Opinion
Impact of private, international schools on children

“Care about your children. Just bless them instead of worrying, as every child is the little Buddha who helps his parents to grow up.” – Gautama Buddha
Schools are considered temples of learning, where the next generation is nurtured and nourished suitably to meet the demands of the society and the nation. A child spends 12 – 14 years of his/her life in school. These years see a child’s transformation from a kid to an adolescent, to an adult. Within this span of a dozen or more years the child learns about the world, the different forces that govern it, the different kinds of people and their languages and cultures. He/She is prepared to meet the world with knowledge, courage and to innovate and lead.
But sadly today, schools create a ‘robot-like’ next generation whose learning is just limited to facts and theories, and limits the child’s ability to think. Children are loaded with books and are forced to learn things even before understanding them. Students are taught things are supposed to learn at a higher grade, much earlier than what their little brains could accommodate. Unusual number of periods and umpteen number of subjects are imposed on those little children and force them to learn all in one year. In this regard, International Privates Schools, especially take the cake. It is more foolish than remarkable to put pressure like this on little minds.
Children live in a pressure-cooker like atmosphere today. The sacrifice of childhood at the altar of pedagogical rigours begins sometimes even before the age of three, in nursery school where children are given homework – numbers to learn, alphabets to decipher – and then subjected to stringent tests.
So the work-load – in the form of homework – further burdens parents and children. It’s a vicious circle. All these pressures on little minds have given rise to psychosomatic illnesses in children. We hear every day how parents echo their sentiments: “My heart just breaks when I see my child loaded with many books and with homework.” The tragedy is that those children have no childhood left.
The burden imposed on parents is such that they dole out exorbitant amounts of money to these schools and colleges, expecting value for money. We have to tell the parents that their absurdly high expectations are harming their children psychologically, as well as their achievements. They should be made aware of the fact that setting expectations too high is counterproductive
Although parental aspiration can help improve children’s academic performance, excessive parental aspiration can be poisonous. As a result, hundreds and thousands of school children in this country are today engaged in a rat race to the finish – a debilitating competition taking its toll on the quality of life and mental well-being of children.
It also scraps off recreation periods like physical education, co-curricular and intra- curricular activities periods extra to squeeze in more hours of science, maths, history, geography and computer studies. The poor students are hardly left with any time for play or to do crafts or arts to refresh and rejuvenate their minds.
Children forget to enjoy the small pleasures of life like enjoying the first rains, playing football just for the fun of it, rather than for getting the best players award, indulging in homegrown and indigenous traditional games.
Letting a child be what he or she is, while at the same time monitoring and channelizing their strengths and talents is what schools are supposed to do, and is what is expected of parents and teachers. Many children who are pressured into excelling by parents or teachers may gradually withdraw from them and shut down, say psychologists.
Such children may think they’re not important or loved enough by parents unless they are perfect, a standard to which few, if any, children can achieve. If you constantly demand A’s from your child, you may be sending the wrong message. Encourage him to do his best, but don’t act as if your child didn’t work or study hard enough if he gets a B instead of an A.
The constant struggle to get high grades is very high on the agenda of every parent. Even students who score in the 70s are often judged failures. Gone are the days when 50 per cent ensured a pass; when 60 per cent was considered very good, and 70, sheer brilliance. There are bright and sensitive children who score well into the 70s. But invariably stands only ranked 10th in the class. What a disaster.
Bringing up the next generation in the right way is no easy task, and does not simply include reading to them from textbooks and drawing diagrams on the board, but includes talking to them in person and understanding them for what they are. Applying the right amount of pressure can mold the raw talent into a reliable and wonderful personality, but excess pressure can damage the item and the raw talent would be lost to both his/her near and dear ones, as well as to the society.
Applying your child to maintain constant A’s or pressuring him to excel in an academic environment, regardless of his age, may create tension and anxiety in your child or teen. In older children, anxiety to perform academically may lead to eating disorders, excessive anxiety or worry, and erotic behaviour.
A child who is constantly berated for his or her grades or shamed when he or she brings home the report card, may ultimately begin to feel anger or resentment towards their parents. Invariably you may notice your child engaging in increasingly antisocial behaviors, such as refusal to follow rules or guidelines, lying, acting out, verbal outbursts and refusing to do homework.
Often, children are unable to express their feelings about stress, anxiety or even their performance in school. Such children often continually strive to impress, encourage pride, and receive the rewards of your love and adulation. If they do not get the expected ratings in their subjects, they often feel they have let you down. So be very much aware of your child’s emotional and mental outlook and health while still encouraging him to do his best.
In this context, we would appeal to the Government and the Ministry of Education, that they impose strict rules, regulations, terms and conditions on these private international colleges – streamline their syllabuses in accordance with their tender age and also have some sort of continuous monitoring as to their academic and extracurricular activities.
