Features

Cultural revival, education reform, and study of history

Published

4 years ago

2022/01/15

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

More state support needed for marginalised communities

Published

1 day ago

2026/02/13

Thilina Walpola

A landslide in the Central Province

Message from Malaiyaha Tamil community to govt:

Insights from SSA Cyclone Ditwah Survey

When climate disasters strike, they don’t affect everyone equally. Marginalised communities typically face worse outcomes, and Cyclone Ditwah is no exception. Especially in a context where normalcy is far from “normal”, the idea of returning to normalcy or restoring a life of normalcy makes very little sense.

The island-wide survey (https://ssalanka.org/reports/) conducted by the Social Scientists’ Association (SSA), between early to mid-January on Cyclone Ditwah shows stark regional disparities in how satisfied or dissatisfied people were with the government’s response. While national satisfaction levels were relatively high in most provinces, the Central Province tells a different story.

Only 35.2% of Central Province residents reported that they were satisfied with early warning and evacuation measures, compared to 52.2% nationally. The gap continues across every measure: just 52.9% were satisfied with immediate rescue and emergency response, compared with the national figure of 74.6%. Satisfaction with relief distribution in the Central Province is 51.9% while the national figure stands at 73.1%. The figures for restoration of water, electricity, and roads are at a low 45.9% in the central province compared to the 70.9% in national figures. Similarly, the satisfaction level for recovery and rebuilding support is 48.7% in the Central Province, while the national figure is 67.0%.

A deeper analysis of the SSA data on public perceptions reveals something important: these lower satisfaction rates came primarily from the Malaiyaha Tamil population. Their experience differed not just from other provinces, but also from other ethnic groups living in the Central Province itself.

The Malaiyaha Tamil community’s vulnerability didn’t start with the cyclone. Their vulnerability is a historically and structurally pre-determined process of exclusion and marginalisation. Brought to Sri Lanka during British rule to work for the empire’s plantation economies, they have faced long-term economic exploitation and have repeatedly been denied access to state support and social welfare systems. Most estate residents still live in ‘line rooms’ and have no rights to the land they cultivate and live on. The community continues to be governed by an outdated estate management system that acts as a barrier to accessing public and municipal services such as road repair, water, electricity and other basic infrastructures available to other citizens.

As far as access to improved water sources is concerned, the Sri Lanka Demographic Health Survey (2016) shows that 57% of estate sector households don’t have access to improved water sources, while more than 90% of households in urban and rural areas do. With regard to the level of poverty, as the Department of Census and Statistics (2019) data reveals, the estate sector where most Malaiyaha Tamils live had a poverty headcount index of 33.8%; more than double the national rate of 14.3%. These statistics highlight key indicators of the systemic discrimination faced by the Malaiyaha Tamil community.

Some crucial observations from the SSA data collectors who enumerated responses from estate residents in the survey reveal the specific challenges faced by the Malaiyaha Tamils, particularly in their efforts to seek state support for compensation and reconstruction.

First, the Central Province experienced not just flooding but also the highest number of landslides in the island. As a result, some residents in the region lost entire homes, access roadways, and other basic infrastructures. The loss of lives, livelihoods and land was at a higher intensity compared to the provinces not located in the hills. Most importantly, the Malaiyaha Tamil community’s pre-existing grievances made them even more vulnerable and the government’s job of reparation and restitution more complex.

Early warnings hadn’t reached many areas. Some data collectors said they themselves never heard any warnings in estate areas, while others mentioned that early warnings were issued but didn’t reach some segments of the community. According to the resident data collectors, the police announcements reached only as far as the sections where they were able to drive their vehicles to, and there were many estate roads that were not motorable. When warnings did filter through to remote locations, they often came by word of mouth and information was distorted along the way. Once the disaster hit, things got worse: roads were blocked, electricity went out, mobile networks failed and people were cut off completely.

Emergency response was slow. Blocked roads meant people could not get to hospitals when they needed urgent care, including pregnant mothers. The difficult terrain and poor road conditions meant rescue teams took much longer to reach affected areas than in other regions.

Relief supplies didn’t reach everyone. The Grama Niladhari divisions in these areas are huge and hard to navigate, making it difficult for Grama Niladharis to reach all places as urgently as needed. Relief workers distributed supplies where vehicles could go, which meant accessible areas got help while remote communities were left out.

