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A nation that forgets its past risks losing its future: Why Sri Lanka must teach its history

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History as the Foundation of National Identity and Citizenship

A nation’s future is shaped not only by its economic policies or technological progress, but by the historical consciousness of its people—especially its younger generation. Education is the most powerful means through which a society transmits its collective memory, values, and sense of purpose. Within this process, history occupies a singular and irreplaceable role. It is history that tells a child who they are, where they come from, what their forebears endured, and what responsibilities they inherit as citizens.

For Sri Lanka—a country blessed with a documented and continuous history spanning over 2,500 years—the teaching of national history to schoolchildren is not merely an academic exercise. It is a strategic national investment. Yet, alarmingly, despite this unparalleled historical inheritance, there is a perceptible weakening of patriotism, national pride, and collective consciousness among sections of the present generation. This is not without consequence. A generation disconnected from its history becomes vulnerable to confusion, fragmentation, and external manipulation.

Childhood and adolescence are formative periods during which identity, values, and attitudes toward society take shape. If historical awareness is absent at this stage, it is rarely acquired later with depth or conviction. Teaching history to schoolchildren instils a sense of belonging to something larger than oneself, respect for sacrifice and sovereignty, moral clarity drawn from past struggles, and critical thinking through an understanding of cause and consequence. More importantly, history teaches that the freedoms and institutions children inherit were hard-won, not accidental. When young minds fail to grasp this truth, complacency sets in—and complacency is the precursor to national decline.

History must therefore be taught purposefully, rigorously, and meaningfully in schools—not to glorify the past uncritically, but to draw inspiration, wisdom, and cautionary lessons essential for building a confident nation: cohesive, inclusive, multi-faith, multilingual, multicultural, multi-ethnic, and resilient—above all, united.

Global Lessons: How Nations Have Used History to Build Unity and Strength

World history is replete with compelling examples that demonstrate how national consciousness and patriotism, cultivated through shared historical understanding, have served as decisive forces in nation-building and national development.

Post-apartheid South Africa stands as a powerful illustration. The nation’s transition from institutionalised racial division to a democratic state was made possible not merely through political negotiation, but through a deliberate engagement with history—acknowledging injustice, honouring struggle, and forging a collective identity that transcended past divisions and oppression.

Similarly, the Indian Independence Movement, led by figures such as Mahatma Gandhi and Jawaharlal Nehru, was sustained by a deep awareness of India’s civilisational past and moral traditions. Recent archaeological discoveries and carbon dating of sites such as Keeladi and Korkai in Tamil Nadu further reinforce pride in India’s ancient civilisation. History served as both inspiration and guide, enabling millions to unite across linguistic, religious, and regional differences in pursuit of freedom.

Post–World War II Germany embraced universal franchise and equality for all citizens regardless of race, religion, or ethnicity. Inclusive values were taught from early childhood through schools. Historical accounts were utilised as anchors to build a more just society, supported by law and institutions. National consciousness evolved around equality, responsibility, and accountability.

In post–World War II Japan, history informed national policy in order to become a peaceful and prosperous nation. Excessive military expenditure was redirected toward education, public health, innovation, and industrial development. Traditional values were integrated into collaborative work ethics and modernisation efforts. Learning from historical failure enabled Japan to transition from concentrated family control of the economy to a more democratic capitalist system.

In many advanced nations today, history occupies a central place in school curricula. In the United Kingdom, British history is compulsory at key stages of education to instil civic responsibility and national awareness. The errors and horrors of colonialism are openly discussed in classrooms to discourage exploitation and human injustice. In France, national history is inseparable from citizenship education and republican values. The lessons of tyranny and the dividends of liberty remain central to French historical consciousness.

China invests heavily in historical education to reinforce continuity, unity, and national purpose. These countries recognise that history is not merely about the past; it is about shaping informed, disciplined, and socially responsible citizens for the future.

Singapore and Switzerland also learned carefully from history. Singapore adopted English as a common language while recognising Malay, Mandarin, and Tamil as official languages to bridge ethnic diversity. Switzerland enshrined four national languages—German, French, Italian, and Romansh—within its legal system, ensuring equality and coexistence. In both countries, historical lessons shaped national cohesion and governance. Sri Lanka’s experience is no less deserving of such seriousness and commitment. The nation can learn not only from its own past but also from the histories of others.

Sri Lanka’s Civilisational Legacy: Wisdom in Governance, Public Purpose, and Sustainability

Sri Lanka’s history is not a footnote in world civilisation; it is a chapter of enduring relevance and exemplary governance. From Anuradhapura to Polonnaruwa, the island nurtured a civilisation marked by administrative sophistication, ethical leadership, and ecological intelligence.