Because they are our children and they are our future and the future of our country.
ZULKIFLI NAZIM
Opinion
Jayantha Dhanapala, a star in a Trinity galaxy

It was about one and a half years ago that I contacted Jayantha Dhanapala to find his Kandy address in order to send him two of my books. On that day he informed me of the death of Mr SML Marikkar, his classmate at Trinity College, Kandy and my student to whom I had taught the classical languages. In an appreciation of Mr. Marikkar I had used the well known Latin dictum, “seniores priores” to indicate that in death too the older should take precedence over the younger as in matters of ordinary life.
As I commenced teaching the classical languages I was more than surprised that I had to teach another subject to the students of the University Entrance class . It so happened that the students learning this subject were an exceedingly outstanding group of Arts and Science students. Among them were Jayantha, Marikkar, Sarath Amunugama, Arjuna Aluvihare, Nihal Perera, Breckenridge and Karaliyadde.
The subject was called General English, a motley combination of general knowledge, language, precis writing and current affairs . In my school by the Beira this subject was taught by the Rector, Very Rev. Fr. Peter Pillai, a mathematician turned a teacher of Government to senior students.
Why the Trinity Principal, Mr Norman Walter selected me, a green horn, to teach this subject was a mystery to me. Sometimes I was out of depth. Some of these outstanding students would help me by raising very appropriate questions in class before I got “drowned.” They were Jayantha Dhanapala, SML Marikkar, and Sarath Amunugama. The last two later joined the Civil Service. Sarath even became my boss when I returned to the public service, the SLAS, after premature retirement with full pension rights.
Jayantha won the open Essay prize at Trinity in his final year. The English teacher Rev. Eliott shortlisted the competing essayists selecting two Jayantha’s and JKL Pereira’s as the two best and asked me to be the final arbiter. Though my talents were elsewhere, in the logic of grammar and in figures and less in literature it was clear that Jayantha should be the winner.
JKLP, who came second, like me chose accountancy as a profession. After finishing the English Honours degree with a good second class, Jayantha had a short stint at my old school at Maradana. In the first Administrative Service examination held, after the abolition of the Civil Service, he was placed first. But he chose the diplomatic service.
I heard that he had chosen to learn Mandarin Chinese as one of the foreign languages that young diplomats were required to learn. He later progressed in his career up to the top as an Under Secretary to the Sec. General of the United Nations. I remember reading in the media how President Clinton had paid a tribute to him on his handling of the complex affairs with regard to the nuclear arms proliferation and disarmament.
I had not met Jayantha while he was serving in the UN. It was only when he attended meetings of the Peradeniya Jayatilleke Hall old boys reunions that I came face to face with him after 50 years or so. He would have been surprised to see me at these reunions ,sometimes playing the piano accordion accompanying the ageing old boys of J Hall singing old favourites. Among them were Rev Fr. Derrick Mendis and his cousin Rev Fr. Egerton Perera, both of whom had qualified as Chartered Accountants and had dedicated themselves to a life of poverty as Jesuits. Sadly they are no more.
Jayantha could have reached the top in the UN outfit had the then SL government sponsored his candidacy with greater vigour. Even in the case of his classmate, Sarath Amunugama, had the recommendation of the late Prof. Carlo Fonseka that Aumunugama be the second in command in managing the affairs of the country been realized, the world and our country would have been better places.
May Jayantha Dhanapala’s soul rest in Peace.
Dr Leo Fernando,
Talahena Negombo.
Opinion
TImely action must be taken to preserve Buddhism in Sri Lanka

As reported on the first page of Sunday Island (June 4) it is indeed very praiseworthy for the government authorities to have taken timely action to safeguard the most venerated Bo tree in the world. It is both an object of worship and symbol of national sovereignty on the majority Buddhist island of 22 million people. It is a well established fact that a sapling of the sacred Sri Maha Bodhi was brought to Ceylon by none other than Indian Emperor Ashoka’s daughter Sangamitta Maha theri, who established the Bhikkuni sasana here.
However it is sad to note that presently the Bhikkuni sasana is not given the due recognition it deserves in our country, though it is common knowledge that our Buddha sasana comprises of Bhikku, Bhikkuni, upasaka and upasika. It is very difficult to fathom why the government authorities are not issuing Bhikkuni Identity cards, while the Bhikkus even though some break the vinaya rules in public from time to time are allowed to continue with their Bhikku identity cards. Why the double standard? Therefore it is of great importance that Buddhists rise up to the occasion and demand that government issue Bhikkuni Identity cards and give them the due recognition they deserve to have in our society.
