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Influence of St. Aloysius’ and Its Teachers

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Early photo of the new Reading Room and Library (c.1923)

So my life from rags to riches, from elementary education to self-acquired knowledge, from shattering adversity to rewarding accomplishment, is an epitome of the determination, the tenacity, the purposefulness, and, above all, the cultural values, inculcated in me, as a Buddhist, by the teaching and the example of the Christian Fathers and Teachers who moulded my up-bringing in the impressionable age of my youth. I then learnt never to take no for an answer!

(N.U. Jayawardena, The Aloysian 1915-1990 Diamond Souvenir, p.256)

(Chapter IV continued)

Compared to the other schools NU had attended, St. Aloysius’ with its numerous facilities was a lively and stimulating place for a young boy. It opened up a new world, where studies, sports, cadeting, field trips, debates, theatrical performances (including Shakespeare and Molière), as well as an excellent school magazine, were features of school life. Other advantages were the science laboratory, library and reading room, and a dedicated teaching staff, which included scholars such as Father S.G. Perera, the historian, and several Belgian, British and Irish priests who were specialists in various fields. There were also excellent local teachers, Sinhala, Tamil and Burgher.

Cover of The Aloysian

The staff of St. Aloysius’, composed as it was of teachers from diverse communities, including foreigners, broadened the vision of the boys, who generally came from monolingual, mono-ethnic backgrounds. The school magazine The Aloysian, published annually, kept up a high standard, and included articles, poems and sketches by studentsand articles by staff members. The school motto was “Certa Viriliter” (Fight Manfully), and the school crest included the letters “I.H.S.,” the first three letters of the Greek word for Jesus, which was an old Jesuit emblem. The original crest (designed by Father Soden) had two elephants and two lions. When the crest was modified in 1933 and fashioned as a shield, these were replaced by four symbols: an elephant for Sri Lanka; three lilies for purity of conscience, associated with St. Aloysius; the flaming torch (of learning); and the rooster, the Dutch emblem of Galle (The Aloysian 1915-1990, pp.57-58).

NU’s Teachers

Dedicated teachers often leave an indelible impression on their students, by igniting their imagination, and stimulating their intellect by opening doors to knowledge and self-potential. Such teachers are never forgotten. NU was fortunate to have teachers who opened out new vistas for him. He was at St. Aloysius’ between the ages of 12 and 16, which are formative and impressionable years of a young person’s life. In later life, NU always made special mention of these teachers and referred frequently to Father S.G. Perera (1882-1950), who encouraged him, took a keen interest in his studies and gave him special tuition in Latin, enabling NU to get a distinction in that subject in his Cambridge Senior Examination.

Father Michael Soden

Born in Kalutara, Simon Gregory (S.G.) Perera was in government service before joining (in 1905) the Belgian Province of Jesuits, who were in charge of Catholics of the Southern Province diocese. He was trained in philosophy and humanities at the Sacred Heart College in Shambaganur, southern India, and subsequently taught at St. Aloysius’ College, Galle. He completed his ecclesiastical studies in India between 1911 and 1915, and was ordained in 1919, becoming the first Sri Lankan Jesuit. Father Perera spent his life at St. Aloysius’ – somewhat reclusively – and while teaching senior classes he also engaged in serious

historical studies, visiting Portugal from 1932 to 1933 for research.

According to A.C. Alles, Father Perera “devoted himself without interruption to his research work,” in an austere room with “a desk heaped with manuscripts, documents, books and letters” and overlooking “the Indian Ocean in the distance over the palm trees.” He had “a small coterie of students and teachers who helped him in work connected with the editing of his writings.” Alles adds that, it was from Father Perera that he (and no doubt NU) learnt “the art of writing, the elements of sound reasoning and logical sequence and above all precision in detail” (The Aloysian 1915-1990, pp.118-19).

