientist of all time.
* Teacher Empowerment: You cannot have “learner-centred education” without “independent-thinking teachers.” If our teachers are treated as “cogs in a machine” following rigid manuals from the National Institute of Education (NIE), the students will never learn to think for themselves. We need to train teachers to be the stars of guidance. Mistakes do not require punishments; they simply require gentle corrections.
* Breadth vs. Depth: The current reform’s tendency to increase the number of “essential subjects”, even up to 15 in some modules, ever so clearly risks overwhelming the cognitive and neural capacities of students. The result would be an “academic burnout.” We should follow the Scandinavian model of depth over breadth: mastering a few things deeply is much better than skimming the surface of many.
The Road to Adulthood
By the time a young adult reaches 21, his or her brain is almost fully formed. The goal of the previous 20 years should not have been to fill a “vessel” with facts, but to “kindle a fire” of curiosity.
The most successful adults in the 2026 global economy or science are not those who can recite the periodic table from memory. They are those who possess grit, persistence, adaptability, reasoning, and empathy. These are “soft skills” that are actually the hardest to teach. More importantly, they are the ones that cannot be tested in a three-hour hall examination with a pen and paper.
A personal addendum
As a Consultant Paediatrician with over half a century of experience treating children, including kids struggling with physical ailments as well as those enduring mental health crises in many areas of our Motherland, I have seen the invisible scars of our education system. My work has often been the unintended ‘landing pad’ for students broken by the relentless stresses of rote-heavy curricula and the rigid, unforgiving and even violently exhibited expectations of teachers. We are currently operating a system that prioritises the ‘average’ while failing the individual. This is a catastrophe that needs to be addressed.
In addition, and most critically, we lack a formal mechanism to identify and nurture our “intellectually gifted” children. Unlike Singapore’s dedicated Gifted Education Programme (GEP), which identifies and provides specialised care for high-potential learners from a very young age, our system leaves these bright minds to wither in the boredom of standard classrooms or, worse, treats their brilliance as a behavioural problem to be suppressed. Please believe me, we do have equivalent numbers of gifted child intellectuals as any other nation on Mother Earth. They need to be found and carefully nurtured, even with kid gloves at times.
All these concerns really break my heart as I am a humble product of a fantastic free education system that nurtured me all those years ago. This Motherland of mine gave me everything that I have today, and I have never forgotten that. It is the main reason why I have elected to remain and work in this country, despite many opportunities offered to me from many other realms. I decided to write this piece in a supposedly valiant effort to anticipate that saner counsel would prevail finally, and all the children of tomorrow will be provided with the very same facilities that were afforded to me, right throughout my career. Ever so sadly, the current system falls ever so far from it.
Conclusion: A Fervent Call to Action
If we want Sri Lanka to thrive, we must stop asking our children, “What did you learn today?” and start asking, “What did you learn to question today?“
Education reform is not just about changing textbooks or introducing modules. It is, very definitely, about changing our national mindset. We must learn to equally value the artist as much as the doctor, and the critical thinker as much as the top scorer in exams. Let us look to the world, to the play of the Finns, the discipline of the Japanese, and the inquiry of the British, and learn from them. But, and this is a BIG BUT…, let us build a system that is uniquely Sri Lankan. We need a system that makes absolutely sure that our children enjoy learning. We must ensure that it is one where every child, without leaving even one of them behind, from the cradle to the graduation cap, is seen not as a memory bank, but as a mind waiting to be set free.
by Dr B. J. C. Perera
MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paed), MRCP(UK), FRCP(Edin), FRCP(Lond), FRCPCH(UK), FSLCPaed, FCCP, Hony. FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow, Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.
