Features

Encounters with the Tigers, loss of Thenaddi bungalow

Published

4 years ago

2023/03/19

Excerpted from the authorized biography of Thilo Hoffmann by Douglas B. Ranasinghe

Thilo and his friend Guido Baumann often spent weekends at Thenaddi Bay, leaving Colombo on Friday evenings and returning to be back in office on time on Monday mornings. During the evening and early morning hours they managed the 178 miles (about 300 km) across the island in Thilo’s Peugeot 504 car in four hours flat despite bad roads.

At times when the Mahaweli was in flood the approach road to the Manampitiya Bridge was under water and the trip would take 12 hours or more. The railway through this area, in contrast to the road, runs on a bund well above the flood level. On several occasions the night was spent on a platform of the Kaduruwela railway station, and in the morning their vehicle was loaded on a bogie (flat-car) of the train for a leisurely ride to Valaichchenai.

In the 1960s and 70s it was also possible to fly to Batticaloa via Uhana, near Ampara, in an Air Ceylon DC3 (Dakota) and later an Avro turboprop. Thilo did so when workers were at the bungalow site, and a vehicle was available to bring him from the Batticaloa airfield and later take him back to it.

He recalls two episodes there. The first was on a return flight. When all the passengers had boarded, the plane was full to bursting, probably overloaded. It revved up and rolled with increasing speed in a northerly direction to the other end of the runway. But it was not fast enough to take off. The pilot aborted the attempt, turned the plane around, rolled back to the starting point, and tried again. The result was the same. Only at the third attempt did he just manage to get airborne. Had he not Thilo would have asked to get off!

Another time Thilo and a friend arrived late at the airfield. The plane was still on the tarmac, the door open, and the steps in place. The airport manager told the two passengers to wait at a short distance from the plane, he then went in, and after a few minutes came out. Hardly had he stepped on the ground than the door was closed and the plane took off. The pilot, says Thilo, obviously wanted to teach the two passengers a lesson and left them stranded. They had no alternative but to take the night mail, the most uncomfortable train ride Thilo had experienced. He lay awake on a sticky plastic covered `sleeperette’. At every station wagons were shunted and goods noisily loaded, and it took nearly 12 hours to get to Colombo.

The serenity and charm of Thenaddi Bay were spoilt when in later years lime-kiln mudalalis from the south began to expand their operations into the area. The reefs were ruthlessly exploited and broken up with crowbars, and trees, even coconut palms, were cut down to fire the kilns. Dynamiting became common, and the ornamental fish trade descended on the reefs to carry on its destructive and depletive activities. Tourists began to arrive.

Thilo tried to stem the tide with varying degrees of success. The LTTE proved to be the most concerned about the environment. They strictly prohibited the breaking of coral and, of course, were promptly obeyed, in contrast to the government.

The house and property at Thenaddi Bay survived the conflict in the east until 1992, through the IPKF (Indian Peace Keeping Force) period, and the LTTE occupation, when it was used by them as a training camp. Then, encouraged by the Tigers before their departure, the complex was ransacked by villagers, who carted away everything that could be broken or torn away, including the well rings. The house and outhouses, which had easily withstood the cyclone of November 1978, though right in its path, were no match for human greed and destructiveness. Later Thilo noticed his bricks, roofing sheets, reapers and rafters, and beams in many new houses at Kankerni and beyond.

Remembering the unidentified ruins of old planters’bunglows along the East coast seen during earlier visits (at Easter Seaton Estate, for instance) he had buried a very heavy granite tablet – over 100 kg – in the brick-paved floor of his own bungalow. It bore the inscription:

This house was built by
Thilo. Hoffmann
of Switzerland
1967

Even this disappeared. But the stark white walls resisted the elements for another dozen years, until the tsunami in December 2004 pushed in the weakened front side of the rectangle. The jungle, the trees, the palms and shrubs were cut down for firewood, and later the land was cleared for cultivation. The area became like a desert, with all vegetation destroyed, and was kept that way by the armed forces, who had set up a camp nearby. This was destroyed by the tsunami. Only after that did the vegetation begin to recover.

Thilo has regularly visited the place and Alagiah, mentioned in a later Chapter, again looked after it. Very recently Thilo gifted the property to Nicholas Baumann, the son of Guido. It is his wish that this land should remain in the private and personal ownership of Nicholas as a legacy from him and also in memory of his late wife.

AMONG THE TIGERS

Throughout the period of the armed conflict Thilo had many encounters with the LTTE.He travelled in parts of the Eastern and Northern Provinces occupied by them in connection with his property at Kayankerni, the annual waterbird census (see Chapter VIII) – e.g. in the coastal stretch north of Trinco, at Marichchukkaddi, in Mannar and the Jaffna Peninsula – and also simply out of interest to Jaffna, Delft, and Mullaitivu.

