Features
Educational reforms Sri Lanka demands today for a brighter tomorrow
The 32nd Dr. C. W. W. Kannangara Memorial Lecture titled ‘For a country with a future’: Educational reforms Sri Lanka demands today’ delivered by Prof. Athula Sumathipala, Director, Institute for Research and Development, Sri Lanka and Chairman, National Institute of Fundemental Studies, Hanthana on Oct 13 at the National Institute of Education, Maharagama
Continued From Friday (21)
We believe the child who is ready to face the challenges of the 21st century is a child who meets all these requirements.”
They have identified six aims of general education as shown below. National aims of general education
1. An active contributor to national development
2. An effective and efficient employee or smart self-employee
3. An entrepreneur or person with an entrepreneurial mindset
4. A patriotic citizen
5. A good human
6. A member of a happy family
These six aims are divided into nine parts as follows.
1. Positive
2. Practical
3. Proactive
4. Pragmatic
5. Patriotic
6. Passionate
7. Peace loving
8. Preserving
9. Problem solver
The new educational reforms have identified the skills necessary to the child of the 21st century, as follows.
The twelve 21st century skills
Learning skills
1. Critical thinking and problem solving
2. Creativity
3. Collaborations and teamwork
4. Communication knowledge
Literacy skills
5. Information literacy
6. Media literacy
7. Technology literacy
Life skills
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
We then discuss social skills under six different criteria.
1. Understanding oneself
2. Managing oneself
3. Understanding others
4. Building and managing positive relationships with others
5. Relationship with the environment
6. Responsible decision making
Main domains of national reforms:
It is evident that these reforms have been proposed after in-depth analysis and that they are conceptually excellent plans. They are also well in line with the vision of Dr. Kannangara. The challenge, however, is how to effect these reforms in this country, given the social, economic and political challenges we are facing.
On the one hand, it is becoming impossible to hold school on all five days due to the fuel crisis. On the other hand, the question is how technical difficulties and shortcomings of on-line teaching can impact these reforms. Furthermore, it is very likely that these reforms will be viewed within a political framework by both union leaders and student unions.
The level of understanding of the key stakeholders of these reforms when they are being introduced will obviously be at different levels. Communicating these reforms to the different stakeholders at a level that they can clearly understand it will be a significant challenge. There appears to be a significant shortfall in employing social and electronic media, as well as influencers, to effectively communicate about these reforms, and we have a social responsibility to warn about this shortfall.
It is human nature to resist change. It is critically important to clearly communicate to the public, why the current education system needs to change, how it should change, how the direction of change and its final objectives are decided, in such a way that it addresses their fears and concerns. No one should be offended if I remind you that failure to carry out effective communication could lead to the same end as that of the proposal to shift to organic fertilisers.
Furthermore, however great the reforms are, it is necessary to remember that opposition against highly sensitive matters such as the Grade 5 scholarship examination, may come from those whose livelihood depends on tuition classes. It is also necessary to keep in mind that even the elements of society who are demanding a ‘system change’ may well behave in a different way when it is something that will affect them personally. As psychology tells us, this is because that the way we think when it is our personal problem is different to how we think when it is someone else’s problem. Another important challenge is how teachers’ mentalities can be aligned with these reforms. This does not mean that we assume opposition from the majority of teachers. However, it is doubtful if we have sufficient research data to determine the reality of this issue.
I would like to reiterate that the authorities, intellectuals and politicians already possess the mechanisms and strategies to win this massive challenge of effectively communicating these changes to all relevant layers of society and to convert them to honoured stakeholders of this change. Such strategic communication needs to be positioned as one of the most important aspects of the implementation of these reforms.
Other segments within the big picture that merit attention apart from the reforms within the school system in years 1-13
i. Early childhood development and the first 1,000 days
ii. The role of pre-schools as part of the education system
iii. Inclusive education and children with special needs
iv. Contribution of distance learning to educational reforms and challenges
v. Relationship between education and health
vi. Private universities and educational institutions
vii. Students at universities abroad
viii. Life-long education, adult education, continuous education for education professionals
ix. Integrating research within the overall scheme of education
Since there isn’t sufficient time to discuss all these sections fully, I will discuss some of the sections I believe are the most important.
