Features
Cultural revival, education reform, and study of history
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)
Features
Making ethnic equality real in practice
The government has been continuously demonstrating an ambivalence to the implementation of the 13th Amendment to the constitution under which the provincial council system has been established. In its election manifesto, the NPP said it did not agree that provincial councils were the answer to the ethnic conflict. However, it also recognised that the Tamil and Muslim communities believed the provincial council system was in their interests. Therefore, the NPP promised to continue with it until they replaced it with something better. Government leaders have been articulating the same view more recently as well. They have also been issuing ambivalent statements on the timing of provincial council elections. The current position of the government appears to be that they will conduct the elections after the redemarcation of electorates takes place.
In the past successive governments used this redemarcation as an excuse to delay elections as there was no consensus on redemarcation among the political parties. The NPP government’s preferred position is equal treatment for all citizens without discrimination, a stance that has been welcomed by ethnic and religious minorities who are relieved not to be subjected to targeting or adverse actions by the government. However, this emphasis on individual equal rights and non-discrimination, while important and reassuring in the short term, will be insufficient to address the deeper political aspirations that animate Sri Lanka’s plural society. Sri Lanka cannot become Singapore which is run from the centre for the simple reason that it is not a city. It is a land with regions, languages, memories and identities that go far into the past.
Without a satisfactory power-sharing framework that devolves authority in a meaningful manner, the underlying tensions that have driven the ethnic conflict in the past, and even to the point of war, risk resurfacing. The problem is that many in Sri Lanka are unaware of the reason for the provincial council system, which they deem to be both inefficient and unnecessary in a small country like Sri Lanka. There is also concern that it can be an inducement for separatist thinking in the Northern and Eastern provinces. The delay in conducting the provincial council elections, and the government’s reluctance to expedite them, has encouraged groups who are opposed to the provincial council system. The National Joint Committee, a Sinhalese nationalist group, has taken the position that the 13th Amendment is “obsolete”.
Persistent Identities
The idea that devolution is obsolete ignores the global evidence. Identity does not disappear with development or prosperity. The United Kingdom continues to grapple with the demands of Wales, Scotland and Northern Ireland, nations with their own histories, institutions and political visions. Scotland even came close to voting for independence despite its high standard of living and deep economic links with the rest of the UK. Canada accommodates Quebec through wide-ranging autonomy, its own language rights and political institutions. Belgium operates through structured power sharing between the Flemish and Walloon regions. Spain continues to manage the aspirations of the Basque region and Catalonia. These are not unstable or poorly governed states. They are developed democracies. If identity persists in those contexts, it will certainly persist in Sri Lanka where the memories of region, language and belonging are even older and deeper.
The historical record presented in the Mahavamsa shows that Sri Lanka was not one single undivided land under one authority through all of history. It had regions that were governed separately for long periods. This is part of the political memory of the people. It has also shaped the modern sense of belonging. Sri Lanka is a country with depth and layers of history, with a civilisation that stretches back to the ancient world. Most of all it is home to more than one people who have deep roots in its soil. This is why equal citizenship on its own will not resolve the national question. Equal citizenship is essential. But in a country with distinct regions and long standing identities it is not enough. Ethnic and communal identities are very powerful and cannot be erased. It is for this reason that power sharing on a regional basis is needed.
Every government since the middle of the last century has had to acknowledge this truth. The Bandaranaike Chelvanayakam pact of 1957 was the first official recognition of the need for regional power sharing. This was after the imposition of the Sinhala language on the Tamil-speaking ethnic and religious minorities in 1956, which was well before the Indian government and the LTTE entered the scene. All governments have known the direction in which the solution lies which is why the nationalistic president Mahinda Rajapaksa spoke of the “13th Amendment plus one”. But they have not been prepared to go forward as statesmen thinking of the future and the best interests of the country. Nationalism and the old fears have come in the way. They have prevented those in authority from taking decisions that could settle the matter and allow the country to move to a new phase of peace and development.
Equal Citizenship
The NPP government is showing that it is ready to address problems that previous governments were unable or unwilling to do. The increase in salary for plantation workers provided for in the budget is one example. It recognises the conditions under which those families have lived for generations. But it is not enough to address the salary issue only. Plantation workers have suffered not only from poverty but also from the legacy of their ethnicity and the political decisions that denied them rights to land and recognition. One million of them were made stateless by governmental decision shortly after independence. Their claim for land to live on, to own and to cultivate is not merely economic. It is also a claim to dignity, belonging and secure roots. The government needs to recognise this history and find solutions that address the land question and the political marginalisation that has stunted their lives.