Some people didn’t even try to go to safety centres or evacuation shelters set up in local schools because the facilities there were already so poor. The perceptions of people who did go to safety centres, as shown in the provincial data, reveal that satisfaction was low compared to other affected regions of the country. Less than half were satisfied with space and facilities (42.1%) or security and protection (45.0%). Satisfaction was even lower for assistance with lost or damaged documentation (17.9%) and information and support for compensation applications (28.2%). Only 22.5% were satisfied with medical care and health services below most other affected regions.

Restoring services proved nearly impossible in some areas. Road access was the biggest problem. The condition of the roads was already poor even before the cyclone, and some still haven’t been cleared. Recovery is especially difficult because there’s no decent baseline infrastructure to restore, hence you can’t bring roads and other public facilities back to a “good” condition when they were never good, even before the disaster.

Water systems faced their own complications. Many households get water from natural sources or small community projects, and not the centralised state system. These sources are often in the middle of the disaster zone and therefore got contaminated during the floods and landslides.

Long-term recovery remains stalled. Without basic infrastructure, areas that are still hard to reach keep struggling to get the support they need for rebuilding.

Taken together, what do these testaments mean? Disaster response can’t be the same for everyone. The Malaiyaha Tamil community has been double marginalised because they were already living with structural inequalities such as poor infrastructure, geographic isolation, and inadequate services which have been exacerbated by Cyclone Ditwah. An effective and fair disaster response needs to account for these underlying vulnerabilities. It requires interventions tailored to the historical, economic, and infrastructural realities that marginalized communities face every day. On top of that, it highlights the importance of dealing with climate disasters, given the fact that vulnerable communities could face more devastating impacts compared to others.

(Shashik Silva is a researcher with the Social Scientists’ Association of Sri Lanka)

by Shashik Silva ✍️

Features

Crucial test for religious and ethnic harmony in Bangladesh

Published

2 days ago

2026/02/12

Sahan Weerasooriya

A political protest that led to governmental change in Bangladesh mid last year. (photograph: imago)

Will the Bangladesh parliamentary election bring into being a government that will ensure ethnic and religious harmony in the country? This is the poser on the lips of peace-loving sections in Bangladesh and a principal concern of those outside who mean the country well.

The apprehensions are mainly on the part of religious and ethnic minorities. The parliamentary poll of February 12th is expected to bring into existence a government headed by the Bangladesh Nationalist Party (BNP) and the Islamist oriented Jamaat-e-Islami party and this is where the rub is. If these parties win, will it be a case of Bangladesh sliding in the direction of a theocracy or a state where majoritarian chauvinism thrives?

Chief of the Jamaat, Shafiqur Rahman, who was interviewed by sections of the international media recently said that there is no need for minority groups in Bangladesh to have the above fears. He assured, essentially, that the state that will come into being will be equable and inclusive. May it be so, is likely to be the wish of those who cherish a tension-free Bangladesh.

The party that could have posed a challenge to the above parties, the Awami League Party of former Prime Minister Hasina Wased, is out of the running on account of a suspension that was imposed on it by the authorities and the mentioned majoritarian-oriented parties are expected to have it easy at the polls.

A positive that has emerged against the backdrop of the poll is that most ordinary people in Bangladesh, be they Muslim or Hindu, are for communal and religious harmony and it is hoped that this sentiment will strongly prevail, going ahead. Interestingly, most of them were of the view, when interviewed, that it was the politicians who sowed the seeds of discord in the country and this viewpoint is widely shared by publics all over the region in respect of the politicians of their countries.

Some sections of the Jamaat party were of the view that matters with regard to the orientation of governance are best left to the incoming parliament to decide on but such opinions will be cold comfort for minority groups. If the parliamentary majority comes to consist of hard line Islamists, for instance, there is nothing to prevent the country from going in for theocratic governance. Consequently, minority group fears over their safety and protection cannot be prevented from spreading.

Therefore, we come back to the question of just and fair governance and whether Bangladesh’s future rulers could ensure these essential conditions of democratic rule. The latter, it is hoped, will be sufficiently perceptive to ascertain that a Bangladesh rife with religious and ethnic tensions, and therefore unstable, would not be in the interests of Bangladesh and those of the region’s countries.