(i) Early childhood development and the first 1,000 days
The greatest importance and greatest weight when investing in a child should be attached to the first 1,000 days. This is because 80% of a child’s brain development is completed within the first three years. Therefore, significant investment in educational reforms should be allocated to early childhood development, i.e., the Golden 1,000 days. A strong foundation laid at this stage will help the child successfully complete his / her education. From a health perspective, the Health Department, particularly the Family Health Bureau, makes a meaningful contribution towards this objective, however, there is a lack of an active mechanism to enrol parents as honoured stakeholders within this process. This is important because responsive care giving, i.e., observing a child’s signals in a timely and accurate manner, understanding such signals and responding to them, is an important part of childhood development.
Early childhood protection cannot be achieved through pre-established rules and guidance. Parents need to understand the related scientific concepts and should incorporate these concepts into their day-to-day life. The relationship with children varies according to the parents, therefore parents need to analyse the existing interactions with their children and secondly, adapt these measures and develop them to suit their needs. However, there is no structured mechanism for parents to develop this skill set within the education system, nor within the health system.
I do no intend to discuss this in detail, but wish to point out the critical importance of this concept; to reiterate that the greatest investment is necessary in the first 1,000 days, far more than in the Grade 5 scholarship exam, the Ordinary Level or Advanced Level examinations. Stimulating brain development is an investment with high returns; the best investment for the Sri Lankan nation. Research data indicates that for every Rs.200 invested on brain development, the return can be valued at Rs.1 800
(ii) The role of pre-schools as part of the education system
I shall quote from the article Mala. N. De Silva, retired Deputy Head, National Education Faculty, published in the 39th edition of Gaveshana, that explained our stance on the role of pre-schools in educational reforms. A pre-school has been recognised as the ‘Golden door that gives a person access to society’. De Silva writes quoting Koswatte Ariyawimala Thero that “The role of a preschool is not to give a child a large number of modern toys. Neither is it to teach a child to recite a poem in English. Those are secondary. A pre-school is not a tutory. It is the place where small children play; where they form social relations. That is what human education is.”
Furthermore, the UNESCO report on ‘Education for Life’ states that pre-school education is a prior necessity for any educational or cultural system, indicating the importance of pre-schools. At the World Children’s Summit in 1990 in New York, the world’s leaders signed the ‘World Declaration on the Survival, Protection and Development of Children’, which had as its primary claim that early childhood should be a time of ‘joy and peace, of playing, learning and growing’.
The educational reforms of 1997 too had significant focus on early childhood education: it recommends increasing the number of pre-schools so that 3–5-year-olds can receive a better education. The National Census on early childhood education centres estimated that there are 19,668 pre-schools in Sri Lanka. The majority of these are, however, privately owned, and many parents cannot bear the cost of these schools. These pre-schools are frequently un-monitored and not standardised.
Under these conditions, I would like to reiterate that these pre-schools should be monitored and that the process of providing resource persons at these schools an adequate training needs to be expanded significantly.
(iii) Inclusive education and children with special needs
I would like to present a few points here based on the article written by Binoli Herath of the Institute for Research and Development on this topic.
‘All children have an equal right to education; however, it is not a secret that children with special needs face multiple challenges in accessing and receiving education’.
‘These children often are disregarded in society due to disabilities, poverty and the extreme nature of their problems. Most of them are unaware of the opportunities available to them. Similarly, most people are unaware of the abilities such children can possess’.
The Ayati Centre affiliated with the Kelaniya University provides health and education services for children with special needs with the mission to help such children reach their maximum potential through the use of modern scientific interventions and expertise. It also serves as a training centre for resource persons and as a research centre. There is great need to expand such services throughout the country.
I believe it is important to discuss alternative education for children with special needs.
1. Specialised schools: these are pre-schools, primary, junior secondary and senior secondary schools for children with relatively severe disabilities. Children with severe visual, auditory, physical or cognitive disabilities receive education in such specialised schools using specifically adapted curricula.
2. Special education units within mainstream schools: children with special needs can be educated in units specifically established for them.
3. Special resource centres attached to mainstream schools: children with special needs enter regular classes and work within them for the majority of the time whilst seeking special services necessary from the resource centres a few times a week. Such schemes provide necessary support to children with speech difficulties, autism, emotional disorders, auditory or visual difficulties, learning difficulties, attention disorders and ADHD, for example.