The hydraulic civilisation of Sri Lanka remains one of the most remarkable achievements of the ancient world. Kings such as Dhatusena, builder of the Kala Wewa, understood water not merely as a resource but as a public trust essential for survival and prosperity. His works laid the foundation for centuries of agricultural stability and abundance of drinking water.

This tradition reached its zenith under King Parakramabahu the Great, whose famous adage—“Let not even a drop of water flow into the ocean without being made useful for the benefit of all on Earth”—encapsulates a philosophy of sustainable development that modern societies are only now rediscovering. Teaching such history instils pride in indigenous knowledge systems and counters the notion that wisdom must always come from elsewhere.

Sri Lanka’s past also offers enduring lessons in leadership and justice. King Dutugemunu symbolises unity, courage, and devotion to the nation. His respect for King Elara—an adversary remembered for unwavering justice, even toward animals—demonstrates that ethical governance and rule of law are deeply rooted in Sri Lanka’s historical identity.

Sri Lanka also pioneered public healthcare. King Pandukabhaya established the first known hospital in the 4th century BCE and introduced the concept of a “clean city.” King Buddhadasa, the physician-king of the 3rd century CE, advanced surgery and specialised care. Sri Lankan kings invited medical practitioners from abroad, including Greco-Arab Unani traditions, showing early international collaboration.

Through such narratives, children encounter models of principled leadership, ethical governance, and social responsibility—qualities vital for future citizens and leaders.

Moral Traditions, Freedom Struggles, and the Shaping of National Values

The arrival of Buddhism in the third century BCE through Arahant Mahinda Thero marked a civilisational transformation. Buddhism shaped governance, education, conflict resolution, and social harmony, nurturing values of compassion, tolerance, and moderation essential for a plural society.

Sri Lanka’s resistance to colonial domination forms another defining chapter. Madduma Bandara, Weera Keppetipola, Wariyapola Sri Sumangala Thero, and even a Muslim woman from Uva Paranagama who sacrificed her life protecting King Rajasingha II exemplified extraordinary courage and patriotism.

Teaching these stories ensures that independence is understood not as a gift but as an achievement forged through suffering and resolve. A generation ignorant of these lessons and struggles risks undervaluing the freedom; and may fail to defend it.
The Dangers of Historical Amnesia in a Globalised World

A bitter quarter-century of ethnic conflict taught Sri Lanka the importance of peace, inclusiveness, empathy, and unity as children of one Mother Lanka.

The 2004 tsunami united all communities in collective recovery. The same spirit was witnessed during recent natural disasters. Such experiences demonstrate resilience, social capital, and compassion—lessons invaluable for shaping emotionally mature and socially responsible citizens.

The absence of historical awareness has far-reaching and potentially disastrous consequences. A society disconnected from its past becomes vulnerable to distorted narratives, erosion of values, and weakening national cohesion. In a globalised world saturated with external influences, history education serves as both a formative and protective force. Teaching history in Sri Lankan schools is therefore not optional — it is urgent and indispensable. History shapes identity; identity shapes values; and values shape national destiny.

Concluding Reflection

History is not merely a subject of the past; it is the conscience of a nation and the compass of its future. A people who forget their story will soon lose their direction. Sri Lanka stands today at a decisive moment when global forces, cultural erosion, and historical amnesia threaten to weaken the foundations of national unity and identity. To teach our children their history is therefore not an academic luxury but a patriotic duty. It is through history that young minds learn the meaning of sacrifice, the value of freedom, and the responsibility of citizenship. If we fail in this duty, we risk raising a generation unanchored to its roots and indifferent to its destiny. But if history is taught with honesty, depth, and pride, we shall nurture citizens who are resilient in crisis, ethical in conduct, and steadfast in their love for the nation. The classroom thus becomes the first line of defence of sovereignty and values.

History must be taught, treasured, and transmitted to safeguard our heritage of Metta, Karuna, Muditha, and Upekkha, and to build a flourishing Sri Lanka that is united and inclusive of all its citizens irrespective of caste, creed, ethnicity, religion, language, or political ideology. To safeguard Sri Lanka’s future, we must first safeguard its memory—by ensuring that history is preserved and passed on to every child as the living inheritance of a proud and enduring civilisation.

by Emeritus Professor Ranjith Senaratne

Former Vice-Chancellor, University of Ruhuna and former Chairman, National Science Foundation
AND Naushard Cader, Chartered Accountant
Former Co-Chairman, Harvard University Alumni Association – Continuing Education Committee



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Features

‘Lord Edgware Dies’

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It has been some time since I read an Agatha Christie, the plot of which I cannot remember. So, I was delighted to find on the shelves of a friend Lord Edgware Dies, which I had a vague memory of, but no certainty about who had done it.