Unfortunately, politicians region-wide fall for the lure of ethnic, religious and linguistic chauvinism. This happens even in the case of politicians who claim to be democratic in orientation. This fate even befell Bangladesh’s Awami League Party, which claims to be democratic and socialist in general outlook.

We have it on the authority of Taslima Nasrin in her ground-breaking novel, ‘Lajja’, that the Awami Party was not of any substantial help to Bangladesh’s Hindus, for example, when violence was unleashed on them by sections of the majority community. In fact some elements in the Awami Party were found to be siding with the Hindus’ murderous persecutors. Such are the temptations of hard line majoritarianism.

In Sri Lanka’s past numerous have been the occasions when even self-professed Leftists and their parties have conveniently fallen in line with Southern nationalist groups with self-interest in mind. The present NPP government in Sri Lanka has been waxing lyrical about fostering national reconciliation and harmony but it is yet to prove its worthiness on this score in practice. The NPP government remains untested material.

As a first step towards national reconciliation it is hoped that Sri Lanka’s present rulers would learn the Tamil language and address the people of the North and East of the country in Tamil and not Sinhala, which most Tamil-speaking people do not understand. We earnestly await official language reforms which afford to Tamil the dignity it deserves.

An acid test awaits Bangladesh as well on the nation-building front. Not only must all forms of chauvinism be shunned by the incoming rulers but a secular, truly democratic Bangladesh awaits being licked into shape. All identity barriers among people need to be abolished and it is this process that is referred to as nation-building.

On the foreign policy frontier, a task of foremost importance for Bangladesh is the need to build bridges of amity with India. If pragmatism is to rule the roost in foreign policy formulation, Bangladesh would place priority to the overcoming of this challenge. The repatriation to Bangladesh of ex-Prime Minister Hasina could emerge as a steep hurdle to bilateral accord but sagacious diplomacy must be used by Bangladesh to get over the problem.

A reply to N.A. de S. Amaratunga

A response has been penned by N.A. de S. Amaratunga (please see p5 of ‘The Island’ of February 6th) to a previous column by me on ‘ India shaping-up as a Swing State’, published in this newspaper on January 29th , but I remain firmly convinced that India remains a foremost democracy and a Swing State in the making.

If the countries of South Asia are to effectively manage ‘murderous terrorism’, particularly of the separatist kind, then they would do well to adopt to the best of their ability a system of government that provides for power decentralization from the centre to the provinces or periphery, as the case may be. This system has stood India in good stead and ought to prove effective in all other states that have fears of disintegration.

Moreover, power decentralization ensures that all communities within a country enjoy some self-governing rights within an overall unitary governance framework. Such power-sharing is a hallmark of democratic governance.

Features

Celebrating Valentine’s Day …

Published

2 days ago

2026/02/12

Sahan Weerasooriya

Valentine’s Day is all about celebrating love, romance, and affection, and this is how some of our well-known personalities plan to celebrate Valentine’s Day – 14th February:

Merlina Fernando (Singer)

Yes, it’s a special day for lovers all over the world and it’s even more special to me because 14th February is the birthday of my husband Suresh, who’s the lead guitarist of my band Mission.

We have planned to celebrate Valentine’s Day and his Birthday together and it will be a wonderful night as always.

We will be having our fans and close friends, on that night, with their loved ones at Highso – City Max hotel Dubai, from 9.00 pm onwards.

Lorensz Francke (Elvis Tribute Artiste)

On Valentine’s Day I will be performing a live concert at a Wealthy Senior Home for Men and Women, and their families will be attending, as well.

I will be performing live with romantic, iconic love songs and my song list would include ‘Can’t Help falling in Love’, ‘Love Me Tender’, ‘Burning Love’, ‘Are You Lonesome Tonight’, ‘The Wonder of You’ and ‘’It’s Now or Never’ to name a few.

To make Valentine’s Day extra special I will give the Home folks red satin scarfs.

Emma Shanaya (Singer)

I plan on spending the day of love with my girls, especially my best friend. I don’t have a romantic Valentine this year but I am thrilled to spend it with the girl that loves me through and through. I’ll be in Colombo and look forward to go to a cute cafe and spend some quality time with my childhood best friend Zulha.