4. Inclusive mainstream schools: provide education to children with special needs in the mainstream schools. This is feasible for children with mild disorders who can enter mainstream schools.
These facilities are available to some level within the education system; however, educational reforms should include mechanisms to elevate the entire society to one that acts positively towards children with special needs and does not discriminate against them. Education systems for children with special needs usually follow the curricula in the mainstream schools, however, these systems need to be modernised, along with making modern equipment and trained teachers available.
(iv) Distance learning as a tool for educational reforms and challenges faced
We discussed this issue with Neil Gunadasa, Additional Secretary, State Ministry for Educational Reforms, Open Universities and Development of Distance Education. He explained that certain sections of distance education functioned to a limited extent within the general education system. Recently, a separate Distance Education Unit was established to make distance education an integral part of general education.
“With the increased use of modern technology such as computers, tablets, internet and smart phones, the stage had already been set for the expansion of distance learning. The advent of Covid 19 and the resultant issues helped further popularise distance learning.
The Information Technology Division of the Ministry of Education initiated e-Thaksalawa, a structured distance learning system which contained a limited amount of learning media for children. They have developed it further now so that it can be used for educational reforms. This system is similar to a virtual classroom, carrying out the process that usually happens in a classroom on a virtual basis, using technologies such as Microsoft Teams and Zoom.
All 10,165 schools in Sri Lanka have been added to the system and it is expected to facilitate any student pre-booking and accessing the lectures of any teacher. The e-Thaksalawa content is prepared to match the new educational reforms which offer lessons in a module system. For example, a student completing a ten-hour module receives one credit. Learning the module content may well be done at school, but e-Thaksalawa offers the student the possibility of expanding his knowledge of the subject matter further using extension material.
Content creation has been done in all three languages, using both teachers and external subject matter experts. For example, for a topic such as agriculture, experts on agriculture are invited to contribute to content creation. Steps are being taken to provide students knowledge of more subject-related matter using the internet and distance learning methods. The 107 computer centres covering every educational division in the country are to be developed further to use as local resource centres for the new reforms.
Features
Building a sustainable future for Sri Lanka’s construction industry
Sri Lanka’s construction industry has long been a central pillar of sustainable development. From roads and bridges to homes, schools, and hospitals, construction shapes the country’s physical landscape and supports economic progress. As the nation continues to rebuild and modernise, the demand for construction materials and infrastructure keeps rising. However, this growth also brings a significant environmental cost. Cement, steel, bricks, aggregates, and timber all require energy, resources, and transportation, contributing to carbon emissions and environmental damage. If Sri Lanka continues with traditional construction practices, the long-term impact on the environment will be severe.
The encouraging news is that Sri Lanka has many opportunities to adopt more sustainable construction practices while still maintaining the highest standards of quality and safety. Sustainable construction does not mean weaker buildings or lower standards. It means using sustainable materials, reducing waste, improving design, and choosing methods that protect the environment. Many countries have already moved in this direction, and Sri Lanka has the potential to follow the same path with solutions that are practical, affordable, and suitable for local conditions.
A promising option
One promising option is the use of Compressed Earth Blocks (CEB), which are different from the concrete blocks commonly used in Sri Lanka for the past 25 years. CEBs are made from soil mixed with a small amount of stabiliser and pressed using machines. Unlike traditional fired clay bricks, CEBs do not require high-temperature kilns, which consume large amounts of firewood or fossil fuels. This makes CEBs a low-carbon alternative with a much smaller environmental footprint. In Sri Lanka, CEBs are already used in eco-resorts, community housing projects, and environmentally focused developments. They offer good strength, durability, and thermal comfort, making them suitable for many types of buildings. By expanding the use of CEBs, Sri Lanka can reduce energy consumption, lower emissions, and promote locally sourced materials.
Recycled aggregates also offer significant potential for sustainable construction. These materials are produced by crushing concrete, demolition waste, and construction debris. In Sri Lanka, recycled aggregates are already used in road construction, particularly for base and sub-base layers. They are suitable for non-structural building work such as pathways, garden paving, drainage layers, landscaping, and backfilling. Using recycled aggregates reduces the need for newly quarried rock and aggregates, decreases landfill waste, and lowers transportation emissions. With proper quality control and standards, recycled aggregates can become a reliable and widely accepted material in the construction industry.