Some of the Tigers were friendly, some threatening and obstructive, and sometimes there were risky situations. Checkpoints by armed forces on either side, where vehicles and persons were minutely searched, made travelling hazardous, slow and tiresome.His incursions to LTTE-held areas were quite frequent during two periods. The first was while the IPKF battled the Tigers, between October 1987 and March 1990. At the time there were also para-military groups and camps at various locations, in the East of the EPRLF and ENDLF, and in the North additionally of PLOTE, TELO, EROS. After the Indian forces left these were all liquidated by the LTTE.

Once at a checkpoint near Karainagar, and after he had explained the waterbird census as the reason for his being there, he had a long chat with an Indian army Captain about the situation in the peninsula. At some point the Captain asked the rhetorical question: “Can’t you put some sense into the heads of these fellows to take at least a common stand?” He referred to the various Tamil factions which were at each other’s throats.

In Jaffna and the islands, in the Mannar area, the Vanni and the East, the Indian troops erected many small shrines (mostly dedicated to the Hindu deity Ganesha) and memorial tablets stressing their peaceful intents. These were put up along highways, at junctions and bridges. Today there is not a trace left of them: all were subsequently destroyed by the Tigers. Already then there were many decaying and crumbling houses and mansions, not due to damage in the conflict, but because their owners had been forced to flee the areas and abandon their houses.

In May 1990, two months after the IPKF had left Sri Lanka, the LTTE were in full control of the Northern and Eastern Provinces except for Trincomalee. When Thilo visited his property at Thenaddi Bay it was like getting into and out of a foreign country. The Tigers manning the checkpoints looked menacing.

At the end of that month, Thilo set out in his Peugeot car from Renaddi Bay for Jaffna, with Geepal Fernando and Siva, his cook. He drove to Trincomalee, over the six ferries, and then through Nilaveli and Kuchchaveli. At the next ferry they re-entered Tiger land. Here they noticed the movement of rebel fighters. Visiting Tiriyai, which was in prime condition, they continued to Pulmoddai, then inland to Kebitigollewa and Vavuniya. They were late, and when night began to fall they had just crossed Elephant Pass into the Peninsula.

They noticed a brand-new Mitsubishi Pajero, jeep following them at high speed. Near Pallai they were overtaken and ordered to stop. Fortunately, Siva spoke Tamil. After some questions and answers, with the boss of the jeep never seen, the go-between ordered all three of them to get down. They were dumped on the roadside, with their baggage, which included binoculars and several cans of petrol. Then both vehicles drove off.

Across the bund here alongside the road – which had been the old rail track – was a compound owned by an elderly Tamil couple. They took in the “refugees”. Attempts were made to hire a taxi for the trip to Jaffna where Baurs had a branch, but no driver dared to go against the wishes of the Tigers. Early next morning their host traveled to Jaffna by bus and brought the Branch Manager, Mr N. Rajathevan, who in his old Volkswagen took Thilo and the others to Jaffna.

There Thilo tried to complain to the LTTE military commander but in vain. He was busy with the visit of government Minister A.C.S. Hameed expected that evening for negotiations. In desperation they went to the LTTE political headquarters at Kondavil, where they met Anton Balasingham. He was rather embarrassed by the situation.It was created by the military commander of the Pallai sector. He wanted to secure a car for himself. There was a particular reason. When asked why, the Public Relations Officer at the Jaffna LTTE military headquarters replied: “Because there is going to be a war”. During their stay the travelers noticed intense preparations for war, with new bunkers and troop movements.

Thilo and the Manager patiently spent three days at the political headquarters, meeting with Anton Balasingham his wife Adele (and their white dog), as well as Daya Master and other Tigers. (Nearly 15 years later, after the tsunami, the fact that Daya Master remembered Thilo facilitated a visit to Mullaitivu). Then on the evening of the third day the white Peugeot was brought in, only slightly the worse for wear. The next day they left Jaffna. Two weeks later a massive Tiger offensive defeated the Army in the Peninsula and beyond. It was the beginning of “Eelam War II”.

Ranjan Wijeratne, Deputy Minister in charge of Defense at the time, was a personal friend of Thilo’s. Thilo says: “I actually had thought to meet him at that time and tell him of what we had seen and heard, but then felt that it would be presumptuous as he, in charge of the military, would undoubtedly be aware of the situation in the East and the North. In that I was sadly mistaken. They were taken totally by surprise, and I have a somewhat bad conscience about that to this very day.”

The second period during which Thilo travelled often in Tiger-held areas was during the ceasefire from 2002 to 2006. All these trips are recorded, some in great detail, in Thilo’s numerous notebooks, described later.

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Features

Sections of US media looking power straight in the eye

Published

37 mins ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

38 mins ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

39 mins ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).