Features

Cultural revival, education reform, and study of history

Published

4 years ago

2022/01/8

By Uditha Devapriya
(with Uthpala Wijesuriya)

Most accounts of education reform in British Ceylon focus on officials and administrators, rather than the people on the ground and the historical forces they had to contend with. Very little effort, indeed next to no effort, is made to situate reforms in a broader historical context. Works like Ranjit Ruberu’s Education in Colonial Ceylon (1962) and the Education and Cultural Affairs Ministry’s Education in Ceylon: A Centenary Volume (1969) do explore these areas, but these remain more the exception than the norm.

Whether scholars have gone beyond a colonial-centric reading of education reforms in 19th century Ceylon is of course debatable. But the need to go beyond such a frame of reference is evident enough. By paying attention to official accounts, we tend to view those reforms through the lens of colonial administrators, whose intentions may not have been as clear-cut as what their biographers would have us assume. On the other hand, we also fail to note the socio-cultural forces that shaped these reforms, including nationalist agitation, religious revival, and progressive forces within the administration itself.

The truth is that, like the society in which they came to be enforced, these reforms were riddled with ambiguities and contradictions. Hence, while colonial officials could dismiss vernacular education at the beginning of the 19th century, events like the 1848 Rebellion resulted in their successors viewing it less unfavourably.

At the same time, the administration distinguished between elementary and secondary education, limiting vernacular schooling to the former. The government did endeavour to expand facilities, but these conformed to the imperatives of confining superior education to a Westernised bourgeoisie. As Swarna Jayaweera has observed, “British policy consistently stressed quality rather than quantity in secondary education.”

Perhaps more than anything else, colonial reforms bequeathed a set of elite secondary schools to the country. The Donoughmore Commission noted this when it stated that the island was fortunate “in possessing a remarkable number” of such institutions.

These schools were run by the State, Christian denominational bodies, and other private interests. Many of them had been set up between 1835 and 1860, while schools founded by Buddhist, Hindu, and Muslim revivalists were set up in the latter part of the century. It was only in the Donoughmore period (1931-1947), when Ministers exercised more powers over their areas of specialisation and a radical Left entered the legislature, that facilities for which these institutions had gained a reputation were extended to the poorer masses.

It is from this standpoint that we need to assess the contribution of cultural and religious revivalists, progressive educationists, and historical forces to the education and curriculum reforms of late 19th British Ceylon. As the evidence makes it clear, these figures and forces played a part in reforming the face of education in colonial society, even if they did not bring about, much less promote, radical change within that society.

Preoccupied with the issue of the country’s finances, the Colebrooke-Cameron Commission recommended the establishment of a public school in Colombo, the reform of government schools, and the setting up of a Commission to administer education reforms. Established in 1834, the latter body collapsed seven years later due to various disagreements and clashes. It was followed by another Commission in 1841, which in turn gave way to a more successful institution, the Department of Public Instruction, 28 years later.

By this point in time, the colonial administration in Ceylon was being guided by two contrasting ideological impulses: utilitarianism and orientalism. On the one hand, colonial administrators gave priority to reforms that were practicable and in line with the objective of creating a class of Westernised elites. On the other, not a few of them found themselves drawn to the history of the country they were governing. These developments blended in with the tenor of education reforms and the Buddhist revival of the late 19th century. Their effects were to be felt more fully in the early part of the 20th century.

Probably the most crucial development at this time was the excavation of Anuradhapura. Coming in after centuries of neglect, the restoration of the former capital of the country left a deep impression on people, evoking memories of a lost civilisation and a lost grandeur. It awakened no less than a desire to reclaim a national heritage.

Fittingly, the publication of an Archaeological Commission of Inquiry in 1870 fed into a clamour to know more about the country’s past. Ceylon history, as it came to be called, soon preoccupied officials and elites, leading to the formation of groups like the Ceylon Reform League and provoking much debate among educationists.

These debates centred on a rather pressing problem. Since their establishment, secondary schools had exuded a literary bias, with curricula which placed emphasis on the classics at the cost of other subjects. Long noted as a weakness by officials attached to the Department of Public Instruction, there was very little done to change the situation.

The teaching of history, in particular, limited the child to Europe and India. At the Colombo Academy in the period under discussion, for instance, the two textbooks in use were John Murray’s Guide to India and John Marshman’s Brief Survey of Ancient History. The situation remained much the same elsewhere, with the exception of schools set up by the Buddhist Theosophical Society (BTS), where the revivalist objectives of the organisation mingled with a personal interest among foreign teachers and principals in local culture.