Playing chess in the Reading Room

Father Perera’s best-known works were his History of Ceylon, which was a popular textbook in schools, and his translation from Portuguese of Queyroz’s The Spiritual and Temporal Conquest of Ceylon. He also contributed articles regularly on historical themes to learned journals, and wrote often for the St. Aloysius’ school magazine. Another Jesuit priest, Father Michael Soden (1883-1933), helped NU with Chemistry. Father Soden, who was from Britain, had joined the Jesuit Order in 1901, and after further studies in Europe was sent to St. Aloysius’ College. NU made reference to Fathers Perera and Soden coaching him in Latin and Chemistry, respectively, “out of an abundance of kindness” (The Aloysian 1915-1990, p.254).

NU also referred to one of his first teachers, affectionately called ‘Bundy’ Silva, a stern disciplinarian, and praised other teachers who prepared him for the Cambridge Senior Examination. Several of them, including Keegal, J.E. Ludowyk and Michael Croos, were from the Burgher community, known for its modernizing influence and academic achievements, often setting the pace for other communities. NU vividly recalled Keegal, “who taught History fascinatingly,” enabling NU to gain a distinction in History at the Cambridge Senior. He also remembered Michael Croos, who taught him in Form III, as “that remarkable teacher” (The Aloysian 1915-1990, pp.254-55).

Julien Edema Ludowyk of Galle was “the respected and exacting teacher” of Mathematics, taking great pains with the students. He had started his teaching career in 1890 at All Saints’ School, Galle, and then alternated between Mahinda College and St. Aloysius’ up to his retirement in 1927. “The verandah of his home in Kaluwella (Galle) became in the evenings a veritable workshop where poor boys were punctiliously coached for public and professional examinations by a teacher much poorer than the pupils themselves” (ibid, p.173). NU received extra help from Ludowyk, since he needed to pass in Mathematics at the Cambridge Senior to gain exemption from the London Matriculation. In 1926 he sat the latter examination as a private student and passed in the First Division, becoming one of only two ‘overseas’ students to achieve this distinction. Among Julien Ludowyk’s many pupils was his cousin’s son E.F.C. (Lyn) Ludowyk, later an eminent Professor of English at Peradeniya

University, who studied at Richmond College, Galle, in the early 1920s. EFC’s father, who was a teacher at Richmond, was ambitious for his children to move beyond their middle-class lifestyle in the Galle Fort and “attain the mortal blessedness of a cadetship in the Ceylon Civil Service” (Ludowyk, 1989, p.60). As EFC, who was weak in Mathematics, recalled: “I did learn sufficient in the way of Arithmetic, Geometry and Algebra from Uncle Julie to take me later through the Cambridge Junior and Senior local examinations.” Ludowyk added:

All teachers… insisted on the discipline of completing the task set; with them there were no easy options; you had to know, and to know thoroughly, whatever was set as the appointed lesson. It was unthinkable that it should, or could be otherwise.

Father Olivier Feron

Such methods of teaching at the time would have influenced NU. According to E.F.C. Ludowyk, the teachers were strict and there was only “momentary resentment at the punishments they so conscientiously awarded.” He also claimed that, “there were strong bonds of respect most certainly and, in many cases, genuine affection between them and their pupils” (Ludowyk, 1989, p.61). Dr. Michael Roberts, a student at St. Aloysius’ in later years (1946-57), had this to say about the teaching staff:

Few schools today could boast of such a cohort of skilled teachers – persons dedicated, skilled, knowledgeable and in varying degrees, patient. We boys were never angels of course. There was always a limit to patience and some teachers matched their learning with verbal ferocity which few of us dared to test… But threading their teaching too was a commitment to humanity as much as to learning. (One Hundred Years of Love and Service, 1895-1995, p.69)

NU was fortunate to have committed and interesting teachers, some whom had many outside interests. Julien Ludowyk, for example, was famous for his agitation on behalf of teachers – a group who were proverbially poor. He founded the Southern Province Teachers’ Association, and “fought on till he brought the whole subject of teachers’ salaries to the forefront of public affairs” and made the government acknowledge “the scandalous inadequacy of teachers’ salaries” (Ludowyk, 1989). The result of such agitation was a revision of the salary scales and the Teachers’ Pension Ordinance of 1928. Ludowyk was unusual for the time; he was a pioneer of the Galle Labour Movement and a member of the Galle Maha Jana Sabha.