When I read it, I found that my memory of who was probably the killer was correct, but I could not be certain and the red herrings Christie threw in were so diverting that until almost the very end I wondered if I had been wrong.

The plot is very simple. Jane Wilkinson, who is married to Lord Edgware, tells him that she is desperate for a divorce since she is in love with a very proper Anglo-Catholic peer, Lord Melton, but Edgware refuses to divorce her. She asks Poirot to talk to him, which he does, and is surprised to find that Edgware has told Jane he is prepared to give her a divorce. This was, after he had categorically refused, through a letter, which Jane said she had not received.

That night Edgware is murdered, after Jane had been to see him, or so the butler said, and also Edgware’s secretary. But Jane had been that evening at a grand dinner many miles away, where a dozen fellow guests could swear to her presence.

There was a solution however to the mystery of two Jane Wilkinsons, namely a skilful impersonator called Carlotta Adams who, in the opening chapter had impersonated Jane Wilkinson, who had also been at the performance. But when Poirot goes to see her, he finds that she had been found dead on the morning after Edgware had been killed, of an overdose. And in her bag was a gold case, with a strange inscription, that contained the drug, along with a pair of pince-nez.

Her maid said she had written a letter to her sister in America and posted it the previous night. Poirot asks Inspector Japp to get the letter, and a transcript is received from America, and in it the name of Edgware’s nephew Ronald Marsh is mentioned; he had taken Carlotta to dinner after her performance, with which the book opens, and had then set her a challenge. Japp arrests Marsh, but Poirot is not happy and asks for the original of the letter, which the sister sends him. That shows that a page is missing, and the tear is obvious, though that raises the question as to why it had not simply been cut.

Matters are further complicated by the fact that Marsh had gone in a taxi to the Edgware house, along with Edgware’s daughter Geraldine, in the interval of an opera which had previously seemed to provide them with cast iron alibis. Geraldine had gone in to fetch her pearls so that Marsh could raise money he needed, and thus had an opportunity to kill Edgware, as did Marsh, for the driver said he had got out of the taxi while waiting and gone into the house.

Agatha Christie

Marsh explained why he had gone to the house on the night of the murder as having followed Bryan Martin, an American actor, who had been in love with Jane, whom he saw go into the house with a key. But there was no one visible when he entered, and Geraldine almost immediately came down and they left together. And Martin too has become an object of suspicion to Poirot, for he had been to see him before the murders were discovered with a story of being followed by a man with a gold tooth – a story Poirot immediately realized was false when he was asked how old the man was, and was told he was young, for young people did not have gold teeth.

A heap of French money Edgware had got for a trip to Paris was missing, but since Marsh had no need for it after his cousin’s offer of help, Poirot deduces that it must have been taken by the butler, who has disappeared. Christie has stressed that he is astonishingly handsome, unusual in a butler, and Poirot notes a resemblance to Martin, so he thinks the mysterious man going into the house must have been him.

Incidentally, later Poirot assumes that Edgware’s change of mind was because he was involved in some scandal, and I believe Christie intends us to see the cause of this in his handsome butler, though this is not specified.

Meanwhile, Poirot has asked Japp to find out the provenance of the case found in Carlotta’s handbag, and it turns out to have been made in Paris, specially commissioned, and collected by a woman with pince-nez.

But then another murder occurs—that of another guest at the grand dinner, which provided Jane with her alibi. The victim is an actor who had been bemused when Jane, at a lunch, thought the Judgment of Paris referred to the city. He told Hastings he wanted to see Poirot, but was killed before he could get to the appointment. Poirot had rushed there when told about his request, but it was too late.

Meanwhile, Poirot has tried out the pince-nez on Edgware’s secretary, but she could not see through these. It was only a chance remark heard outside the theatre that led him to try them out on Wilkinson’s maid Ellis, a spare pair that had been appropriated for the night of the murders.