Two developments conspired to extend the teaching of these subjects to the island’s elite schools. Firstly, the Governors in charge at this point, in particular William Gregory, took an interest in studying the country’s past and setting up institutions for that purpose. Indeed, the likes of Gregory did not just direct funds to digging up ancient sites, they also financed the establishment of institutions like the Colombo Museum despite the misgivings of their more fiscally conservative colleagues. Under Gregory, moreover, science and art education was prioritised, though progress remained frustratingly slow.

Secondly, while Buddhist schools saw their share of teachers dedicated to the study of local history, at the turn of the century other schools also began employing such figures. The most prominent among them was W. G. Fraser, Principal of Trinity College for 20 years. Described as “the finest colonial headmaster of his day”, Fraser oversaw the teaching of Sinhala at Trinity and abandoned subjects imported from England.

Less well heard of than Fraser, but no less significant, was Charles Hartley. A classics and language master who had taught at a number of English public schools, Hartley served as Principal of the Colombo Academy, now renamed as Royal College, for 16 years. During his tenure he oversaw several reforms, including starting Sinhala and Tamil classes on Saturday mornings at “a fee of Rs. 2 per month.” Anne Blackburn notes that the school employed the brother of Hikkaduwe Sri Sumangala Thera as its first Sinhala teacher.

Hartley’s experiments became successful, and in 1908 “vernacular teaching was instituted in the time table of the lower forms.” Despite his classical training, he also took an interest in science education, commencing physics classes for Technical College students in 1907. That same year, he introduced Ceylon History “to the three upper forms.”

Such reforms continued to influence students even after Hartley’s term ended. In 1913 at the College, for instance, two prizes were offered for Ceylon History, pointing to a growing enthusiasm for the subject. Whereas oriental studies had been neglected in the early 19th century, in the early 20th century such subjects were being taught with much interest. More pertinently, towards the end of the 1920s the results of the Cambridge Examination began to record impressive improvements in history.

Noting these achievements, in 1930 a group of students and teachers conferred with each other and presented a proposal to the principal that led to the establishment of a Historical Association. For its inaugural meeting the Association invited G. C. Mendis to speak on “The study of history with special reference to Ceylon”, underscoring the interest in local history that had led to the founding of the society. Predictably, other public schools followed suit: S. Thomas’ College, for instance, formed such an association in March 1936.

These years and decades saw the publication of a number of history books. They included Paul E. Pieris’s Ceylon and the Portuguese (1913) and The Kingdom of Jaffnapatam (1920), H. W. Codrington’s A Short History of Ceylon (1929), L. E. Blaze’s History of Ceylon (1933), and G. C. Mendis’s The Early History of Ceylon (1940). Needless to say, they had a profound influence on the local curriculum, even at the elite secondary schools.

To say that is not to overrate these works. For the most, the early historians favoured a chronology that divided the past into a series of dynastic periods. It was much later, in the 1960s, that a new generation of historians departed from such frameworks and delved into the material base of society. In its own way, however, it is a testament to the influence of the early historians that our schools still adopt their chronology, with the syllabus focusing on ruling dynasties and clans. Whatever the limitations of such an approach are, there’s no denying that it has penetrated the classroom today, as it did in their time.

These developments were a product of the political, cultural, and social forces that came together in colonial society in the late 19th century. While the work of colonial officials and commissioners, who had their own peculiar motives in the field of education reform, have been noted and can’t be denied, the work of other individuals, including educationists and revivalists, is more significant than what they are given credit for.

What needs to be noted in conclusion is that the reforms overseen by these individuals reflected the ideological impulses of British colonialism. So long as they did not contradict the broader aims of the colonial project, these reforms by and large gained official support, begrudgingly though it was often given. This is not as astounding as it may seem: not even in the 1930s, on the eve of the Donoughmore Reforms, did the most ardent revivalist imagine a Ceylon falling outside the British orbit. It is this, essentially, that guided education reforms, within the framework, and the limits, of a plantation colony in Asia.