He was said to have taken “a leading part in politics in the South, and… (had) seriously contemplated contesting the Hambantota seat in the Legislative Council” (The Aloysian 1915-1990, p.173). Others who influenced NU were the Rector of St. Aloysius’, Father Feron, whom NU called “a master of French and Latin,” and Father Denis Murphy, “a master of English.” They were both, according to NU, “erudite, kind but stern” (ibid, p.254). Father Olivier Feron (1862-1939) was a French-speaking Belgian who had joined the Jesuits. He went to Britain for further studies in philosophy, along with other Belgian Jesuits, Fathers Cooreman and d’Herde, who both also later worked in Sri Lanka.

Father Feron was sent to teach at St. Aloysius’ in 1908, becoming its Rector in 1913 (ibid, p.112). During his period, the school made great progress: by 1915 a science room and laboratory were added; followed by a commercial department in 1917, and a manual training workshop in 1919. What was known as the “Cambridge Block” was completed in 1922, with a reading room/library, a “Masters room,” a science lecture room and laboratory (The Aloysian 1915-1990, p.111). NU was no doubt influenced by the energy, style and discipline of Father Feron, a dominant figure in the school, who placed great “confidence and trust in his inferiors,” and was to them “a father much more than a superior.” As stated in the school magazine:

Father Denis Murphy

He expected his subordinates to work hard. He was exacting and demanded much of them; but his gentle ways obtained even more. No wonder his inferiors were ready to toil and sweat and spend themselves for their dear Rector. (The Aloysian 1915-1990, p.114)

The Library and Reading Room

The Aloysian magazine commented that the library and reading room attracted the studious boys, and were a place where they could spend time reading, playing chess and spelling games; there was also access to newspapers, the choice being wide, including not only the local papers – Observer, Times, Daily News, Herald, Leader and Catholic Messenger – but also foreign magazines, including Punch and Asiatic Review. The Reading Room, with clusters of chairs and tables, was described in the school magazine as “palatial… reserved for members

of the upper school,” who paid one rupee a term. NU would have benefited immensely from the Reading Room, since already as a young student he was ‘addicted’ to reading. Professor E.F.C. Ludowyk recalled that, to boys like himself with limited money, the libraries of Galle were treasure troves. In the schools there were libraries, which “opened up new vistas,” and in town were public libraries, including the Galle Library in the Fort, which Ludowyk, a self-professed “avid reader,” used. He also dipped into the library of St. Aloysius’, from which his cousin Randolph Ludowyk (NU’s batch-mate) borrowed books, thereby providing EFC with “another supply.” He claims that, the “chief difference between the libraries was that St. Aloysius’ had the books from Catholic missions [and] the novels of Father O’Flynn on the boys of Chicago” – a popular series among Catholic youth (Ludowyk, 1989, pp.81-82).

Cricket

Father Denis Murphy (1862-1943), mentioned above, was born in Ireland and joined the Jesuits in 1882; he arrived in Sri Lanka in 1901. Father Murphy built up St. Aloysius’ in its early years, and took a keen interest in promoting a better knowledge of English, as well as organizing sports activities (The Aloysian 1915-1990, pp.115-16). Cricket provided much excitement for the boys of St. Aloysius’, whose main rivals in Galle were Richmond College and Mahinda College. E.F.C. Ludowyk remarked that, “the fanatical competition” in cricket generated by school matches “took a strong hold” on him. Recalling that “the partisanship went to extremes,” Ludowyk says it was “seriously rumoured” that:

Father Murphy, the Prefect of Games at St. Aloysius’, secretly blessed the cricket ball with which his team played. He was a likely candidate for a sorcerer – he was bearded and constantly muttered over the book he wascarrying. (Ludowyk, 1989, p.80)

One of EFC’s classmates, however, countered “such machinations,” with “charmed water sprinkled on the pitch the first thing in the morning,” to give “our slow left-arm bowler the edge over our opponents” (ibid, p.80). NU watched the school cricket matches and enjoyed the excitement of the competitive matches, for as he said in later life, “when I was young I was very fond of cricket but after that I had no opportunity to do sports” (interview by Kalpana Isaac, 1991).