Poirot then lays things out, having summoned Martin and told him that he probably suppressed Edgware’s letter, as he had been dropped by then and he did not want Jane to marry another. But after teasing Martin, Poirot says that Jane was in fact the murderer, and she got Carlotta to impersonate her at the dinner while she went to the house and killed her husband. After meeting Carlotta later and checking with her through a call that she had not been rumbled, Jane had gone ahead with the murder – she put veronal into her drink and the case with veronal into the handbag. She forgot to take out the pince-nez she had used earlier to imitate an American. Carlotta had registered as the American in a hotel and Jane had gone to see her, and there they exchanged identities. After seen the letter, she made use of it by tearing off the page that referred to her, and the S of She, so that the person who had challenged Carlotta to impersonate her seemed to be a man.

There is a coda in which Jane, condemned to death, writes to Hastings, still full of pride at her ingenuity hoping she will be remembered.

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Desilt reservoirs, learn from our ancient irrigation systems

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Polgolla

by Prof. O. A. Ileperuma

Silting of reservoirs is a major problem today affecting our hydropower production and irrigation systems. The main Mahaweli reservoirs are silted to a considerable extent reducing the water holding capacity of them. Due to poor soil management practices, floodwaters deposit large amounts of silt in these reservoirs. When the Polgolla reservoir was fully drained about two years back, one could see mountains of silt in the lower reaches of the reservoir. A rough estimate is that 50% of the total capacity of these reservoirs has been lost to siltation. This is a serious issue which affects not only power and agriculture but also flood control.

Our ancient irrigation systems ensured that desilting of reservoirs took place under royal decree where all users of the reservoirs were ordered to carry out desilting of reservoirs during the dry season. The clay thus collected was used in making bricks for the construction of great stupas which dot the landscape of our ancient kingdoms. This ensured that the reservoirs had their full capacity filled with water for the next cultivating season. Our ancient kings were clever enough not to construct reservoirs by blocking main rivers such as the Mahaweli. A classic example is the Minipe left canal where they tapped only the surface water of Mahaweli. Even the bigger tanks such as Nuwara Wewa and Parakrama Samudraya were fed with minor rivulets. There were also other ingenious features in the cascade irrigation systems built by the ancient kings, such as mud sluice canals and forest reservations between the reservoirs in the cascade system. These reservations helped trap silt and remove excess nutrients, which could otherwise contribute to increasing salinity as water flowed from one reservoir to another.

Victoria

Moragahakanda

A classic engineering marvel is the former Yoda Ela, which carries water from Kalawewa to Nuwara Wewa and Tissa Wewa. It is 87 km long although the straight distance between these points is only about 40 km. The gradient of this canal is about 10 cm per km or 6 inches per mile. Yodha Ela functions as a moving reservoir and feeds about 4,600 hectares of paddy lands. It is a winding canal with about 120 smaller reservoirs on its way. It was constructed during the reign of King Dhatusena around 459 AD and later expanded by King Parakramabahu by connecting more reservoirs to the network. Unfortunately, during the Mahaweli project our modern-day engineers constructed a concrete canal replacing the winding path of this Yoda Ela also called Jaya Ganga. This effectively removed the ability of the old Yoda Ela to remove silt and nutrients. The bank of this Ela has wet zone trees such as jak and areca nut growing well. They take up the nutrients from the flowing stream making the water suitable for irrigation later.

Ancient Mesopotamian civilisations depended on dams constructed along the two main rivers, Euphrates and Tigris. After continuous irrigation of their fields over several thousand years, salinity of the irrigated lands increased making them unsuitable for agriculture. People died due to famine and this clearly illustrates the danger of blocking main rivers for agriculture. There is scientific evidence that the salinity of paddy soils in the Mahaweli C area is increasing.

We saw the devastation caused by Cyclone Ditwah. The sluice gates of the Kotmale Reservoir were opened, and Kandy and Peradeniya were flooded. If the reservoir had had greater storage capacity, couldn’t the opening of the gates have been delayed? This may not be an argument that modern-day engineers would readily accept, and I am not an irrigation expert. These ideas may well be naïve. But most of us tend to think of reservoirs mainly in terms of hydropower generation and irrigation, while their role in flood control receives much less attention. The question therefore deserves serious consideration. Could restoring lost reservoir capacity through desilting help improve our ability to manage extreme rainfall and reduce flood risks?

Desilting our reservoirs should be considered a national priority.