(Uditha Devapriya is an international relations scholar and columnist, who can be reached at udakdev1@gmail.com. Uthpala Wijesuriya is a student and the outgoing Chairman of the Royal College History Club, who can be reached at wijesuriyau6@gmail.com)

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Features

Cyclones, greed and philosophy for a new world order

Published

2 hours ago

2025/12/8

Thilina Walpola

Floods caused by Cyclone Ditwah in Sri Lanka

Further to my earlier letter titled, “Psychology of Greed and Philosophy for a New World Order” (The Island 26.11.2025) it may not be far-fetched to say that the cause of the devastating cyclones that hit Sri Lanka and Indonesia last week could be traced back to human greed. Cyclones of this magnitude are said to be unusual in the equatorial region but, according to experts, the raised sea surface temperatures created the conditions for their occurrence. This is directly due to global warming which is caused by excessive emission of Greenhouse gases due to burning of fossil fuels and other activities. These activities cannot be brought under control as the rich, greedy Western powers do not want to abide by the terms and conditions agreed upon at the Paris Agreement of 2015, as was seen at the COP30 meeting in Brazil recently. Is there hope for third world countries? This is why the Global South must develop a New World Order. For this purpose, the proposed contentment/sufficiency philosophy based on morals like dhana, seela, bhavana, may provide the necessary foundation.

Further, such a philosophy need not be parochial and isolationist. It may not be necessary to adopt systems that existed in the past that suited the times but develop a system that would be practical and also pragmatic in the context of the modern world.

It must be reiterated that without controlling the force of collective greed the present destructive socioeconomic system cannot be changed. Hence the need for a philosophy that incorporates the means of controlling greed. Dhana, seela, bhavana may suit Sri Lanka and most of the East which, as mentioned in my earlier letter, share a similar philosophical heritage. The rest of the world also may have to adopt a contentment / sufficiency philosophy with strong and effective tenets that suit their culture, to bring under control the evil of greed. If not, there is no hope for the existence of the world. Global warming will destroy it with cyclones, forest fires, droughts, floods, crop failure and famine.

Leading economists had commented on the damaging effect of greed on the economy while philosophers, ancient as well as modern, had spoken about its degenerating influence on the inborn human morals. Ancient philosophers like Plato, Aristotle, and Epicurus all spoke about greed, viewing it as a destructive force that hindered a good life. They believed greed was rooted in personal immorality and prevented individuals from achieving true happiness by focusing on endless material accumulation rather than the limited wealth needed for natural needs.

Jeffry Sachs argues that greed is a destructive force that undermines social and environmental well-being, citing it as a major driver of climate change and economic inequality, referencing the ideas of Adam Smith, John Maynard Keynes, etc. Joseph Stiglitz, a Nobel Laureate economist, has criticised neoliberal ideology in similar terms.

In my earlier letter, I have discussed how contentment / sufficiency philosophy could effectively transform the socioeconomic system to one that prioritises collective well-being and sufficiency over rampant consumerism and greed, potentially leading to more sustainable economic models.

Obviously, these changes cannot be brought about without a change of attitude, morals and commitment of the rulers and the government. This cannot be achieved without a mass movement; people must realise the need for change. Such a movement would need leadership. In this regard a critical responsibility lies with the educated middle class. It is they who must give leadership to the movement that would have the goal of getting rid of the evil of excessive greed. It is they who must educate the entire nation about the need for these changes.

The middle class would be the vanguard of change. It is the middle class that has the capacity to bring about change. It is the middle class that perform as a vibrant component of the society for political stability. It is the group which supplies political philosophy, ideology, movements, guidance and leaders for the rest of the society. The poor, who are the majority, need the political wisdom and leadership of the middle class.

Further, the middle class is the font of culture, creativity, literature, art and music. Thinkers, writers, artistes, musicians are fostered by the middle class. Cultural activity of the middle class could pervade down to the poor groups and have an effect on their cultural development as well. Similarly, education of a country depends on how educated the middle class is. It is the responsibility of the middle class to provide education to the poor people.

Most importantly, the morals of a society are imbued in the middle class and it is they who foster them. As morals are crucial in the battle against greed, the middle class assume greater credentials to spearhead the movement against greed and bring in sustainable development and growth. Contentment sufficiency philosophy, based on morals, would form the strong foundation necessary for achieving the goal of a new world order. Thus, it is seen that the middle class is eminently suitable to be the vehicle that could adopt and disseminate a contentment/ sufficiency philosophy and lead the movement against the evil neo-liberal system that is destroying the world.