NU’s Success

NU has described his rapid progress in school:

In Galle I soon got on with my studies and as a result got a promotion to the second form and thereafter I got double promotions. I then sat for the Cambridge Junior and passed the examinations. However, I was underage to sit for the sixth form examinations, so I studied for two years in the same class waiting till I was old enough to sit for the exam. (interview by Manel Abhayaratne) He also recorded some problems he faced: During this time my father was not so well off financially and I was keen to leave school and help him. My brother too had entered school, and due to these financial liabilities I thought that it would be better to find a job rather than spend my time studying. However, when the results came I had passed with honours, and that made me feel that I should continue studying; in fact, my parents were keen that I studied rather than leave school and work. (ibid)

The Aloysian records in more detail that N.U. Jayawardena passed the Cambridge Junior in 1922, and the Cambridge Senior in 1924 with honours, and with distinctions in History, Latin and Physiology. This was the largest number of distinctions by any pupil of the school that year, but in spite of this, NU had already left school to seek employment. Instead of going on to the University College, Colombo, as did two of his batch-mates at St. Aloysius’ – namely, Randolph Ludowyk and Somasunderam Chetty –NU joined the staff of St. Servatius’, Matara, in 1925 (The Aloysian, 1925, pp.233 & 237). The fact, that students who had done less well than himself went on to the University College, would have disappointed NU, but this would have also made him even more determined to eventuallyfurther his studies, which he did a few years later.

It was his rigorous training and wide experience in St. Aloysius’, together with the dedication of his teachers, that gave NU the ability and determination to face the future. Writing in 1989, he paid tribute to St. Aloysius’, where he had studied from 1920 to 1925:

I still retain vivid memories of my years at College, of the lay teachers and the ‘priest-teachers’ who took an abiding interest in me personally as a student, of the value of discipline, attention to studies and respect for elders which the teachers and Reverend Fathers inculcated in me and above all, of the character formation and the cultural values they bestowed on me which contributed in no small measure, despite the many vicissitudes which befell me, to my development and progress in life from humble beginnings to what little I have been able to achieve over the years. (The Aloysian 1915-1990, p.254)

(Excerpted from N.U. JAYAWARDENA The first five decades)
By Kumari Jayawardena and Jennifer Moragoda ✍️



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The silent crisis: A humanitarian plea for Sri Lankan healthcare

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As a clinician whose journey in medicine began from the lecture halls of the Colombo Medical Faculty, in 1965, and then matured through securing the coveted MBBS(Ceylon) degree in 1970, followed by a further kaleidoscopic journey down the specialist corridors, from 1978 onwards, I have witnessed the remarkable evolution of healthcare in Sri Lanka. I have seen the admirable resolve of a nation that managed to offer free healthcare, at the point of delivery, to all its citizens, and I have seen many a battle being fought to bring state-of-the-art treatments for the benefit of sick patients, even despite some of the initial scepticism on the part of some.

However, as we now try to navigate the turbulent waters of 2026, I find myself compelled to speak even impulsively. This is not a mission of fault-finding, or a manifestation of a desire to “ruffle feathers,” for the sake of fanning a fire. Rather, it is a reflection offered in good faith, born from the “Spirit of an Enthusiast” who has seen both the brickbats as well as the accolades bestowed on our profession. My goal is relatively simple: which is to bring to light the silent, sometimes extremely difficult, situations faced by patients, doctors, and relatives, and to urge for a compassionate and collective solution to a crisis that threatens the very foundation of the care we provide.

The Generic Gamble: The Lament of the Ward

The cornerstone of our health service has always been the provision of free medicine to all who come to our state medical facilities. For decades, the “generic-only” policy served as a vital safety net. But, today, that net is fraying, not just at the edges but virtually as a whole. In our hospital wards, the clinician’s heart sinks when a patient fails to respond to a standard course of treatment.