Joint Editor, Sri Lanka
Journal of Child Health]
Section Editor, Ceylon Medical Journal
Features
Building a sustainable future for Sri Lanka’s construction industry
Sri Lanka’s construction industry has long been a central pillar of sustainable development. From roads and bridges to homes, schools, and hospitals, construction shapes the country’s physical landscape and supports economic progress. As the nation continues to rebuild and modernise, the demand for construction materials and infrastructure keeps rising. However, this growth also brings a significant environmental cost. Cement, steel, bricks, aggregates, and timber all require energy, resources, and transportation, contributing to carbon emissions and environmental damage. If Sri Lanka continues with traditional construction practices, the long-term impact on the environment will be severe.
The encouraging news is that Sri Lanka has many opportunities to adopt more sustainable construction practices while still maintaining the highest standards of quality and safety. Sustainable construction does not mean weaker buildings or lower standards. It means using sustainable materials, reducing waste, improving design, and choosing methods that protect the environment. Many countries have already moved in this direction, and Sri Lanka has the potential to follow the same path with solutions that are practical, affordable, and suitable for local conditions.
A promising option
One promising option is the use of Compressed Earth Blocks (CEB), which are different from the concrete blocks commonly used in Sri Lanka for the past 25 years. CEBs are made from soil mixed with a small amount of stabiliser and pressed using machines. Unlike traditional fired clay bricks, CEBs do not require high-temperature kilns, which consume large amounts of firewood or fossil fuels. This makes CEBs a low-carbon alternative with a much smaller environmental footprint. In Sri Lanka, CEBs are already used in eco-resorts, community housing projects, and environmentally focused developments. They offer good strength, durability, and thermal comfort, making them suitable for many types of buildings. By expanding the use of CEBs, Sri Lanka can reduce energy consumption, lower emissions, and promote locally sourced materials.
Recycled aggregates also offer significant potential for sustainable construction. These materials are produced by crushing concrete, demolition waste, and construction debris. In Sri Lanka, recycled aggregates are already used in road construction, particularly for base and sub-base layers. They are suitable for non-structural building work such as pathways, garden paving, drainage layers, landscaping, and backfilling. Using recycled aggregates reduces the need for newly quarried rock and aggregates, decreases landfill waste, and lowers transportation emissions. With proper quality control and standards, recycled aggregates can become a reliable and widely accepted material in the construction industry.
Timber and sustainability
Timber is another important area where sustainability can be improved. In the past, timber for construction was often taken from natural forests, leading to deforestation and loss of biodiversity. Today, this approach is no longer sustainable. Instead, the focus must shift to legally sourced timber from managed plantations. Sri Lanka’s plantation-grown teak, jak, and kubuk can provide high-quality, legally sourced timber for construction while protecting natural forests and supporting rural economies. Using plantation timber ensures that harvesting is controlled, trees are replanted, and the supply chain remains legal and ethical.
Beyond materials, sustainable construction also involves better design and planning. Buildings that are designed to maximise natural ventilation, daylight, and energy efficiency can significantly reduce long-term operating costs. Simple design improvements such as proper orientation, shading devices, roof insulation, and efficient window placement can reduce the need for artificial cooling and lighting. These measures not only lower energy consumption but also improve indoor comfort for occupants. Sri Lanka’s tropical climate offers many opportunities to incorporate passive design strategies that reduce environmental impact without increasing construction costs.
Waste reduction is another key component of sustainable construction. Construction sites often generate large amounts of waste, including concrete, timber offcuts, packaging, and soil. By adopting better site management practices, recycling materials, and planning construction sequences more efficiently, contractors can reduce waste and save money. Proper waste segregation and recycling can also reduce the burden on landfills and minimise environmental pollution.
Promoting sustainable construction
Public projects such as schools, hospitals, and government buildings can play a leading role in promoting sustainable construction. When government projects adopt greener materials and designs, the private sector follows. This creates a positive cycle where environmentally responsible choices become the industry standard. Public sector leadership can also encourage local manufacturers to produce sustainable materials, improve quality standards, and invest in new technologies.