Timber and sustainability
Timber is another important area where sustainability can be improved. In the past, timber for construction was often taken from natural forests, leading to deforestation and loss of biodiversity. Today, this approach is no longer sustainable. Instead, the focus must shift to legally sourced timber from managed plantations. Sri Lanka’s plantation-grown teak, jak, and kubuk can provide high-quality, legally sourced timber for construction while protecting natural forests and supporting rural economies. Using plantation timber ensures that harvesting is controlled, trees are replanted, and the supply chain remains legal and ethical.
Beyond materials, sustainable construction also involves better design and planning. Buildings that are designed to maximise natural ventilation, daylight, and energy efficiency can significantly reduce long-term operating costs. Simple design improvements such as proper orientation, shading devices, roof insulation, and efficient window placement can reduce the need for artificial cooling and lighting. These measures not only lower energy consumption but also improve indoor comfort for occupants. Sri Lanka’s tropical climate offers many opportunities to incorporate passive design strategies that reduce environmental impact without increasing construction costs.
Waste reduction is another key component of sustainable construction. Construction sites often generate large amounts of waste, including concrete, timber offcuts, packaging, and soil. By adopting better site management practices, recycling materials, and planning construction sequences more efficiently, contractors can reduce waste and save money. Proper waste segregation and recycling can also reduce the burden on landfills and minimise environmental pollution.
Promoting sustainable construction
Public projects such as schools, hospitals, and government buildings can play a leading role in promoting sustainable construction. When government projects adopt greener materials and designs, the private sector follows. This creates a positive cycle where environmentally responsible choices become the industry standard. Public sector leadership can also encourage local manufacturers to produce sustainable materials, improve quality standards, and invest in new technologies.
Sri Lanka also carries a proud and remarkable history in construction, with achievements that continue to inspire the world. The engineering brilliance behind Sigiriya, the advanced urban planning of Polonnaruwa, the precision of the Aukana Buddha statue, and the sophisticated water management systems of ancient tanks and reservoirs all demonstrate the deep knowledge our ancestors possessed. These historic accomplishments show that innovation is not new to Sri Lanka; it is part of our identity. As the world moves toward 2050 with increasing sustainability challenges, Sri Lanka can draw strength from this heritage while embracing modern technologies and sustainable practices. With the combined efforts of skilled professionals, industry experts, academic researchers, and strong government support, the country can introduce new systems that improve efficiency, reduce environmental impact, and strengthen resilience. By working together with determination and sharing knowledge across generations, Sri Lanka’s construction industry can build a future that honours its past while leading the way in sustainable development.
Foundation of sustainable development
Sri Lanka’s construction industry has always been a foundation of sustainable development. Today, it also has the chance to take a leading role in sustainability. By choosing sustainable materials, reducing waste, improving design, and supporting responsible sourcing, the country can build a future that is both modern and environmentally responsible. Sustainability is essential for Sri Lanka’s long-term goals of reducing carbon emissions and limiting the impacts of global warming. As Sri Lanka moves forward, the construction industry must embrace sustainability not only as an environmental responsibility but also as an opportunity to create stronger, smarter, and more resilient buildings for future generations. Sri Lanka has the talent, the heritage, and the technical capacity to shape a more sustainable future, and with the right national direction, the construction industry can become a model for the region. If professionals, policymakers, and communities work together with a shared vision, the country can transform its construction sector into one that protects the environment while supporting long-term progress.
About the Author: P.G.R.A.C. Gamlath Menike,
BSc (Hons) Quantity Surveying (University of Reading, UK), MSc Quantity Surveying (University College of Estate Management, UK), MCIArb, Doctoral Student, Department of Building and Real Estate, The Hong Kong Polytechnic University, Hong Kong, is a Senior Quantity Surveyor: Last Project (2022 -2025) Hong Kong International Airport Terminal 2 Construction Project, Gammon Engineering Construction (Main Contractor).
By P.G. R. A. C. Gamlath Menike
Features
Palm leaf manuscripts of Sri Lanka – 1
Palm leaf manuscripts have been in existence in Sri Lanka since ancient times. The two oldest palm-leaf manuscripts found in Sri Lanka today are the Cullavagga Pâli manuscript of the H. C. P. Bell collection, which is held at the Library of the National Museum, Colombo, and the Mahavagga Pâli manuscript in the University of Kelaniya collection. Photocopies of both are available at the Library of the University of Peradeniya. Both are dated to 13 century. Cullavagga manuscript has wooden covers richly decorated in lac with a design of flowers and foliage.