We are increasingly haunted by the fancy terminology, “Quality Failure”, as alerts on medicinal drugs. When an anti-infective medicine lacks the potency to clear an infection, or when a poor-quality generic drug fails to stabilise the circulation of a little gasping child who is fighting for his life, the treating doctor is left in a state of agonising clinical despair. It is a profound lament to realise that while the medicine is “available” on the shelf, its efficacy remains as a question mark. The “free health service” becomes tragically and obstinately expensive when it leads to prolonged hospital stays, complications, or, in the worst cases, even the loss of a life that could have been saved with a more reliable formulation of an essential medicine. We must acknowledge that a cheap drug that does not work is the most expensive drug of all. For the doctor, this turns every prescription into a calculated risk, a far cry from the “best possible care” we were trained to deliver. These situations are certainly not the whims of fancy of a wandering mind, but real-time occurrences in our health service.

The Vanishing Innovators and the Small Market Reality

In the private sector, the situation is equally dire, though the causes are different. We must face a hard truth: Sri Lanka is a comparatively small market in the global pharmaceutical landscape. For the world’s leading manufacturers of proven, branded medicines and vaccines, our island is often a small, rather peripheral, consideration.

When the National Medicines Regulatory Authority (NMRA) fixes prices at levels that do not even cover the “Cost, Insurance, and Freight” (CIF) value, let alone the massive research and development costs of these innovator drugs, these companies inevitably reach a breaking point. They do not “bail out” through a lack of compassion, but do so even reluctantly sometimes, because they simply cannot sustain their operations at a loss.

Over the last few years, we have watched in silence as reputable international companies have closed their shops and departed our shores. With them have gone some of the vaccines that provided a lifetime of immunity, and the so-called branded drugs that offered predictable, life-saving results. When these “Gold Standards” vanish, the void is often filled by products from regions with lower regulatory oversight, leaving the patient with no choice but to settle for what is available or just what is left.

The Shadow Economy of “Baggage Medicines”

Perhaps the most heartbreaking symptom of this broken system is the rise of the “baggage medicine” market. Walk into any major private hospital today, and you will hear the whispered conversations of relatives trying to source drugs from abroad, in a clandestine manner.

Reputed branded drugs are being brought into the country in the suitcases of international travellers. While these relatives are acting out of pure, desperate love, the medical risks are astronomical. These medicines sometimes bypass the essential “Cold Chain” requirements for temperature-sensitive products like insulin or specialised vaccines. There is no way to verify if the drug in the suitcase is genuinely effective, or if it has been rendered inert by the heat of a cargo hold of an aircraft.

As a physician, it is an agonising dilemma: do I administer a drug brought in a suitcase to save a life, knowing very well that I cannot certify its safety? We are forcing our citizens into a shadow economy of survival, stripped of the protections a modern regulatory body should provide.

The Unavoidable Storm: Geopolitical Shocks

Adding to this internal struggle is the current unrest in the Middle East. As of March 2026, the escalation of conflict has sent shockwaves through global supply chains. With major maritime routes, like the Strait of Hormuz effectively halted and air cargo capacity from Middle Eastern hubs, like Dubai, slashed by over 50%, the cost of transporting medicine has become a moving target.

* Skyrocketing Logistics: Freight surcharges and war-risk insurance premiums have added “unavoidable costs” that simply cannot be absorbed by local importers under a rigid price cap.

* Delayed Transport is delayed healing:

Shipments rerouted around the Cape of Good Hope add weeks to delivery times, leading to stockouts of even the most basic medical consumables.

These are global forces beyond our control, but our regulatory response must be agile enough to recognise them. If we ignore these external costs, we are not just controlling prices; we are ensuring that the medicine never arrives at all.

The Rights of Patients Seeking Private Healthcare

Whatever the reason for patients seeking private healthcare, all of us have an abiding duty to respect their wishes. It is their unquestionable right to have access to drugs and vaccines of proven high quality, if they decide to go into Private Fee-levying Healthcare. This is particularly relevant to the immunisation of children. Sometimes the child receives the first dose of a given vaccine in a Private Hospital, but when he or she is taken for the second dose, that particular vaccine is not available, and they are not able to tell the parents when it would be available as well.