Sri Lanka also carries a proud and remarkable history in construction, with achievements that continue to inspire the world. The engineering brilliance behind Sigiriya, the advanced urban planning of Polonnaruwa, the precision of the Aukana Buddha statue, and the sophisticated water management systems of ancient tanks and reservoirs all demonstrate the deep knowledge our ancestors possessed. These historic accomplishments show that innovation is not new to Sri Lanka; it is part of our identity. As the world moves toward 2050 with increasing sustainability challenges, Sri Lanka can draw strength from this heritage while embracing modern technologies and sustainable practices. With the combined efforts of skilled professionals, industry experts, academic researchers, and strong government support, the country can introduce new systems that improve efficiency, reduce environmental impact, and strengthen resilience. By working together with determination and sharing knowledge across generations, Sri Lanka’s construction industry can build a future that honours its past while leading the way in sustainable development.
Foundation of sustainable development
Sri Lanka’s construction industry has always been a foundation of sustainable development. Today, it also has the chance to take a leading role in sustainability. By choosing sustainable materials, reducing waste, improving design, and supporting responsible sourcing, the country can build a future that is both modern and environmentally responsible. Sustainability is essential for Sri Lanka’s long-term goals of reducing carbon emissions and limiting the impacts of global warming. As Sri Lanka moves forward, the construction industry must embrace sustainability not only as an environmental responsibility but also as an opportunity to create stronger, smarter, and more resilient buildings for future generations. Sri Lanka has the talent, the heritage, and the technical capacity to shape a more sustainable future, and with the right national direction, the construction industry can become a model for the region. If professionals, policymakers, and communities work together with a shared vision, the country can transform its construction sector into one that protects the environment while supporting long-term progress.
About the Author: P.G.R.A.C. Gamlath Menike,
BSc (Hons) Quantity Surveying (University of Reading, UK), MSc Quantity Surveying (University College of Estate Management, UK), MCIArb, Doctoral Student, Department of Building and Real Estate, The Hong Kong Polytechnic University, Hong Kong, is a Senior Quantity Surveyor: Last Project (2022 -2025) Hong Kong International Airport Terminal 2 Construction Project, Gammon Engineering Construction (Main Contractor).
By P.G. R. A. C. Gamlath Menike
Features
Palm leaf manuscripts of Sri Lanka – 1
Palm leaf manuscripts have been in existence in Sri Lanka since ancient times. The two oldest palm-leaf manuscripts found in Sri Lanka today are the Cullavagga Pâli manuscript of the H. C. P. Bell collection, which is held at the Library of the National Museum, Colombo, and the Mahavagga Pâli manuscript in the University of Kelaniya collection. Photocopies of both are available at the Library of the University of Peradeniya. Both are dated to 13 century. Cullavagga manuscript has wooden covers richly decorated in lac with a design of flowers and foliage.
Karmmavibhâga
However, the oldest known Sinhala palm leaf manuscript in the world is the Karmmavibhâga which was found in a Tibet monastery in 1936 by the Indian scholar Rahul Sankrityayan. Rahul Sankrityayan, (1893–1963) former Kedarnath Pandey, was an Indian polymath, who searched out rare Buddhist manuscripts on his travels abroad. Sankrityayan visited Sri Lanka as well. Vidyalankara Pirivena is mentioned.
Sankrityayan visited Tibet several times to collect manuscripts from the Buddhist monasteries there. In May 1936 on his second visit to Tibet, Sankrityayan visited the Sa-skya monastery. The Chag-pe-lha-khang Library in this monastery was specially opened for Sankrityayan.
He stated in his autobiography that when the clouds of dust which greeted this rare opening of its doors had subsided, they beheld rows of open racks where volume on volume of manuscripts were kept. “After rummaging around, I came across palm-leaf manuscripts. They were not wrapped in cloth, but were tied between two wooden planks with holes through them.” Sankrityayan found several important manuscripts he had been looking for, in that collection.
Sankrityayan catalogued fifty-seven manuscripts bound in thirty-eight volumes. The thirty-seventh volume was written in the Sinhala script. Sankrityayan records that this volume contained ninety-seven palm- leaves each of which measured 18 1/4 by 1 1/4 in. (46 x 3 cm.) and that there were seven lines of writing on each folio.
