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

The Easter investigation must not become ethno-religious politics

Published

9 hours ago

2026/04/7

Sahan Weerasooriya

Zahran and other bombers

Representatives of almost all the main opposition parties were in attendance at the recent book launch by Pivithuru Hela Urumaya leader Udaya Gammanpila. The book written by the PHU leader was his analysis of the Easter bombing of April 2019 that led to the mass killing of 279 persons, caused injuries to more than 500 others and caused panic and shock in the entire country. The Easter bombing was inexplicable for a number of reasons. First, it was perpetrated by suicide bombers who were Sri Lankan Muslims, a community not known for this practice. They targeted Christian churches in particular, which led to the largest number of casualties. The bombing of Sri Lankan Christian churches by Sri Lankan Muslims was also inexplicable in a country that had no history of any serious violence between the two religions.

There were two further inexplicable features of the bombing. The six suicide bombings took place almost simultaneously in different parts of the country. The logistical complexity of this operation exceeded any previously seen in Sri Lanka. Even during the three decade long civil war that pitted the Sri Lankan military against the LTTE, which had earned international notoriety for suicide attacks, Sri Lanka had rarely witnessed such a synchronised operation. The country’s former Attorney General, Dappula de Livera, who investigated the bombing at the time it took place, later stated, upon retirement, that there was a “grand conspiracy” behind the bombings. That phrase has remained central to public debate because it suggested that the visible perpetrators may not have been the only planners behind the attack.

The other inexplicable factor was that intelligence services based in India repeatedly warned their Sri Lankan counterparts that the bombings would take place and even gave specific targets. Later investigations confirmed that warnings were transmitted days before the attacks and repeated again shortly before the explosions, yet they were not acted upon. It was these several inexplicable factors that gave rise to the surmise of a mastermind behind the students and religious fanatics led by the extremist preacher Zahran Hashim from the east of the country, who also blew himself up in the attacks. Even at the time of the bombing there was doubt that such a complex and synchronised operation could have been planned and executed by the motley band who comprised the suicide bombers.

Determined Attempt

The book by PHU leader Gammanpila is a determined attempt to make explicable the inexplicable by marshalling logic and evidence that this complex and synchronised operation was planned and executed by Zahran himself. This is a possible line of argumentation in a democratic society. Competing interpretations of public tragedies are part of political discourse. However, the timing of the intervention makes it politically more significant. The launch of the PHU leader’s book comes at a critical time when the protracted investigation into the Easter bombing appears to be moving forward under the present government.

The performance of the three previous governments at investigating the bombing was desultory at best. The Supreme Court held former President Maithripala Sirisena and several senior officials responsible for failing to act on prior intelligence and ordered compensation to victims. This judicial finding gave legal recognition to what victims had long maintained, that there was a grave dereliction of duty at the highest levels of the state. In recent weeks the investigation has taken a dramatic turn with the arrest and court production of former State Intelligence Service chief Suresh Sallay on allegations linked directly to the attacks. Whether these allegations are ultimately proven or disproven, they indicate that the present phase of the investigation is moving beyond negligence into possible complicity.

This is why the present moment requires political sobriety. There is a danger that the line of political division regarding the investigation into the Easter bombing can take on an ethnic complexion. The insistence that the suicide bombers alone were the planners and executors of the dastardly crime makes the focus invariably one of Muslim extremism, as the suicide bombers were all Muslims. This may unintentionally narrow public attention away from the unanswered questions regarding intelligence failures, possible political manipulation, and the allegations of a broader conspiracy that remain under active investigation. The minority political parties representing ethnic and religious minorities appear to have realised this danger. Their absence from the book launch was politically significant. It suggests an unwillingness to be drawn into a narrative that could once again stigmatise an entire community for the crimes of a handful of extremists and their possible handlers.

Another Tragedy

It would be another tragedy comparable in political consequence to the havoc wreaked by the Easter bombing if moderate mainstream political parties, such as the SJB to which the Leader of the Opposition belongs, were to subscribe to positions merely to score political points against the present government. They need to guard against the promotion of anti-minority sentiment and the fuelling of majority prejudice against ethnic and religious minorities. Indeed, opposition leader Sajith Premadasa in his Easter message said that justice for the victims of the 2019 Sri Lanka Easter Sunday attacks remains a fundamental responsibility of the state and noted that seven years on, both past and present governments have failed to deliver accountability. He added that building a society grounded in trust and peace, uniting all ethnicities, religions and communities, is vital to ensure such tragedies do not occur again.