Some of the abiding problems, associated with immunisation of children and adults in the Private Sector, were graphically outlined at the Annual General Meeting of the Vaccines and Infectious Diseases Forum of Sri Lanka, held on the 10th of March, 2026. This needs to be attended to as a significant proportion of vaccines are administered to patients, both children and adults, in the Private Sector.

In other cases, the drug or drugs of proven quality is or are not available in the Private Sector as the company, or importing authority, has wound up the operations in our country due to their inability to sustain the operations, resulting from factors entirely beyond their control. Let us face it, the current pharmaceutical industry is significantly profit-oriented, and they will continue to operate only in countries where their profit margins are quite lucrative.

A Humane Call to All Stakeholders

The current scenario is a shared burden, and it requires a shared, compassionate solution. We must look at this, not through the lens of policy or profit, but through the eyes of the patient waiting in the clinic or in the ward.

* To the Ministry of Health and the NMRA:

We recognise the extremely difficult task of balancing affordability with quality. However, we urge a “Middle Path.” We need a dynamic pricing mechanism that reflects the reality of global trade logistics and the unique challenges of a relatively smaller market. Let us prioritise the restoration of “Quality Assurance” as the primary mandate, ensuring that every generic drug in the state sector is as reliable as the branded ones we have lost. To be able to provide such an abiding certificate of good quality, we need a fully-equipped state-of-the-art laboratory.

* To the Private Sector and Importers:

We ask you to remain committed to the people of Sri Lanka. Your role is not just commercial; it is a vital part of the national health infrastructure. A transparent dialogue with the regulator is essential to prevent more companies from leaving.

* To our Patients and their Families:

We hear your lamentations. We see the struggle in your eyes when a drug is unavailable or when you are forced to seek alternatives from abroad. We respect your right to seek the best possible treatment, and we are advocating for a system that honours that choice legally and safely.

Finally, the Spirit of Care

In the twilight of my career, I look back at my work and the thousands of patients I have treated. The “Spirit of an Enthusiast” is certainly not one of resignation, but of persistent hope. We have the clinical talent and the commitment of our healthcare professionals, we have the history of a strong health service, and we have a populace that deserves the best. For us, in this beautiful land, hope springs eternal.

Let us stop the “baggage medicine” culture. Let us invite the innovators back to our shores by treating them as partners in health, not just as vendors. Let us also ensure that our state-sector generics are beyond reproach.

This is a mission to find a way forward. For the sake of the child in the ward, the elderly patient in the clinic, and the integrity of the medical profession. We desperately need to act now, together, hand in hand, and with a pulsating heart of concern, for the entire humanity we are committed to serve.

by Dr B. J. C. Perera
MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paediatrics), MRCP(UK), FRCP(Edin),
FRCP(Lond), FRCPCH(UK), FSLCPaed, FCCP, Hony. FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow,
Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.

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Social and political aspects of Buddhism in a colonial context

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Ven. Hikkaduwe Sri Sumangala thera

I was recently given several books dealing with religion, and, instead of looking at questions of church union in current times, I turned first to Buddhism in the 19th century. Called Locations of Buddhism: Colonialism and Modernity in Sri Lanka, the book is a study by an American scholar, Anne M Blackburn, about developments in Buddhism during colonial rule. It focuses on the contribution of Ven. Hikkaduwe Sri Sumangala who was perhaps the most venerated monk in the latter part of the 19th century.

Hikkaduwe, as she calls Ven. Sumangala through the book, is best known as the founder of the Vidyodaya Pirivena, which was elevated to university statues in the fifties of this century, and renamed the University of Sri Jayewardenepura in the seventies. My work in the few years I was there was in the Sumangala Building, though I knew little about the learned monk who gave it its name.

He is also renowned for having participated in the Panadura debates against Christians, and having contributed to the comparative success of the Buddhist cause. It is said that Colonel Olcott came to Sri Lanka after having read a report of one of the debates, and, over the years, Ven. Sumangala collaborated with him, in particular with regard to the development of secondary schools. At the same time, he was wary of Olcott’s gung ho approach, as later he was wary of the Anagarika Dharmapala, who had no fear of rousing controversy, his own approach being moderate and conciliatory.