According to Sankrityayan, these Sinhala texts originally belonged to a Sri Lankan monk called Anantaśrî who had come to Tibet in the time of ŚSrî Kîrttidhvaja (Kirti Sri Rajasinha). Analysts noted that Sankrityayan does not give the source of this information and the manuscript makes no mention of Anantaśrî.
Sankrityayan had taken with him to Tibet, one Abeyasinghe, (Abhayasimha) to help him with copying manuscripts. They made hand-copies of the important manuscripts. Abhayasimha had copied about 250 to 350 strophes each day. But he fell ill due to the extreme cold and was sent home in June. Abeyasinghe had written letters home during his stay in Tibet.
Photographs of the manuscripts found during Sankrityayan’s expeditions in Tibet are preserved at the National Archives in Colombo. There is also a copy in Vidyalankara pirivena library The Historical Manuscripts Commission In its 1960/1961 report, drew attention to this manuscript, known as Sa-skya Codex, describing it as “a unique document.” (Annual Report of the Government Archivist 1960/61, 1963)
Sinhala scholar P.E.E. Fernando examined photographs of the Sa-skya Codex at the request of the Historical Manuscripts Commission and assigned it to the 13th century. The Historical Manuscripts Commission, dated it to either twelfth or the thirteenth century.
The Historical Manuscripts Commission observed that this manuscript was of great value for the study of the development of the Sinhala script. Ven. Meda Uyangoda Vimalakîrtti and Nähinne Sominda in their edition of the Karmmavibhâga published in 1961 agreed that the Sa-skya Codex represented an early stage in the evolution of the Sinhala language.
Mahavamsa
The Mahavamsa is considered a unique historical document. There is nothing like it in South Asia, and probably all Asia, with the exception of China. Mahavamsa provides a historical account of events, with emphasis on chronology and dating. This, it appears, was rare at the time.
However, Mahavamsa is not a political history, though that is the popular perception of it. It is a religious history. It was written to record the introduction and entrenchment of Buddhism in the country. Other Buddhist countries, such as Cambodia, Burma and Thailand value the Mahavamsa for this reason. They held copies of the Mahavamsa and used events from it in their temple frescoes.
But Mahavamsa is also an important reference source for reconstructing the political history of Sri Lanka. Political and social facts are included in the Mahavamsa narrative when describing religious events, and this makes the Mahavamsa important for historians. This tradition of history writing, beginning with the earlier Sihala Attakatha and Dipawamsa, it is suggested, started in Sri Lanka in 2nd or 3rd BC.
Today, the Mahavamsa has become a major source of historical information, not only for dating kings, temples and reservoirs, but also for reconstructing ancient Sinhala society. The fact that Kuveni was seated beside a pond, spinning thread has been used to indicate that there was water management and textiles long before Vijaya arrived. Dutugemunu (161-137 BC) paid a salary to the workers building the Maha Thupa. This shows that money was used at the time.
Copies of the Mahavamsa have been treasured and looked after in Sri Lanka for centuries. They have been copied over and over again. The manuscripts were held in temple libraries because the subject of the Mahavamsa was the entrenchment of Buddhism in Sri Lanka.
The Mahavamsa manuscripts did not pop up suddenly during British rule as people seem to think. The British did not ‘discover’ the Mahavamsa. It was there. When the British administration started to take interest in the history of the island, the sangha would have directed them to the Mahavamsa, in the same way that they directed HCP Bell to the ruins in Anuradhapura and the Sigiriya frescoes. HCP Bell did not discover those either.
The British administrators saw the value of the Mahavamsa and copies were sent to libraries abroad. The Bodleian library, Oxford has a well preserved Mahavamsa manuscript, taken from Mulkirigala, which Turner used for his translation. Cambridge has two Mahavamsa manuscripts. The two copies at India Office library, and the copy in East India Library are probably in the British Library today. The Royal Library, Copenhagen, has a copy, consisting of 129 sheets, 12 lines to a leaf, written in good handwriting.