Acknowledging the rights of the Malaiyaha Tamil community is the counterpart to regional power sharing in the north and east. In both cases the issue is identity, belonging and the right of communities to shape their own future. Regional power sharing in the north and east cannot be a threat to the unity of the country but it can be the guarantee of unity. They strengthen the idea that Sri Lanka belongs to all its people. A country that includes all its communities in its political and social life is stronger than one that tries to deny the differences that exist. Equal citizenship is not weakened by power sharing.
The NPP government has the best chance to do what no government has done before. Its credentials on questions of national identity are strong in the eyes of the people. It also has the numbers in parliament that are needed to take decisions that go beyond the usual calculations of political risk. The current paralysis of the provincial council system is a democratic and constitutional breakdown. Since 2018 there have been no elections. Centrally appointed governors run the provinces. Fiscal powers remain centralised. Local needs are dealt with through central officials, most of whom are from the majority community and may not feel the pulse of the people whose language they do not speak. This undermines the very purpose of the 13th Amendment which is that problem solving takes place at the local level. If the government is serious about equal citizenship, then it must be equally serious about political power sharing. Only then will the idea of equality become real in practice.
by Jehan Perera
Features
Let’s understand what a masterpiece is and how it originated
Text of a lecture conducted by Bhagya Rajapakse.
Venue: Sri Lanka Archive of Contemporary Art, Architecture and Design, Jaffna on November 2025
Tamil Interpreter: Jasmine Nilani Joseph
Special Thanks: Prof.T.Sanathanan and Prof.Sarath Chandrajeewa.
(First part of this article appeared in The Island yesterday)
What constitutes a piece of art, a masterpiece?
There are three common elements that act as crucial in elevating a piece of art to the level of a masterpiece.
1. A Work of Art That Did Not Exist Before.
2. A Work of Art that is Not Bound by Time.
3. A work of art that Establishes a Benchmark for future generations of artists.
Something new and unconventional always catches our attraction.
Exceptional creativity, craftsmanship, and innovativeness
provide impetus for an artist to create something new and unconventional.
This is how originality comes in.
How would we define exceptional creativity, craftsmanship, and innovativeness?
Let’s understand this with a few examples.
On one occasion someone inquired of Michelangelo about how his sculpting process goes.
And the immediate answer of Michelangelo was, “I saw the angel in the marble and carved until I set him free.”
In the subject of marble sculpting, the meaning of creativity for Michelangelo was to remove the unwanted chunks and pieces from the marble block and save the figure he imagined on it. In his words, it’s liberating the figure from the marble that imprisons it.
Any masterpiece by Michelangelo was a clear and prime example that demonstrates how exceptional creativity, craftsmanship, and innovativeness converge in a single piece of art.
Another example is the 1942 sculpture by Pablo Picasso, ‘Bull’s Head.’
It’s nothing more than a merger of a bicycle seat and a bicycle handlebar. In this sculpture., Picasso converts two ordinary, unrelated objects into a unique and evocative structure within which unrelated objects form a correlated entity. A BULL’S HEAD.
That’s all about Picasso’s exceptional creativity, craftsmanship, and innovativeness.
Let’s move to another example.
What can one do with a few discarded machinery parts found in a scrap metal store, an iron rod, some wood blocks, and some copper strips?
A creative as well as innovative mind could do a lot more.
By bringing all these components into one single unit, sculptor Sarath Chandrajeewa gave life to something extraordinary. That is the 2023 abstract monument titled ‘Motion and Stillness.’
In this monument the artist embodies one of the most profound concepts in the world.
Motion and stillness is a concept found in physics and philosophy as well as spiritual approaches.
The existence of the whole world depends on the dynamic interplay between motion and stillness.
Motion signifies change and transformation, while stillness symbolises ‘rest’ or ‘pause,’ which ensures the continuity of motion.
One hundred years ago, in 1925, English poet Fredegond Shove
wrote a poem bearing the same title, ‘Motion and Stillness,’ as well as the meaning.