Sri Lanka’s post war history offers too many examples of how unresolved security crises become vehicles for majoritarian mobilisation. The Easter tragedy itself was followed by waves of anti-Muslim suspicion and violence in some parts of the country. Responsible political leadership should seek to prevent any return to that atmosphere. There are many other legitimate issues on which the moderate and mainstream opposition parties can take the government to task. These include the lack of decisive action against government members accused of corruption, the passing of the entire burden of rising fuel prices on consumers instead of the government sharing the burden, and the failure to hold provincial council elections within the promised timeframe. These are issues that touch the daily lives of citizens and the health of democratic governance. They offer the opposition ample ground on which to build credibility as a government in waiting.

The search for truth and justice over the Easter bombing needs to continue until all those responsible are identified, whether they were direct perpetrators, negligent officials, or political actors who may have exploited the tragedy. This is what the victim families want and the country needs. But this search must not be turned into a partisan and religiously divisive matter such as by claiming that there are more potential suicide bombers lurking in the country who had been followers of Zaharan. If it is, Sri Lanka risks replacing one national tragedy with another. coming together to discredit the ongoing investigations into the Easter bombing of 2019 is an unacceptable use of ethno-religious nationalism to politically challenge the government. The opposition needs to find legitimate issues on which to challenge the government if they are to gain the respect and support of the general public and not their opprobrium.

by Jehan Perera

Features

China’s new duty-free regime for Africa: Implications for Global Trade and Sri Lanka

Published

9 hours ago

2026/04/7

Sahan Weerasooriya

Image courtesy The Global Times

* The new duty-free regime for Africa, announced by Chinese President Xi Jinping in February, is the most generous unilateral nonreciprocal trade concession offered by any country to developing countries since the beginning of the modern rule based international trading system.

* Yet, it is a clear violation of the cornerstone of the multilateral trade law, the Most-Favoured-Nation (MFN) principle.

* Hence, its implications on developing countries, without duty-free access to China, will be extremely negative. Sri Lanka is one of the few developing countries without duty-free access to China.

On 14 February, 2026, Chinese President Xi Jinping announced that China will grant zero-tariff treatment to 53 African nations, effective 01 May, 2026. Under this new unilateral policy initiative, China would eliminate all import tariffs on all goods imported from all the countries in Africa, except Eswatini. China already enforces a zero-tariff policy for 33 Least Developed Countries (LDCs) in Africa. Now this policy would be extended to non LDCs as well. This policy initiative clearly aims at reducing the continuously expanding trade deficit between China and Africa. In 2024, China’s trade surplus against Africa was recorded at US $ 61 billion.

This trade initiative, a precious gift amidst ongoing global trade tensions, is the most generous unilateral nonreciprocal trade concession given by any country to developing countries, since the beginning of the modern rule based international trading system.

Though this landmark announcement has far-reaching implications on global trade, as much as President Trump’s “Liberation Day” tariffs, it was almost overlooked by the global media.

Implications for Global Trade

This Chinese policy initiative, though very generous, is a clear violation of the Most-Favoured-Nation (MFN) principle and the “Enabling Clause” of the International Trade Law. The MFN principle is the cornerstone of the multilateral trading system under the World Trade Organisation (WTO) and is enshrined in Article I of the General Agreement on Tariffs and Trade (GATT). It mandates that any trade advantage, privilege, or immunity granted by a WTO member to any country must be extended immediately and unconditionally to all other WTO members. Though, the GATT “Enabling Clause” allows developed nations to offer non-reciprocal preferential treatment (lower tariffs) to developing countries without extending them to all WTO members, this has to be done in a non-discriminatory manner. By extending tariff concessions only to developing countries in Africa, China has also breached this requirement.

This deliberate violation of the MFN principle by China occurs less than 12 months after the announcement of “Liberation Day” tariffs by President Trump, which breached Article I (MFN) and Article II (bound rates) of the GATT. However, it is important to underline that the objectives of the actions by the two Presidents are poles apart; the US objective was to limit imports from all its trading partners, and China’s objective is to increase imports from African countries.

Though the importance of the MFN principle of the WTO law had eroded over the years due to the proliferation of preferential trade agreements and unilateral preferential arrangements, the WTO members almost always obtained WTO waivers, whenever they breached the MFN principle. Now the leaders of the main trading powers have decided to violate the core principles of the multilateral trading system so brazenly, the impact of their decisions on the international trading system will be irrevocable.

Implications for Sri Lanka

China’s unilateral decision to provide zero-tariff treatment to African countries will have a strong adverse impact on Sri Lanka. Currently, all Asian countries, other than India and Sri Lanka, have duty-free access, for most of their exports, into the Chinese market through bilateral or regional trade agreements, or the LDC preferences. Though Sri Lanka, India and China are members of the Asia Pacific Trade Agreement (APTA), preferential margins extended by China under APTA to India and Sri Lanka are limited.