In Sri Lanka there are several copies of the Mahavamsa in the Colombo Museum Library. One copy, known as the ‘Cambodian Mahavamsa ‘is in Cambodian script. University of Peradeniya has at least three copies.
It is interesting to note that the Mahavamsa was known to the Sinhala elite and some had copies in their private libraries. The Historical Manuscripts Commission of the 1930s said in its first report that five copies of the Mahavamsa and a 19th century copy of the Dipawamsa were found in private collections.
The temple libraries had many copies of the Mahavamsa. Some were of very high quality. Wilhelm Geiger had looked at the copies held at Mahamanthinda Pirivena, Matara and Mulkirigala vihara. Asgiriya, Nagolla Vihara and Watagedera Sudarmarama Potgul vihara, Matara, are three of the many libraries that held copies of the Mahavamsa.
Sirancee Gunawardene examined the copy at Mahamanthinda Pirivena, Matara, very closely. She says that it is a very old manuscript. According to its colophon, the manuscript was first copied 400 years ago. It is in a very good state of preservation. It has 232 folios. Each 50 cm long 6.25 wide. Nine lines on each side, in Pali metric verse.
The writer of the manuscripts said that his version was an improvement on the copy. He wrote, “I will recite the Mahavamsa which was compiled by ancient sages. [their version] was too long and had many repetitions. This version is free from such faults, easy to understand and remember. It is handed down from tradition, for arousing serene joy and emotion’ .
The Mahamanthinda manuscript records the continuous history of 23 dynasties from 543 BC to 1758 AD. It refers to the principle of hereditary monarchy as 39 eldest sons of reigning monarch succeeded their fathers to the throne. It highlights the fact that fifteen reigned only for one year, 34 for less than four years, 22 kings were murdered by their successors, 6 were killed during battles, 4 committed suicide, 11 were dethroned.
Mahawansa as a World Heritage document
An ola manuscript of the Mahavamsa, held in the Main Library of the University of Peradeniya has been recognised by UNESCO as a part of World Heritage. UNESCO announced In 2023 that it has included the Mahavamsa as one of the 64 items of documentary heritage inscribed in the UNESCO’s Memory of the World International Register for 2023. The manuscript is dated to the early 19 century.
The certificate declaring the Mahawansa as a world heritage document was handed to the Chancellor of Peradeniya University by UNESCO Director General, who visited the University in 2024 specially to do so. She also unveiled a plaque marking the declaration.
The story began much earlier. The National Library of Sri Lanka and the Ministry of Buddha Sasana had jointly appointed a 6-member committee headed by Prof Malani Endagamage, to find the best preserved copy of the Mahavamsa in Sri Lanka. This would have been in 2000 or so. For two years, this team had examined copies from over 100 temples nationwide.
Temples around the country yielded copies, crumbling to well-preserved, reported Sunday Times. There was one from the Ridi Vihara that almost made the cut, but four other copies were shortlisted. One from the Dalada Maligawa, Kandy and three manuscripts from the Main Library of the University of Peradeniya. Three academics from the University’s History Department, Professors K.M. Rohitha Dasanayaka, Mahinda Somathilake and U.S.Y. Sahan Mahesh examined the three Peradeniya manuscripts
Dasanayaka said, “We poured over the copies together, and it became clear that one copy stood out. While the other two had numerous inconsistencies, this one, written in a curvy hand, was neat and beautiful. After more than two centuries, the manuscript was still very attractive, with a ‘flaming cinnamon orange’ cover and elegant lettering.
The first section of the manuscript ends with Mahasen (274–301 AD), written by the monk Mahanama. The second part ends at 1815. The author is given as Ven. Thibbotuwawe Buddharakkhita but he was dead by 1815. The final part was probably done by an acolyte. He has done a very neat job, seamlessly adding his bit, concluded Dasanayake.