Karmmavibhâga
However, the oldest known Sinhala palm leaf manuscript in the world is the Karmmavibhâga which was found in a Tibet monastery in 1936 by the Indian scholar Rahul Sankrityayan. Rahul Sankrityayan, (1893–1963) former Kedarnath Pandey, was an Indian polymath, who searched out rare Buddhist manuscripts on his travels abroad. Sankrityayan visited Sri Lanka as well. Vidyalankara Pirivena is mentioned.
Sankrityayan visited Tibet several times to collect manuscripts from the Buddhist monasteries there. In May 1936 on his second visit to Tibet, Sankrityayan visited the Sa-skya monastery. The Chag-pe-lha-khang Library in this monastery was specially opened for Sankrityayan.
He stated in his autobiography that when the clouds of dust which greeted this rare opening of its doors had subsided, they beheld rows of open racks where volume on volume of manuscripts were kept. “After rummaging around, I came across palm-leaf manuscripts. They were not wrapped in cloth, but were tied between two wooden planks with holes through them.” Sankrityayan found several important manuscripts he had been looking for, in that collection.
Sankrityayan catalogued fifty-seven manuscripts bound in thirty-eight volumes. The thirty-seventh volume was written in the Sinhala script. Sankrityayan records that this volume contained ninety-seven palm- leaves each of which measured 18 1/4 by 1 1/4 in. (46 x 3 cm.) and that there were seven lines of writing on each folio.
According to Sankrityayan, these Sinhala texts originally belonged to a Sri Lankan monk called Anantaśrî who had come to Tibet in the time of ŚSrî Kîrttidhvaja (Kirti Sri Rajasinha). Analysts noted that Sankrityayan does not give the source of this information and the manuscript makes no mention of Anantaśrî.
Sankrityayan had taken with him to Tibet, one Abeyasinghe, (Abhayasimha) to help him with copying manuscripts. They made hand-copies of the important manuscripts. Abhayasimha had copied about 250 to 350 strophes each day. But he fell ill due to the extreme cold and was sent home in June. Abeyasinghe had written letters home during his stay in Tibet.
Photographs of the manuscripts found during Sankrityayan’s expeditions in Tibet are preserved at the National Archives in Colombo. There is also a copy in Vidyalankara pirivena library The Historical Manuscripts Commission In its 1960/1961 report, drew attention to this manuscript, known as Sa-skya Codex, describing it as “a unique document.” (Annual Report of the Government Archivist 1960/61, 1963)
Sinhala scholar P.E.E. Fernando examined photographs of the Sa-skya Codex at the request of the Historical Manuscripts Commission and assigned it to the 13th century. The Historical Manuscripts Commission, dated it to either twelfth or the thirteenth century.
The Historical Manuscripts Commission observed that this manuscript was of great value for the study of the development of the Sinhala script. Ven. Meda Uyangoda Vimalakîrtti and Nähinne Sominda in their edition of the Karmmavibhâga published in 1961 agreed that the Sa-skya Codex represented an early stage in the evolution of the Sinhala language.
Mahavamsa
The Mahavamsa is considered a unique historical document. There is nothing like it in South Asia, and probably all Asia, with the exception of China. Mahavamsa provides a historical account of events, with emphasis on chronology and dating. This, it appears, was rare at the time.
However, Mahavamsa is not a political history, though that is the popular perception of it. It is a religious history. It was written to record the introduction and entrenchment of Buddhism in the country. Other Buddhist countries, such as Cambodia, Burma and Thailand value the Mahavamsa for this reason. They held copies of the Mahavamsa and used events from it in their temple frescoes.
But Mahavamsa is also an important reference source for reconstructing the political history of Sri Lanka. Political and social facts are included in the Mahavamsa narrative when describing religious events, and this makes the Mahavamsa important for historians. This tradition of history writing, beginning with the earlier Sihala Attakatha and Dipawamsa, it is suggested, started in Sri Lanka in 2nd or 3rd BC.