If timely action is not taken to rectify the situation to protect the Bhikkuni Sasana, it will face the same fate as the Dhamma Chakraya, which symbolizes the Eight Fold Path preached by The Buddha in his first sermon to the Pasvaga mahanunun, after attaining Buddha hood. The ancient Dhamma Chakraya is correctly depicted in all Emperor Ashoka’s pillars which were erected in Buddhist places of worship in India, under his direction and guidance. Needless to say it is in the shape of a cart wheel with eight spokes connecting to the outer circle depicting the Eight Fold Path. It was also accepted as the Buddhist symbol here after Emperor Ashoka’s son Arahat Mahinda Threra introduced Buddhism to Sri Lanka.
However, presently due to unknown reasons the Dhamma Chakraya has taken the form of the helm, (the wheel connected to the rudder to steer a ship), with projections from the outer circle. Presently 90% of the Buddhist establishments, TV channels and print media use this wheel as the symbol of Buddhism which is an incorrect depiction of the original Dhamma Chakraya. Thus it is equally important to take timely action to rectify this to contribute towards stability and continuity of the Buddha Sasana for posterity.
R. W. W.
Opinion
Appreciation: Nalini de Lanerolle

Peradeniya with its soaring architecture reminiscent of auspicious traditions melding the grace of the sculptured rock and incredible richness of greenery and extravagant streamers and showers of glowing flowers in the space of 1956 to 1959 merged Nalini de Lanerolle’s (then de Silva’s) stores of reading and imagination to a vision of the past in all its splendor.
She graduated from the University of Peradeniya in 1959 where she majored in Sociology. She married Asoka de Lanerolle in 1960, and became the mother of a girl and two boys. From 1960 to 1972, she was a Librarian in the Ministry of Planning; from 1973 to 1975 she was an Instructor in English at the University of Colombo.
Energetic in temperament, she had many interests. She read extensively from teen-hood: a vast variety of books ranging from the classics to murder mysteries and science fiction to movie magazines and historical novels. In Sinhala, she mentioned having enjoyed W.A. Silva’s Vijayaba Kollaya and Martin Wickramasinghe’s Rohini, at Visakha. She was appointed to the panel which judged the annual Sinhala Drama Festival. She was also a member of the panel appointed to evaluate films and performers regularly. Le Roy Robinson’s “An Interview with Nalini de Lanerolle on Aspects of Culture in Sri Lanka” reveals the scope of her reflections which enriched readers through ‘The Reign of Ten Kings – Sri Lanka – The World 500 B.C. – 1200 A.D.
Alert in judgment, she had had an active mind and capacious imagination which turned mere curiosity to tough questions with firm answers. Why do the Apollo Belvedere and the Gandhara Buddha show distinct traces of similarity? Was there a King Arthur?
Nalini de Lanerolle has not only satisfied her own musings; in her book she has deftly interwoven facts from Lanka’s chronicles and periods of European history to throw light. To quote Manik de Silva “She has done some innovative historical researching and found exciting parallels of kings and epics in the East and West during the same periods.”
According to Sir Arthur C. Clarke ‘The Reign of Ten Kings’ is an “excellent and much neededpiece of research. I hope that her book will bring to the attention of a large audience some of the most remarkable architectural and cultural achievements in history …”.
Nalini in her interview with Le Roy Robins attributes her interest in history to her father, a Government Surveyor who travelled widely in the country and who told stories of Greek Gods to his children pointing out the constellations including Orion striding across the night sky. Her mother too inspired her, reading to her in Sinhala from Milindapanha, which she later discovered was about the questions posed to an Indo-Greek ruler, a contemporary of King Dutugamunu. Parallels always interested her. As she says to Le Roy Robins “I think I was a history addict. It began with the stories of all those kings – King Arthur included.”
Her husband, Asoka de Lanerolle took a keen interest in history as well and to quote her “my husband Asoka has been interested in most of my thinking regarding history, so he has always urged me to write”. I tried out the idea of parallels in history on him and he encouraged me feeling it was “a different way of writing a history of Sri Lanka”.
Asoka having gained his high school education at Royal, graduated from the University of Peradeniya with an Honors degree in Economics and began his career as an Assistant Lecturer in Economics. He then became a Foreign Service diplomat, and later the Marketing Manager at Lever Brothers Ceylon.
In 1972 he was nominated as the Eisenhower Exchange student from Sri Lanka, giving them both the opportunity of living for seven months in the USA and travelling widely soaking in the history of a different continent. When he joined the UN International Trade Center in Geneva, and worked in Somalia, Bangladesh and Nigeria, Nalini travelled extensively enjoying glimpses of history like the sale of frankincense (one of the three gifts to baby Jesus by the kings) in Somalian market places.
She took great pleasure in all her children being avid readers despite the advent of televisions and in the fact that they all strongly supported the publication of her book, helping her by taking photographs, doing line drawings and cross-checking all the years mentioned in the book.
We have lost a historian and an intellectual, one who sought knowledge and thought, for the pleasure it gave – who has left to her country men and visitors to the island and enchanting and enlightening volume.
Dr. Lakshmi de Silva
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