The Global South, which comprises the majority of the world’s poor, may have to realise, before it is too late, that it is they who are the most vulnerable to climate change though they may not be the greatest offenders who cause it. Yet, if they are to survive, they must get together and help each other to achieve self-sufficiency in the essential needs, like food, energy and medicine. Trade must not be via exploitative and weaponised currency but by means of a barter system, based on purchase power parity (PPP). The union of these countries could be an expansion of organisations,like BRICS, ASEAN, SCO, AU, etc., which already have the trade and financial arrangements though in a rudimentary state but with great potential, if only they could sort out their bilateral issues and work towards a Global South which is neither rich nor poor but sufficient, contented and safe, a lesson to the Global North. China, India and South Africa must play the lead role in this venture. They would need the support of a strong philosophy that has the capacity to fight the evil of greed, for they cannot achieve these goals if fettered by greed. The proposed contentment / sufficient philosophy would form a strong philosophical foundation for the Global South, to unite, fight greed and develop a new world order which, above all, will make it safe for life.

by Prof. N. A. de S. Amaratunga
PHD, DSc, DLITT

Features

SINHARAJA: The Living Cathedral of Sri Lanka’s Rainforest Heritage

Published

2 hours ago

2025/12/8

Thilina Walpola

Damp and thick undergrowth

When Senior biodiversity scientist Vimukthi Weeratunga speaks of Sinharaja, his voice carries the weight of four decades spent beneath its dripping emerald canopy. To him, Sri Lanka’s last great rainforest is not merely a protected area—it is “a cathedral of life,” a sanctuary where evolution whispers through every leaf, stream and shadow.

“Sinharaja is the largest and most precious tropical rainforest we have,” Weeratunga said.

“Sixty to seventy percent of the plants and animals found here exist nowhere else on Earth. This forest is the heart of endemic biodiversity in Sri Lanka.”

A Magnet for the World’s Naturalists

Sinharaja’s allure lies not in charismatic megafauna but in the world of the small and extraordinary—tiny, jewel-toned frogs; iridescent butterflies; shy serpents; and canopy birds whose songs drift like threads of silver through the mist.

“You must walk slowly in Sinharaja,” Weeratunga smiled.

“Its beauty reveals itself only to those who are patient and observant.”

For global travellers fascinated by natural history, Sinharaja remains a top draw. Nearly 90% of nature-focused visitors to Sri Lanka place Sinharaja at the top of their itinerary, generating a deep economic pulse for surrounding communities.

A Forest Etched in History

Centuries before conservationists championed its cause, Sinharaja captured the imagination of explorers and scholars. British and Dutch botanists, venturing into the island’s interior from the 17th century onward, mapped streams, documented rare orchids, and penned some of the earliest scientific records of Sri Lanka’s natural heritage.

Smallest cat

These chronicles now form the backbone of our understanding of the island’s unique ecology.

The Great Forest War: Saving Sinharaja

But Sinharaja nearly vanished.

In the 1970s, the government—guided by a timber-driven development mindset—greenlit a Canadian-assisted logging project. Forests around Sinharaja fell first; then, the chainsaws approached the ancient core.

“There was very little scientific data to counter the felling,” Weeratunga recalled.

: Poppie’s shrub frog

: Endemic Scimitar babblers

: Blue Magpie

“But people knew instinctively this was a national treasure.”

The public responded with one of the greatest environmental uprisings in Sri Lankan history. Conservation icons Thilo Hoffmann and Neluwe Gunananda Thera led a national movement. After seven tense years, the new government of 1977 halted the project.

What followed was a scientific renaissance. Leading researchers—including Prof. Savithri Gunathilake and Prof. Nimal Gunathilaka, Prof. Sarath Kottagama, and others—descended into the depths of Sinharaja, documenting every possible facet of its biodiversity.

Thilak

“Those studies paved the way for Sinharaja to become Sri Lanka’s very first natural World Heritage Site,” Weeratunga noted proudly.

: Vimukthi

: Nadika

: Janaka

A Book Woven From 30 Years of Field Wisdom

For Weeratunga, Sinharaja is more than academic terrain—it is home. Since joining the Forest Department in 1985 as a young researcher, he has trekked, photographed, documented and celebrated its secrets.

Now, decades later, he joins Dr. Thilak Jayaratne, the late Dr. Janaka Gallangoda, and Nadika Hapuarachchi in producing, what he calls, the most comprehensive book ever written on Sinharaja.

“This will be the first major publication on Sinharaja since the early 1980s,” he said.

“It covers ecology, history, flora, fauna—and includes rare photographs taken over nearly 30 years.”

Some images were captured after weeks of waiting. Others after years—like the mysterious mass-flowering episodes where clusters of forest giants bloom in synchrony, or the delicate jewels of the understory: tiny jumping spiders, elusive amphibians, and canopy dwellers glimpsed only once in a lifetime.