This manuscript was acquired by the Library of University of Peradeniya when K. D. Somadasa, was the Librarian (1964 – 1970). It is held in the Main Library and its Accession Number is 277587.
National Library & Documentation Services Board of Sri Lanka, which administers the National Library of Sri Lanka submitted a nomination to UNESCO on behalf of this manuscript. UNESCO responded positively to the application.
UNESCO said the Mahavamsa was recognized as one of the world’s longest unbroken historical accounts, presenting Sri Lanka’s history in a chronological order from the 6th century BCE. The authenticity of the facts provided in the document has been confirmed through archaeological research conducted in Sri Lanka and India.
It is an important historical source in South Asia, said UNESCO. It was the first of its kind in South Asia, initiating a mature historiographical tradition. It has contributed singularly to the identity of Emperor Asoka in Indian history. The existence of a number of manuscripts of the Mahavamsa in several countries as well as the transliteration and translation of the text to several Southeast Asian and European languages stand testimony to its immense historical, cultural, literal, linguistic and scholarly values, .” UNESCO press release said.
Further, UNESCO found that this manuscript was correctly conserved at the University Library. The university and its library maintained high standards in safeguarding the palm-leaf manuscripts, preventing deterioration, declared UNESCO. (Continued)
REFERENCES
https://archives1.dailynews.lk/2021/02/25/local/242520/ola-leaf-mahavamsa-be-declared-world-heritage
Sirancee Gunawardana Palm leaf manuscripts of Sri Lanka . 1977 p 41,44-47 , 253 290 292, ,
N. E. I. Wijerathne Methods, Techniques and Challenges in Deciphering the Sa-skaya Codex. Vidyodaya Journal of Humanities and Social Sciences (2025), Vol. 10 (01) https://journals.sjp.ac.lk/index.php/vjhss/article/view/8571/6001
First report of the Historical Manuscripts Commision.1933 SP 9 of 1933. p . 53, 95, 96
https://journals.sjp.ac.lk/index.php/vjhss/article/view/8571/6001https://www.austriaca.at/0xc1aa5572%200x00314cc3.pdf
https://leftword.com/creator/rahul-sankrityayan/
https://www.sundaytimes.lk/230910/plus/in-search-of-the-perfect-mahavamsa-531513.html
https://www.dailymirror.lk/breaking-news/Mahawansa-declared-a-world-heritage/108-287528
https://mfa.gov.lk/en/visit-of-unesco-dg/
https://sundaytimes.lk/online/education/UNESCO-ready-to-support-digitalisation-of-Ola-leaf-books/290-1146314
https://media.unesco.org/sites/default/files/webform/mow001/53_131%252B.pdf
by KAMALIKA PIERIS
Features
A new Sherlock Holmes novel
Tales of Mystery and Suspense – 1
“The House of Silk” is set in a grim Victorian winter, and moves from Baker Street to a luxurious suburban villa, from dingy pubs to elegant London clubs, from a correction school for boys high on a hill to Dr Silkin’s House of Wonders, which provided noisy low life entertainment. Holmes and Watson went there in search of the House of Silk, a name they had heard when looking into the death of one of Holmes’ Baker Street irregulars (slum children who ferreted out information for him) .
I do not think highly of sequels to books written by highly regarded writers, though I must admit that this dislike is based on just a few samples. But while in England I was given by my former Dean, with a forceful recommendation, a book about a Sherlock Holmes mystery, supposedly written by Dr Watson. I began on it soon after I got back home, and found it difficult to put down, so I suppose I will not look on Anthony Horowitz as an exception to my rule. I may even look out for his efforts at continuing the adventures of James Bond, though I suspect Fleming’s laconic style will be less easy to emulate.