While he understood the need for a modern education for Buddhist youngsters, which Olcott promoted, free of possible influences to convert which the Christian schools exercised, he was also deeply concerned with preserving traditional learning. Thus, he ensured that in the pirivena subjects such as astrology and medicine were studied with a focus on established indigenous systems. Blackburn’s account of how he leveraged government funding given the prevailing desire to promote oriental studies while emphatically preserving local values and culture is masterly study of a diplomat dedicated to his patriotic concerns.

He was, indeed, a consummately skilled diplomat in that Blackburn shows very clearly how he satisfied the inclinations of the laymen who were able to fund his various initiatives. He managed to work with both laymen and monks of different castes, despite the caste rivalry that could become intense at times. At the same time, he made no bones about his own commitment to the primacy of the Goigama caste, and the exclusiveness of the Malwatte and Asgiriya Chapters.

What I knew nothing at all about was his deep commitment to internationalism, and his efforts to promote collaboration between Ceylon Lanka and the Theravada countries of South East Asia. One reason for this was that he felt the need for an authoritative leader, which Ceylon had lost when its monarchy was abolished by the British. Someone who could moderate disputes amongst monks, as to both doctrine and practice, seemed to him essential in a context in which there were multiple dispute in Ceylon.

Given that Britain got rid of the Burmese monarchy and France emasculated the Cambodian one, with both of which he also maintained contacts, it was Thailand to which he turned, and there are records of close links with both the Thai priesthood and the monarchy. But in the end the Thai King felt there was no point in taking on the British, so that effort did not succeed.

That the Thai King, the famous Chulalongkorn, did not respond positively to the pleas from Ceylon may well have been because of his desire not to tread on British toes, at a time when Thailand preserved its independence, the only country in Asia to do so without overwhelming British interventions, as happened for instance in Nepal and Afghanistan, which also preserved their own monarchies. But it could also have been connected with the snub he was subject to when he visited the Temple of the Tooth, and was not permitted to touch the Tooth Relic, which he knew had been permitted to others.

The casket was taken away when he leaned towards it by the nobleman in charge, a Panabokke, who was not the Diyawadana Nilame of the day. He may have been entrusted with dealing with the King, as a tough customer. Blackburn suggests it is possible the snub was carefully thought out, since the Kandyan nobility had no fondness for the low country intercourse with foreign royalty, which seemed designed to take away from their own primacy with regard to Buddhism. The fact that they continued subservient to the British was of no consequence to them, since they had a façade of authority.

The detailed account of this disappointment should not, however, take away from Ven. Sumangala’s achievement, and his primacy in the country following his being chosen as the Chief Priest for Adam’s Peak, at the age of 37, which placed him in every sense at the pinnacle of Buddhism in Ceylon. Blackburn makes very clear the enormous respect in which he was held, partly arising from his efforts to order ancient documents pertaining to the rules for the Sangha, and ensure they were followed, and makes clear his dominant position for several decades, and that it was well deserved.

by Prof. Rajiva Wijesinha

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Achievements of the Hunduwa!

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Attempting to bask in the glory of the past serves no purpose, some may argue supporting the contention of modern educationists who are advocating against the compulsory teaching of history to our youth. Even the history they want to teach, apparently, is more to do with the formation of the earth than the achievements of our ancestors! Ruminating over the thought-provoking editorial “From ‘Granary of the East’ to a mere hunduwa” (The Island, 5th March), I wished I was taught more of our history in my schooldays. In fact, I have been spending most of my spare time watching, on YouTube, the excellent series “Unlimited History”, conducted by Nuwan Jude Liyanage, wherein Prof. Raj Somadeva challenges some of the long-held beliefs, based on archaeological findings, whilst emphasising on the great achievements of the past.