“The seashells lie as cold
as death.
Under the sea,
The clouds move in a
wasted wreath.
Eternally;
The cows sleep on the
tranquil slopes.
Above the bay;
The ships are like
evanescent hopes.
Vanish away.”
This is a moment where the same concept is embodied in two different forms of art by two different artists of two different eras and of two different countries. It’s just about being creative and innovative.
The most important thing to be noted here is that Sarath Chandrajeewa was unaware that there is a poem written a hundred years ago that holds the same title and meaning as his abstract monument does.
Art is universal; it manifests in numerous forms, conveying the same meaning and message over the centuries and beyond.
That is the reason why some works of art are considered timeless. The inherent nature of a masterpiece is that it is not bound by time and space. Instead, it transcends the boundaries of time and space. Mediums can be changed, and styles can be changed, but the core essence of any great work of art remains constant.
Works of art that transcend spatial and temporal boundaries have set precedent for aspiring artists throughout history.
All artists follow in the footsteps of the previous masters in any field of art. The masters of early days and their masterpieces act as models of excellence for other artists.
For instance, Paul Cézanne was a monumental figure for Pablo Picasso.
Picasso was greatly influenced by Cézanne’s work.
Picasso deliberately turned human faces into mask-like forms in his paintings. This was quite evident in his 1907 masterpiece, ‘Les Demoiselles d’Avignon.’ He probably got this idea from Cezanne’s 1894-1905 masterpiece ‘Bathers.’ The faces of the human figures seen in ‘Bathers’ were seemingly carved from wood.
“Cezanne is my one and only master. He was like the father of us all.” That was how Picasso admired and respected Cezanne.
Cezanne’s approach of breaking down forms and restructuring them in an abstract manner provided the foundational inspiration for Pablo Picasso and George Braque when co-founding ‘Cubism.’
Revolutionary moves taken by artists by radically changing the existing styles are always recorded by history. And their fearless approaches to art elevate their work to the state of masterpiece.
‘Cubism’ was one such revolutionary move that radically changed the landscape of art by challenging traditional perspectives and representations.
‘Cubism’ at the beginning of the 20th century shook the foundation of visual art. It was initially faced with incomprehension and rejection by the public as well as art critics.
The fragmented appearance given to the then conventional depictions by ‘Cubism’ was not well received by many.
French art critic Louis Vauxcelles first ridiculed this new style by Picasso and Braque.
In 1908, after seeing Braque’s exhibition, Vauxcelles dismissed the work by saying, “This style has reduced everything to little cubes.”
This was how this revolutionary style got its name, ‘Cubism.’
Similarly, ‘Impressionism,’ which emerged in France in the second half of the 19th century, left the viewers indifferent towards the new approach.
The first ‘Impressionist’ exhibition was held in Paris in 1874.
Claude Monet is considered a pioneer and father of the Impressionist movement.
In the 1874 exhibition, Monet’s masterpiece ‘Impression, Sunrise’ was among the exhibits.
After visiting the exhibition, French art critic and journalist Louis Leroy referred to Monet’s ‘Impression, Sunrise’ as a mere IMPRESSION rather than a finished work.
Thereafter the entire approach was named ‘The Impressionism.’
At the end of 1940, American artist Jackson Pollock established an unusual and unique abstract art technique.
In this technique he laid a canvas on the floor. Then dripped, poured, and splashed paint onto it using sticks and cans. Sometimes he rode the bicycle on the canvas, which was covered with paint.
Pollock’s revolutionary idea was to get rid of the traditional use of the ‘PAINT BRUSH’ and the role of the ‘LINE.’ He was adamant that the ‘LINE’ should not dominate the canvas any more. So, he said goodbye to the Brush and the Line, and both were given freedom from the task of painting.
But Pollock’s works were not immediately appreciated.
Art critic Harold Rosenberg gave the name ‘The Action Painting’ to this new technique initiated by Jackson Pollock.
The term ‘Drip Painting’ was coined by Time Magazine in 1956, and the magazine gave Pollock the nickname ‘Jack the Dripper.’
However, through ‘Drip Painting,’ Pollock set a precedent that influenced artists for generations.
Masterpieces are not immediately accepted by the public, and in the first run, those were highly criticised by the ‘experts’ in the field.
Because masterpieces challenge the accepted norms in any field of art.