“The House of Silk” is set in a grim Victorian winter, and moves from Baker Street to a luxurious suburban villa, from dingy pubs to elegant London clubs, from a correction school for boys high on a hill to Dr Silkin’s House of Wonders, which provided noisy low life entertainment. Holmes and Watson went there in search of the House of Silk, a name they had heard when looking into the death of one of Holmes’ Baker Street irregulars (slum children who ferreted out information for him). They had asked Holmes’ brother Mycroft for help in finding what and where this was, but he had warned them off, having been himself told by someone very senior in government that it might involve those in very high positions, and further inquiries might prove dangerous.
Needless to say, Holmes does seek further, and is lured to an opium den where he is drugged, to be found outside with a gun in his hand and the body of a girl beside him, the sister of the murdered boy Ross. A passer-by swears he had seen Holmes fire the shot, and the owner of the opium den and a customer swear that Holmes had taken too much opium and left the den in a demented condition. A police inspector who had been passing promptly arrests Holmes and Watson, and even their old acquaintance Inspector Lestrade finds it difficult to get access to him.
Watson eventually gets to see him when he is in the infirmary, after he has been told by a mysterious man that Holmes was going to be murdered before his case could be taken up. The man said he had earlier tried to get Holmes to investigate the House of Silk by sending him a white silk ribbon, such as had later been found tied round the hand of the murdered boy. But, as a criminal himself, he said, he could not reveal more, though he himself was horrified by the business of the House of Silk, which gave criminality a bad name, which is why he wanted it all stopped.
Holmes escapes from the infirmary, with a little help from the doctor whom he had once assisted earlier, right under the nose of the nasty Inspector Harriman. He then joins up with Watson, and having with the help of Lestrade overcome the men designed to kill him at Dr Silkin’s House of Wonders, he sets off, with an even large posse of policemen, to the House of Silk.
After much suspense, the habitues of the House of Silk are arrested, the Inspector having broken his neck in the course of a chase downhill, having fled when his misdeeds were exposed. The mastermind claims that he will not face a trial because of the important people involved, but instead falls down a staircase while in prison and breaks his neck. One of the noblemen involved commits suicide, but another, and the medical man who had sworn he saw Holmes kill the young lady, get off without charge.
But then we revert to the original story, which had involved an art dealer who came to Holmes because he was being followed by someone he thought was an American gangster out for revenge. This was because he had shipped some pictures to an American buyer, and these had been destroyed when a train was held up by an Irish gang and the coach with the safe in it dynamited. The buyer and the dealer had got a private agency to investigate, and this had ended with the gang being killed in a shootout, though one of the twins who led it had escaped. The buyer had subsequently been killed, and Mr Carstairs feared that the twin who survived had followed him to England.
Holmes and Watson went to Carstairs’ house, where they met his wife, whom he had met on the boat back from America, and his sister. Their mother had died some months earlier, when gas had filled her room after the flame had gone out. It transpired that there had been a break in, and some money and a necklace stolen from a safe, and it was in tracing these, through a pawnbroker, that Holmes and Watson had found the American murdered in the hotel where he had been staying.
The leader of the irregulars had come to tell Holmes that they had traced the man to the hotel, and Ross had been left on guard. He seemed terrified when Holmes and Watson and Carstairs turned up, but said he had seen nothing. When the boys had been dismissed, and the room opened up, the man was found dead, the murderer obviously having gained entrance through a window.
Holmes assumed the boy had seen someone he recognized, but he could not be traced, until he was found dead, horribly tortured. The silk band around his wrist then led Holmes to pursue the House of Silk. One of the boys at the school where Ross had been mentioned that he had a sister at a pub, and she, when confronted, asked in fear if they were from the House of Silk and then, having lunged at Watson with a knife, ran off – herself only to be found dead outside the opium den, which prompted the arrest of Holmes.
After the drama at the House of Silk, Holmes and Watson go to the Carstairs household, where he explains exactly what had taken place, identifying the murdered man as not a member of the gang but the head of the private agency which had investigated them. As my Dean told me, Horowitz then ties up all the loose ends with consummate skill, connecting with a fine thread all the malefactors, of various kinds.
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