JAYASRI

Emma-and-Maneeka

This Valentine’s Day the band JAYASRI we will be really busy; in the morning we will be landing in Sri Lanka, after our Oman Tour; then in the afternoon we are invited as Chief Guests at our Maris Stella College Sports Meet, Negombo, and late night we will be with LineOne band live in Karandeniya Open Air Down South. Everywhere we will be sharing LOVE with the mass crowds.

Kay Jay (Singer)

I will stay at home and cook a lovely meal for lunch, watch some movies, together with Sanjaya, and, maybe we go out for dinner and have a lovely time. Come to think of it, every day is Valentine’s Day for me with Sanjaya Alles.

Maneka Liyanage (Beauty Tips)

On this special day, I celebrate love by spending meaningful time with the people I cherish. I prepare food with love and share meals together, because food made with love brings hearts closer. I enjoy my leisure time with them — talking, laughing, sharing stories, understanding each other, and creating beautiful memories. My wish for this Valentine’s Day is a world without fighting — a world where we love one another like our own beloved, where we do not hurt others, even through a single word or action. Let us choose kindness, patience, and understanding in everything we do.

Janaka Palapathwala (Singer)

Janaka

Valentine’s Day should not be the only day we speak about love.

From the moment we are born into this world, we seek love, first through the very drop of our mother’s milk, then through the boundless care of our Mother and Father, and the embrace of family.

Love is everywhere. All living beings, even plants, respond in affection when they are loved.

As we grow, we learn to love, and to be loved. One day, that love inspires us to build a new family of our own.

Love has no beginning and no end. It flows through every stage of life, timeless, endless, and eternal.

Natasha Rathnayake (Singer)

We don’t have any special plans for Valentine’s Day. When you’ve been in love with the same person for over 25 years, you realise that love isn’t a performance reserved for one calendar date. My husband and I have never been big on public displays, or grand gestures, on 14th February. Our love is expressed quietly and consistently, in ordinary, uncelebrated moments.

With time, you learn that love isn’t about proving anything to the world or buying into a commercialised idea of romance—flowers that wilt, sweets that spike blood sugar, and gifts that impress briefly but add little real value. In today’s society, marketing often pushes the idea that love is proven by how much money you spend, and that buying things is treated as a sign of commitment.

Real love doesn’t need reminders or price tags. It lives in showing up every day, choosing each other on unromantic days, and nurturing the relationship intentionally and without an audience.

This isn’t a judgment on those who enjoy celebrating Valentine’s Day. It’s simply a personal choice.

Melloney Dassanayake (Miss Universe Sri Lanka 2024)

I truly believe it’s beautiful to have a day specially dedicated to love. But, for me, Valentine’s Day goes far beyond romantic love alone. It celebrates every form of love we hold close to our hearts: the love for family, friends, and that one special person who makes life brighter. While 14th February gives us a moment to pause and celebrate, I always remind myself that love should never be limited to just one day. Every single day should feel like Valentine’s Day – constant reminder to the people we love that they are never alone, that they are valued, and that they matter.

I’m incredibly blessed because, for me, every day feels like Valentine’s Day. My special person makes sure of that through the smallest gestures, the quiet moments, and the simple reminders that love lives in the details. He shows me that it’s the little things that count, and that love doesn’t need grand stages to feel extraordinary. This Valentine’s Day, perfection would be something intimate and meaningful: a cozy picnic in our home garden, surrounded by nature, laughter, and warmth, followed by an abstract drawing session where we let our creativity flow freely. To me, that’s what love is – simple, soulful, expressive, and deeply personal. When love is real, every ordinary moment becomes magical.

Noshin De Silva (Actress)

Valentine’s Day is one of my favourite holidays! I love the décor, the hearts everywhere, the pinks and reds, heart-shaped chocolates, and roses all around. But honestly, I believe every day can be Valentine’s Day.

It doesn’t have to be just about romantic love. It’s a chance to celebrate love in all its forms with friends, family, or even by taking a little time for yourself.

Whether you’re spending the day with someone special or enjoying your own company, it’s a reminder to appreciate meaningful connections, show kindness, and lead with love every day.

And yes, I’m fully on theme this year with heart nail art and heart mehendi design!

Wishing everyone a very happy Valentine’s Day, but, remember, love yourself first, and don’t forget to treat yourself.

Sending my love to all of you.