The value of China’s imports from Sri Lanka had declined from US$ 650 million in 2021 to US$ 433 million by 2025. However, China’s exports to Sri Lanka increased significantly during the period, from US$ 5,252 million to US$ 5,753 by 2025. This has resulted in a trade deficit of US$ 5,320 million. Sri Lanka’s exports to China may decline further from next month when African nations with duty-free access start to expand their market share.

Let me illustrate the challenges Sri Lanka will face in the Chinese market with one example. Tea (HS0902) is Sri Lanka’s third largest export to China, after garments and gems. Sri Lanka is the largest exporter of tea to China, followed by India, Kenya and Viet Nam. During the last five years the value of China’s imports of tea from Sri Lanka had declined significantly, from US$76 million in 2021 to US$ 57 million by 2025. Meanwhile, imports from our main competitors had increased substantially. Most importantly, imports from Kenya increased from US$ 7.9 million in 2021 to US$ 15 million in 2025. For tea, the existing tariff in China for Sri Lanka is 7.5% and for Kenya is 15%. From next month the tariff for Kenya will be reduced to 0%. What will be its impact on Sri Lanka exports? That was perhaps explained by a former Ambassador to Africa, when he urged Sri Lankan exporters to “leverage duty free access from Kenya” to expand their exports to China!

(The writer is a retired public servant and a former Chairman of WTO Committee on Trade and Development. He can be reached at senadhiragomi@gmail.com)

by Gomi Senadhira

Features

Daughter in the spotlight …

Published

9 hours ago

2026/04/7

Sahan Weerasooriya

Jeevarani Kurukulasuriya was a famous actress and her name still rings a bell with many. And now in the spotlight is her daughter Senani Wijesena – not as an actress but as a singer – and she has been singing, since the age of five!

The plus factor is that Senani, now based in Australia, is also a songwriter, plays keyboards and piano, dancer, and has filmed and edited some of her own music videos.

Says Senani: “I write the lyrics, melody and music and work with professional musicians who do the needful on my creations.”

Her latest album, ‘Music of the Mirror’, is made up of 16 songs, and her first Sinhala song, called ‘Nidahase’, is scheduled for release this month (April) in Colombo, along with a music video.

‘Nidahase’,

says Senani, is a song about Freedom … of life, movement, love and spirit. Freedom to be your authentic self, express yourself freely and Freedom from any restrictions.

In fact, ‘Nidahase’ is the Sinhala translated version of her English song ‘Free’ which made Senani a celebrity as the song was nominated for a Hollywood Music in Media Award in the RnB /Soul category and reached the Top 20 on the UK Music weekly dance charts, as well as No. 1 on the Yes Home grown Top 15, on Yes FM, for six weeks straight.

Senani went on to say that ‘Nidahase’ has been remixed to include a Sri Lankan touch, using Kandyan drums and the Thammattama drum, with extra music production by local music producer Dilshan L. Silva, and Australia-based Emmy Award winning Producer and Engineer Sean Carey … with Senani also in the scene.

The song was written (lyrics and melody) and produced by Senani and it features Australian musicians, while the music video was produced by Sri Lanka’s Sandesh Bandara and filmed in Sri Lanka.

First Sinhala song scheduled for release this month … in Colombo

Senani’s music is mostly Soul, Funk and RNB – also Fusion, using ethnic sounds such as the tabla, sitar, and sarod – as well as Jazz influenced.

“I also have Alternative Music songs with a rock edge, such as ‘New Day’, and upcoming releases ‘Fly High’ and ‘Whisper’“, says Senani, adding that she has also recorded in other languages, such as Hindi and Spanish.

“As much of my fan base are Sri Lankans, who have asked me to release a song in the Sinhala language, I decided to create and release ‘Nidahase’ and I plan to release other original Sinhala songs in the future.

Senani has a band in Australia and has appeared at festivals in Australia, on radio and TV in Australia, and Sri Lanka.

She trained as a vocalist, through Sydney-based Singing Schools, as well as private tuition, and she has 5th Grade piano music qualifications.

And this makes interesting reading:

“I graduated from the University of Newcastle in Australia with a Bachelor of Medicine and I work part time as a doctor (GP) and an Integrative Medicine practitioner, with a focus on nutrition, and spend the rest of the time dedicated to my music career.”

Senani hails from an illustrious family. In addition to her mum, Jeevarani Kurukulasuriya, who made over 40 films, including starring in the first colour movie ‘Ranmuthu Duwa’, her dad is Dr Lanka Wijesena (retired GP) and she has two sisters – all musical; one is a doctor, while the other is a dietitian/ psychotherapist.