Today, the Mahavamsa has become a major source of historical information, not only for dating kings, temples and reservoirs, but also for reconstructing ancient Sinhala society. The fact that Kuveni was seated beside a pond, spinning thread has been used to indicate that there was water management and textiles long before Vijaya arrived. Dutugemunu (161-137 BC) paid a salary to the workers building the Maha Thupa. This shows that money was used at the time.
Copies of the Mahavamsa have been treasured and looked after in Sri Lanka for centuries. They have been copied over and over again. The manuscripts were held in temple libraries because the subject of the Mahavamsa was the entrenchment of Buddhism in Sri Lanka.
The Mahavamsa manuscripts did not pop up suddenly during British rule as people seem to think. The British did not ‘discover’ the Mahavamsa. It was there. When the British administration started to take interest in the history of the island, the sangha would have directed them to the Mahavamsa, in the same way that they directed HCP Bell to the ruins in Anuradhapura and the Sigiriya frescoes. HCP Bell did not discover those either.
The British administrators saw the value of the Mahavamsa and copies were sent to libraries abroad. The Bodleian library, Oxford has a well preserved Mahavamsa manuscript, taken from Mulkirigala, which Turner used for his translation. Cambridge has two Mahavamsa manuscripts. The two copies at India Office library, and the copy in East India Library are probably in the British Library today. The Royal Library, Copenhagen, has a copy, consisting of 129 sheets, 12 lines to a leaf, written in good handwriting.
In Sri Lanka there are several copies of the Mahavamsa in the Colombo Museum Library. One copy, known as the ‘Cambodian Mahavamsa ‘is in Cambodian script. University of Peradeniya has at least three copies.
It is interesting to note that the Mahavamsa was known to the Sinhala elite and some had copies in their private libraries. The Historical Manuscripts Commission of the 1930s said in its first report that five copies of the Mahavamsa and a 19th century copy of the Dipawamsa were found in private collections.
The temple libraries had many copies of the Mahavamsa. Some were of very high quality. Wilhelm Geiger had looked at the copies held at Mahamanthinda Pirivena, Matara and Mulkirigala vihara. Asgiriya, Nagolla Vihara and Watagedera Sudarmarama Potgul vihara, Matara, are three of the many libraries that held copies of the Mahavamsa.
Sirancee Gunawardene examined the copy at Mahamanthinda Pirivena, Matara, very closely. She says that it is a very old manuscript. According to its colophon, the manuscript was first copied 400 years ago. It is in a very good state of preservation. It has 232 folios. Each 50 cm long 6.25 wide. Nine lines on each side, in Pali metric verse.
The writer of the manuscripts said that his version was an improvement on the copy. He wrote, “I will recite the Mahavamsa which was compiled by ancient sages. [their version] was too long and had many repetitions. This version is free from such faults, easy to understand and remember. It is handed down from tradition, for arousing serene joy and emotion’ .
The Mahamanthinda manuscript records the continuous history of 23 dynasties from 543 BC to 1758 AD. It refers to the principle of hereditary monarchy as 39 eldest sons of reigning monarch succeeded their fathers to the throne. It highlights the fact that fifteen reigned only for one year, 34 for less than four years, 22 kings were murdered by their successors, 6 were killed during battles, 4 committed suicide, 11 were dethroned.
Mahawansa as a World Heritage document
An ola manuscript of the Mahavamsa, held in the Main Library of the University of Peradeniya has been recognised by UNESCO as a part of World Heritage. UNESCO announced In 2023 that it has included the Mahavamsa as one of the 64 items of documentary heritage inscribed in the UNESCO’s Memory of the World International Register for 2023. The manuscript is dated to the early 19 century.
The certificate declaring the Mahawansa as a world heritage document was handed to the Chancellor of Peradeniya University by UNESCO Director General, who visited the University in 2024 specially to do so. She also unveiled a plaque marking the declaration.
The story began much earlier. The National Library of Sri Lanka and the Ministry of Buddha Sasana had jointly appointed a 6-member committee headed by Prof Malani Endagamage, to find the best preserved copy of the Mahavamsa in Sri Lanka. This would have been in 2000 or so. For two years, this team had examined copies from over 100 temples nationwide.