The public as well as the critics are initially shocked by the shapes, techniques, styles, or subject matters set by the radical artistic approaches.
It is common for many works of art to be appreciated after the artist died.
Their work stands as timeless and priceless masterpieces posthumously.
In some cases works of art gain much popularity and continue to last because of the concept they carry as well as the location they are being placed in.
One hundred and eight years ago French artist Marcel Duchamp challenged the established perception of art by bringing a signed urinal into an exhibition space as a work of art titled ‘Fountain.’
Duchamp argued that the artist’s intention, idea, and the context made something art.
The context within which a work of art is placed is capable of changing the value of the work and the way others look at it.
Duchamp’s intention was to challenge the then-existing traditions of art to reconsider the nature of originality, authorship, and the way of defining art.
‘Fountain’ is considered the founding piece, and Duchamp is considered the founder of conceptual art.
The urinal titled ‘Fountain’ was not just a mass-produced commodity but a medium carrying a concept.
A commodity was converted to a work of art just by changing its context.
‘Fountain’ was discarded soon after it was submitted to the Society of Independent Artists’ Exhibition in New York in 1917.
The work known today as ‘Fountain’ is a replica authorised by Duchamp.
But the concept it carried keeps revolutionizing modern art to this day.
Another work of art that faced much controversy, praise, rejection, and ridicule predominantly on social media platforms in the recent past was ‘Comedian,’ a work by Italian artist Maurizio Cattelan in 2019.
It was all about a fresh yellow banana affixed to a white wall with ash grey duct tape.
The ordinary banana we daily see on the racks of fruit stores became extraordinary after changing its context.
As soon as the banana was placed within a high-profile exhibition space, hundreds of people gathered at the gallery to see this awe-inspiring banana.
It was no longer the banana we see in the market or just a nutritious fruit, but a concept.
According to the artist, ‘Comedian’ was interpreted as a work of art that signifies commodification of contemporary art.
The satirical commentary passed through a banana by Cattelan, in a way, pushes the viewer to re-evaluate their preconceived notion about what constitutes art and how its value is being determined in a consumer society.
‘Comedian’ was sold to three buyers on three separate occasions, and four editions of this art piece have been exhibited in 4 different locations: Florida, South Korea, New York, and France.
In 2019 the first two editions were sold at a price of $120,000, and in 2024 another edition exhibited in Sotheby’s Collection in NY was sold at $6.2 million.
When a banana rots or when someone has eaten the banana while it’s being exhibited, the artist simply replaces it again and again, and then it continues to be an original piece of art. But the concept it carries goes on to last for ages.
Speaking about bananas, this ordinary fruit has been a medium of carrying concepts in many countries, in many contexts, by many artists.
In 1967 American visual artist Andy Warhol launches a banana design screen printed on laminated plastic. This was featured on the pop album cover ‘The Velvet Underground and Nico.
Reviews say that this famous banana design by Warhol reflects his fascination with consumer culture and showcases how a primary object, such as a banana, symbolizes the rise of mass production and distribution.
In 2004 English artist Agnus Fairhurst creates a massive installation of peeled bananas. This nine-foot-long bronze peeled banana carried the concept that “Bananas are sensual, but they quickly decay.”
In the same year, 2004, Sri Lankan artist Sanath Kalubadana, through his installation ‘Dinner Table,’ expresses his disagreement over the horrors and destruction of the war in the medium of a table of food with bananas burnt to cinders.
In 2008, Austrian graphic designer Stefan Sagmeister creates a gigantic installation, ‘Banana Wall,’ with the phrase ‘Self-Confidence Produces Fine Results’ spelled out in green bananas placed among yellow ones.
Nearly ten thousand bananas are said to have been used in this installation. I quote a fascinating Facebook post by content creator ‘Ivan’ here to read out what he has said about this Banana Wall.
“It wasn’t just about shock value; it was about time, change, and transformation. Over the days and weeks, the banana slowly ripened, turning from bright yellow to spotted brown, and eventually to deep black. The scent of the room shifted too, from sweet tropical to something far less pleasant. Visitors returned again and again to see how the wall evolved, turning the space into a breathing piece of art.
If a work of art is to last for ages, it must be received by the public constructively.
Any extraordinary piece of art or a masterpiece has its unique way of initiating a silent dialogue with the viewer.