Surely, this little drop in the Indian ocean performed well beyond its size to have gained international recognition way back in history. Pliny the Elder, the first-century Roman historian, therefore, represented Ceylon larger than it is, in his map of the world. Clicking on (https://awmc.unc.edu/2025/02/10/interactive-map-the-geography-of-pliny-the-elder/) “Interactive Map: The Geography of Pliny the Elder” in the website of the Ancient World Mapping Centre at the University of North Carolina at Chappel Hill, this is the reference to Anuradhapura, our first capital:

“The ancient capital of Sri Lanka from the fourth century BCE to the 11th century CE. It was recorded under the name Anourogrammon by Ptolemy, who notes its primary political status (Basileion). It has sometimes been argued that a “Palaesimundum” mentioned by Pliny in retelling the story of a Sri Lankan Embassy to the emperor Claudius is also to be identified with Anourogrammon. A large number of numismatic finds from many periods have been reported in the vicinity.”

Ptolemy, referred to above, is the mathematician and astronomer of Greek descent born in Alexandria, Egypt, around 100 CE, who was well known for his geocentric model of the universe, till it was disproved 15 centuries later, by Copernicus with his heliocentric model.

It is no surprise that Anuradhapura deservedly got early international recognition as Ruwanwelisaya, built by King Dutugemunu in 140 BCE, was the seventh tallest building in the ancient world, perhaps, being second only to the Great Pyramids of Giza, at the time of construction. It was overtaken by Jetawanaramaya, built by King Mahasena around 301 CE, which became the third tallest building in the ancient world and still holds the record for the largest Stupa ever built, rising to a height of 400 feet and made using 93.3 million baked mud bricks. Justin Calderon, writing for CNN travel under the heading “The massive megastructure built for eternity and still standing 1,700 years later” (https://edition.cnn.com/travel/jetavanaramaya-sri-lanka-megastructure-anuradhapura) concludes his very informative piece as follows:

“Jetavanaramaya stands today as evidence of an ancient society capable of organising labour, materials and engineering knowledge on a scale that rivalled any civilisation of its time.

That it remains relatively unknown beyond Sri Lanka may be one of history’s great oversights — a reminder that some of the ancient world’s most extraordinary achievements were not carved in stone, but shaped from earth, devotion and human ingenuity.”

Extraordinary achievements of our ancestors are not limited to Stupas alone. As mentioned in the said editorial, our country was once the Granary of the East though our present leader equated it to the smallest measure of rice! Our canal systems with the gradient of an inch over a mile stand testimony to engineering ingenuity of our ancestors. When modern engineers designed the sluice gate of Maduru Oya, they were pleasantly surprised to find the ancient sluice gates designed by our ancestors, without all their technical knowhow, in the identical spot.

Coming to modern times, though we vilify J. R. Jayewardene for some of his misdeeds later in his political career, he should be credited with changing world history with his famous speech advocating non-violence and forgiveness, quoting the words of the Buddha, at the San Francisco Conference in 1945. Japan is eternally grateful for the part JR played in readmitting Japan to the international community, gifting Rupavahini and Sri Jayewardenepura Hospital. Although we have forgotten the good JR did, there is a red marble monument in the gardens of the Great Buddha (Daibutsu) in Kamakura, Japan with Buddha’s words and JR’s signature.

It cannot be forgotten that we are the only country in the world that was able to comprehensively defeat a terrorist group, which many experts opined were invincible. Services rendered by the Rajapaksa brothers, Mahinda and Gotabaya, should be honoured though they are much reviled now, for their subsequent political misdeeds. Though Gen-Z and the following obviously have no recollections, it is still fresh in the minds of the older generation the trauma we went through.

It is to the credit of the democratic process we uphold, that the other terrorist group that heaped so much of misery on the populace and did immense damage to the infrastructure, is today in government.

As mentioned in the editorial, it is because Lee Kuan Yew did not have a ‘hundu’ mentality that Singapore is what it is today. He once famously said that he wanted to make a Ceylon out of Singapore!

Let our children learn the glories of our past and be proud to be Sri Lankan. Then only they can become productive citizens who work towards a better future. Resilience is in our genes and let us facilitate our youth to be confident, so that they may prove our politicians wrong; ours may be a small country but we are not ‘hundu’!

By Dr Upul Wijayawardhana

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