Temples around the country yielded copies, crumbling to well-preserved, reported Sunday Times. There was one from the Ridi Vihara that almost made the cut, but four other copies were shortlisted. One from the Dalada Maligawa, Kandy and three manuscripts from the Main Library of the University of Peradeniya. Three academics from the University’s History Department, Professors K.M. Rohitha Dasanayaka, Mahinda Somathilake and U.S.Y. Sahan Mahesh examined the three Peradeniya manuscripts
Dasanayaka said, “We poured over the copies together, and it became clear that one copy stood out. While the other two had numerous inconsistencies, this one, written in a curvy hand, was neat and beautiful. After more than two centuries, the manuscript was still very attractive, with a ‘flaming cinnamon orange’ cover and elegant lettering.
The first section of the manuscript ends with Mahasen (274–301 AD), written by the monk Mahanama. The second part ends at 1815. The author is given as Ven. Thibbotuwawe Buddharakkhita but he was dead by 1815. The final part was probably done by an acolyte. He has done a very neat job, seamlessly adding his bit, concluded Dasanayake.
This manuscript was acquired by the Library of University of Peradeniya when K. D. Somadasa, was the Librarian (1964 – 1970). It is held in the Main Library and its Accession Number is 277587.
National Library & Documentation Services Board of Sri Lanka, which administers the National Library of Sri Lanka submitted a nomination to UNESCO on behalf of this manuscript. UNESCO responded positively to the application.
UNESCO said the Mahavamsa was recognized as one of the world’s longest unbroken historical accounts, presenting Sri Lanka’s history in a chronological order from the 6th century BCE. The authenticity of the facts provided in the document has been confirmed through archaeological research conducted in Sri Lanka and India.
It is an important historical source in South Asia, said UNESCO. It was the first of its kind in South Asia, initiating a mature historiographical tradition. It has contributed singularly to the identity of Emperor Asoka in Indian history. The existence of a number of manuscripts of the Mahavamsa in several countries as well as the transliteration and translation of the text to several Southeast Asian and European languages stand testimony to its immense historical, cultural, literal, linguistic and scholarly values, .” UNESCO press release said.
Further, UNESCO found that this manuscript was correctly conserved at the University Library. The university and its library maintained high standards in safeguarding the palm-leaf manuscripts, preventing deterioration, declared UNESCO. (Continued)
REFERENCES
https://archives1.dailynews.lk/2021/02/25/local/242520/ola-leaf-mahavamsa-be-declared-world-heritage
Sirancee Gunawardana Palm leaf manuscripts of Sri Lanka . 1977 p 41,44-47 , 253 290 292, ,
N. E. I. Wijerathne Methods, Techniques and Challenges in Deciphering the Sa-skaya Codex. Vidyodaya Journal of Humanities and Social Sciences (2025), Vol. 10 (01) https://journals.sjp.ac.lk/index.php/vjhss/article/view/8571/6001
First report of the Historical Manuscripts Commision.1933 SP 9 of 1933. p . 53, 95, 96
https://journals.sjp.ac.lk/index.php/vjhss/article/view/8571/6001https://www.austriaca.at/0xc1aa5572%200x00314cc3.pdf
https://leftword.com/creator/rahul-sankrityayan/
https://www.sundaytimes.lk/230910/plus/in-search-of-the-perfect-mahavamsa-531513.html
https://www.dailymirror.lk/breaking-news/Mahawansa-declared-a-world-heritage/108-287528
https://mfa.gov.lk/en/visit-of-unesco-dg/
https://sundaytimes.lk/online/education/UNESCO-ready-to-support-digitalisation-of-Ola-leaf-books/290-1146314
https://media.unesco.org/sites/default/files/webform/mow001/53_131%252B.pdf
by KAMALIKA PIERIS
Features
A new Sherlock Holmes novel
Tales of Mystery and Suspense – 1
“The House of Silk” is set in a grim Victorian winter, and moves from Baker Street to a luxurious suburban villa, from dingy pubs to elegant London clubs, from a correction school for boys high on a hill to Dr Silkin’s House of Wonders, which provided noisy low life entertainment. Holmes and Watson went there in search of the House of Silk, a name they had heard when looking into the death of one of Holmes’ Baker Street irregulars (slum children who ferreted out information for him) .
I do not think highly of sequels to books written by highly regarded writers, though I must admit that this dislike is based on just a few samples. But while in England I was given by my former Dean, with a forceful recommendation, a book about a Sherlock Holmes mystery, supposedly written by Dr Watson. I began on it soon after I got back home, and found it difficult to put down, so I suppose I will not look on Anthony Horowitz as an exception to my rule. I may even look out for his efforts at continuing the adventures of James Bond, though I suspect Fleming’s laconic style will be less easy to emulate.