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Features

Losing out to Ethiopia

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From Trailblazer to Tailender

Export diversification – Missing the wood for the trees – Part III

by Gomi Senadhira

In Sri Lanka, the word “Ethiopia” is often used as disparaging slang to describe individuals or areas experiencing extreme poverty, starvation, or severe economic hardship. This linguistic habit originated in the 1980s with the Western media coverage of the devastating Ethiopian famine of 1983-85. That media coverage shocked the world but also left an outdated and offensive global stereotype that the country is permanently starving. Much has changed since then. By now, with an annual growth rate of around 9%, it is the fastest-growing economy in sub-Saharan Africa. Ethiopia has also emerged as a highly competitive exporter and is challenging not only its competitors in the region but also countries like Sri Lanka. This article is on how Sri Lanka has lost ground to Ethiopia (and a few other countries) in the GCC markets for agricultural and floricultural products.

Sri Lanka – A Pioneer in the Agriculture and Floricultural Market in the GCC

As discussed in Part II of this article, by the mid-1980s Sri Lanka had established a strong foothold in the GCC’s fruit, vegetable, and floricultural market. Geographical proximity and well-established shipping and air links gave Sri Lanka a strong comparative advantage over Southeast Asian and African nations. Thailand, Vietnam, and Kenya were not even in the market. At that time, Ethiopia was experiencing (as BBC news reports described) “a biblical famine”.

The market was not very large, but it was lucrative and growing. Trade Minister Lalith Athulathmudali as well as the Chairman of the Export Development Board, Victor Santiapillai, who visited Kuwait (and the GCC countries), recognised the market potential for these products and encouraged us to continue with our work. The minister was particularly keen to further develop links between the market for these products, exporters, and his Export Production Villages (EPVs). So, it was becoming a successful case not only for export diversification but also for transferring gains from exports directly to rural households.

From Trailblazer to Tailender

As a result, even by the beginning of this century Sri Lanka had a larger market share than most of its competitors from Asia or Africa. But since then, our competitiveness has weakened significantly. The tables below provide a comparative snapshot of Sri Lanka’s performance vis-à-vis Thailand, Vietnam, Kenya and Ethiopia in the GCC market for vegetables, fruits and floricultural products. As illustrated therein, in 2001 Sri Lanka was ahead of Thailand, Kenya and Ethiopia in this small but rapidly growing market. Since then, we have fallen behind Thailand, Kenya and many other countries in that lucrative market. If this trend continues, Sri Lanka will fall behind Ethiopia within the next few years. (See Table 1)

In the GCC market for vegetables (covered in HS chapter 07), Sri Lanka was ahead of most other competitors in 2001. As illustrated in Table 1 , Sri Lanka had failed to develop this market, while Thailand, Kenya, and even Ethiopia had very efficiently increased their market shares. The GCC is a market to which Sri Lanka can supply some vegetables, like cabbages, by sea. It appears Sri Lanka had also failed to exploit this mode of supply.

We can see a similar trend in the market for fruits. Vietnam, Kenya, and Thailand have emerged as major players, while exports from Sri Lanka have staggered on slowly. In this segment, Vietnam has emerged as a leading player during the last twenty years and the GCC imports from Viet Nam have shot up from US$44 thousand in 2001 to US$346 million by 2024. In part one of these articles, I discussed the remarkable increase of jackfruit exports from Vietnam “…just $3 million in 2015 to an impressive $236.8 million in 2023” while most of our jackfruit production rots under the trees. This explains how countries develop their markets, geographically and product-wise. (See Table 2)

Sri Lanka’s performance has been weakest in the market for floricultural products (HS Chapter 06), which groups live trees, cut flowers, and ornamental foliage. When we first entered the market in the 1980s, the market was dominated by the Netherlands, and Kenya and Ethiopia were not even in the market. At that time, we identified the Gulf states as a market where Sri Lanka could have a dominant presence due to geographical proximity. Even in 2001, Sri Lanka was ahead of Kenya, Ethiopia, and Thailand. But by now, Kenya has emerged as the dominant supplier. Ethiopia is also expanding its market share and is the third-largest exporter. (See Table 3)

Missing the Wood for the Trees

In the mid-1980s, Sri Lanka first established its foothold in the GCC market. Since then, Thailand, Vietnam, Kenya, and even Ethiopia have moved well ahead of us and have become leading players. Why did we lag behind in our export diversification efforts in general and, more particularly, in the GCC market?

The reasons are very clear. After the initial attempts in the 1980s and early 1990s, Sri Lanka has not been proactively involved in identifying, developing, and promoting new products and markets, or protecting and further developing new markets already established. The focus has simply been on traditional exports: tea, coconut, cinnamon, and garments, while other products were almost ignored. In essence, we have been and continue to focus intensely on a narrow group of products and markets, and we have lost sight of the bigger picture.

(The writer can be reached at senadhiragomi@gmail.com)

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