The masterpiece transmits the message of who they are, using an iconic visual language enriched with artistic elements.
The rhythm of the visual language of a masterpiece is complex. But not complicated.
No masterpiece is easy to understand and is full of complexities. But it never confuses the viewer.
Complexity is intriguing, and complication leads to confusion.
If a work of art confuses the viewer, he or she will no longer be in favor of it. That’s exactly where the silent dialogue between the masterpiece and the viewer comes to an end.
One of the most complex masterpieces in the world is Pablo Picasso’s ‘Guernica.’
Its powerful symbolism is not everyone’s cup of tea.
So, there were many arguments among the public as well as experts about what some symbols really mean.
Responding to this discourse, Picasso said, “It isn’t up to the painter to define the symbols; otherwise, it would be better if he wrote them out in so many words. The public who look at the picture must interpret the symbols as they understand them.”
Despite all the underlying complexities, people from all over the world spend millions to go to faraway countries to see the great pieces of art with their bare eyes.
Why?
Because every extraordinary piece of art has its own charisma and aura, which no replica of the same work can possess. It is the charisma and aura of Mona Lisa, David, Girl with a Pearl Earring, Guernica, and many more that draw millions of people to their countries to see them firsthand.
They are not just paint patches on canvases or stone figures. They are living beings. They have their own rhythm of breathing, they never die, and they remain immortal, as do the extraordinary masters who made them.-
Features
Amazing scene awaits 31st night revellers
I believe this year’s 31st night celebrations, especially in Colombo, is going to be amazing, and that’s certainly good news, indeed, especially for those who love to welcome a brand new year at venues loaded with fun, excitement and gaiety!
The area around Galle Face will certainly be a hive of activity, on New Year’s Eve, will all the five-star venues moving into top gear to give their guests something to shout about.
Checking out the plans that are being put into place to welcome 2026, I’m doubly sure ‘Dancing Through The Decades,’ at Cinnamon Life, is going to be a stunning success … let’s say ‘a dream come true for 31st night revellers at the City of Dreams!’

Sohan with Director, Events, Sales and Services, Lisa Mendis
I’m saying this because two outstanding bands, a witty compere, and seven extremely popular guest stars, and a state-of-the-art ballroom setting, is what ‘Dancing Through The Decades’ is all about, and … yes, the plus factor is that legendary singer/entertainer Sohan Weerasinghe is working on making this 31st night happening a roaring success.
Sohan has been involved in the music scene for decades, and, with his band The X-Periments, he has ushered in the New Year several times, so he knows exactly what to do to create memories.
Being the Entertainment Consultant and Brand Ambassador for the City of Dreams, Sohan went into action, literally, months ago, working on his formula to make ‘Dancing Through The Decades ’the talk-of –the-town and he certainly has succeeded.

Sanjiv Hulugalle: The dynamic CEO of Cinnamon Life City of Dreams
What’s more, the CEO of Cinnamon Life, Sanjiv Hulugalle, I’m told, has given Sohan the green light, with a request that this year’s New Year’s Eve dance should be an unforgettable event.
Sohan says he has a super, efficient team from F&B, Sales, Banquets & Reservations, and Marketing, working alongside him, with Lisa Mendis, Director, Events, Sales and Services, leading the way.
He also added that he is truly happy with the response and is quite confident the dance will be a sell out as there is a huge expatriate crowd coming down from Sydney, Melbourne and Perth, and also from New York and London, for ‘Dancing Through The Decades.’
I guess Sohan Weerasinghe has that magic touch!
-
Foreign News2 days agoSearch continues for Royal Navy crew member missing off Donegal coast
-
Sports6 days agoAn opportunity missed for Sri Lanka
-
Features6 days agoMiss Universe 2025 More ‘surprises’ before Crowning day!
-
Opinion7 days agoContributions of Tea Research Institute of Sri Lanka and its future role
-
News6 days agoOxford Walk raises $13,000 for rural communities in Sri Lanka
-
Features5 days agoTraffic chaos in Kandy: Urgent government intervention needed
-
Business6 days agoDialog and MEPA Unveil Sri Lanka’s First 5G-Enabled Autonomous Water-Surface Cleaning Robot
-
Features6 days agoThe ‘Art’ of Diplomacy