“The House of Silk” is set in a grim Victorian winter, and moves from Baker Street to a luxurious suburban villa, from dingy pubs to elegant London clubs, from a correction school for boys high on a hill to Dr Silkin’s House of Wonders, which provided noisy low life entertainment. Holmes and Watson went there in search of the House of Silk, a name they had heard when looking into the death of one of Holmes’ Baker Street irregulars (slum children who ferreted out information for him). They had asked Holmes’ brother Mycroft for help in finding what and where this was, but he had warned them off, having been himself told by someone very senior in government that it might involve those in very high positions, and further inquiries might prove dangerous.
Needless to say, Holmes does seek further, and is lured to an opium den where he is drugged, to be found outside with a gun in his hand and the body of a girl beside him, the sister of the murdered boy Ross. A passer-by swears he had seen Holmes fire the shot, and the owner of the opium den and a customer swear that Holmes had taken too much opium and left the den in a demented condition. A police inspector who had been passing promptly arrests Holmes and Watson, and even their old acquaintance Inspector Lestrade finds it difficult to get access to him.
Watson eventually gets to see him when he is in the infirmary, after he has been told by a mysterious man that Holmes was going to be murdered before his case could be taken up. The man said he had earlier tried to get Holmes to investigate the House of Silk by sending him a white silk ribbon, such as had later been found tied round the hand of the murdered boy. But, as a criminal himself, he said, he could not reveal more, though he himself was horrified by the business of the House of Silk, which gave criminality a bad name, which is why he wanted it all stopped.
Holmes escapes from the infirmary, with a little help from the doctor whom he had once assisted earlier, right under the nose of the nasty Inspector Harriman. He then joins up with Watson, and having with the help of Lestrade overcome the men designed to kill him at Dr Silkin’s House of Wonders, he sets off, with an even large posse of policemen, to the House of Silk.
After much suspense, the habitues of the House of Silk are arrested, the Inspector having broken his neck in the course of a chase downhill, having fled when his misdeeds were exposed. The mastermind claims that he will not face a trial because of the important people involved, but instead falls down a staircase while in prison and breaks his neck. One of the noblemen involved commits suicide, but another, and the medical man who had sworn he saw Holmes kill the young lady, get off without charge.
But then we revert to the original story, which had involved an art dealer who came to Holmes because he was being followed by someone he thought was an American gangster out for revenge. This was because he had shipped some pictures to an American buyer, and these had been destroyed when a train was held up by an Irish gang and the coach with the safe in it dynamited. The buyer and the dealer had got a private agency to investigate, and this had ended with the gang being killed in a shootout, though one of the twins who led it had escaped. The buyer had subsequently been killed, and Mr Carstairs feared that the twin who survived had followed him to England.
Holmes and Watson went to Carstairs’ house, where they met his wife, whom he had met on the boat back from America, and his sister. Their mother had died some months earlier, when gas had filled her room after the flame had gone out. It transpired that there had been a break in, and some money and a necklace stolen from a safe, and it was in tracing these, through a pawnbroker, that Holmes and Watson had found the American murdered in the hotel where he had been staying.
The leader of the irregulars had come to tell Holmes that they had traced the man to the hotel, and Ross had been left on guard. He seemed terrified when Holmes and Watson and Carstairs turned up, but said he had seen nothing. When the boys had been dismissed, and the room opened up, the man was found dead, the murderer obviously having gained entrance through a window.
Holmes assumed the boy had seen someone he recognized, but he could not be traced, until he was found dead, horribly tortured. The silk band around his wrist then led Holmes to pursue the House of Silk. One of the boys at the school where Ross had been mentioned that he had a sister at a pub, and she, when confronted, asked in fear if they were from the House of Silk and then, having lunged at Watson with a knife, ran off – herself only to be found dead outside the opium den, which prompted the arrest of Holmes.
After the drama at the House of Silk, Holmes and Watson go to the Carstairs household, where he explains exactly what had taken place, identifying the murdered man as not a member of the gang but the head of the private agency which had investigated them. As my Dean told me, Horowitz then ties up all the loose ends with consummate skill, connecting with a fine thread all the malefactors, of various kinds.
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