The book even includes underwater photography from Sinharaja’s crystal-clear streams—worlds unseen by most visitors.

A Tribute to a Departed Friend

Halfway through the project, tragedy struck: co-author Dr. Janaka Gallangoda passed away.

“We stopped the project for a while,” Weeratunga said quietly.

“But Dr. Thilak Jayaratne reminded us that Janaka lived for this forest. So we completed the book in his memory. One of our authors now watches over Sinharaja from above.”

Jumping spide

An Invitation to the Public

A special exhibition, showcasing highlights from the book, will be held on 13–14 December, 2025, in Colombo.

“We cannot show Sinharaja in one gallery,” he laughed.

“But we can show a single drop of its beauty—enough to spark curiosity.”

A Forest That Must Endure

What makes the book special, he emphasises, is its accessibility.

“We wrote it in simple, clear language—no heavy jargon—so that everyone can understand why Sinharaja is irreplaceable,” Weeratunga said.

“If people know its value, they will protect it.”

To him, Sinharaja is more than a rainforest.

It is Sri Lanka’s living heritage.

A sanctuary of evolution.

A sacred, breathing cathedral that must endure for generations to come.

By Ifham Nizam

Features

How Knuckles was sold out

Published

2 hours ago

2025/12/8

Thilina Walpola

Knuckles range

Leaked RTI Files Reveal Conflicting Approvals, Missing Assessments, and Silent Officials

“This Was Not Mismanagement — It Was a Structured Failure”— CEJ’s Dilena Pathragoda

An investigation, backed by newly released Right to Information (RTI) files, exposes a troubling sequence of events in which multiple state agencies appear to have enabled — or quietly tolerated — unauthorised road construction inside the Knuckles Conservation Forest, a UNESCO World Heritage site.

At the centre of the unfolding scandal is a trail of contradictory letters, unexplained delays, unsigned inspection reports, and sudden reversals by key government offices.

“What these documents show is not confusion or oversight. It is a structured failure,” said Dilena Pathragoda, Executive Director of the Centre for Environmental Justice (CEJ), who has been analysing the leaked records.

“Officials knew the legal requirements. They ignored them. They knew the ecological risks. They dismissed them. The evidence points to a deliberate weakening of safeguards meant to protect one of Sri Lanka’s most fragile ecosystems.”

A Paper Trail of Contradictions

RTI disclosures obtained by activists reveal:

Approvals issued before mandatory field inspections were carried out

Three departments claiming they “did not authorise” the same section of the road

A suspiciously backdated letter clearing a segment already under construction

Internal memos flagging “missing evaluation data” that were never addressed

“No-objection” notes do not hold any legal weight for work inside protected areas, experts say.

One senior officer’s signature appears on two letters with opposing conclusions, sent just three weeks apart — a discrepancy that has raised serious questions within the conservation community.

“This is the kind of documentation that usually surfaces only after damage is done,” Pathragoda said. “It shows a chain of administrative behaviour designed to delay scrutiny until the bulldozers moved in.”

The Silence of the Agencies

Perhaps, more alarming is the behaviour of the regulatory bodies.

Multiple departments — including those legally mandated to halt unauthorised work — acknowledged concerns in internal exchanges but issued no public warnings, took no enforcement action, and allowed machinery to continue operating.

“That silence is the real red flag,” Pathragoda noted.

“Silence is rarely accidental in cases like this. Silence protects someone.”

On the Ground: Damage Already Visible

Independent field teams report:

Fresh erosion scars on steep slopes

Sediment-laden water in downstream streams

Disturbed buffer zones

Workers claiming that they were instructed to “complete the section quickly”

Satellite images from the past two months show accelerated clearing around the contested route.

Environmental experts warn that once the hydrology of the Knuckles slopes is altered, the consequences could be irreversible.

CEJ: “Name Every Official Involved”

CEJ is preparing a formal complaint demanding a multi-agency investigation.

Pathragoda insists that responsibility must be traced along the entire chain — from field officers to approving authorities.

“Every signature, every omission, every backdated approval must be examined,” she said.

“If laws were violated, then prosecutions must follow. Not warnings. Not transfers. Prosecutions.”

A Scandal Still Unfolding

More RTI documents are expected to come out next week, including internal audits and communication logs that could deepen the crisis for several agencies.

As the paper trail widens, one thing is increasingly clear: what happened in Knuckles is not an isolated act — it is an institutional failure, executed quietly, and revealed only because citizens insisted on answers.

by Ifham Nizam