Features
Learning English at Maris Stella College, Negombo
“I was always coming third in the class – the first was Wilfred Jayasuriya and Carlo Fonseka was second”
(Excerpted from *Leo Fernando’s Biographical sketches of a professional generalist)
It was when I was nine years old that I was enrolled in a school in Negombo called Maris Stella by my eldest brother Peter, to learn English. Up till then I was innocent of the language of our colonial masters. Maris Stella imparted a solid education. My three older brothers, Peter, Cyril and Vincent were also students about this time. As we, my cousin Oscar and I used to talk in Sinhala during the school interval we had to beware of other students who were hovering about ready to pounce on us talking in the mother tongue.
One day, during the tea interval I got caught talking in my mother tongue to Oscar while another student who had the red baton, unknown to me, was prowling around for a possible victim. No sooner I received the baton I managed to find another boy indulging in his mother tongue to whom I handed over the dreaded baton. The rule in the school was that at the end of school session the victim holding the baton has to hand it back to the principal who would give him a caning. This method of punishment had both good and bad results. Good because it forced us to learn to speak English, bad because a punishment enforced for speaking in Sinhala, the mother tongue of 90% of the students was an insult to the ethos, dignity and spirit of the
One day our class lessons terminated early and we were free to go home. I proceeded to go through the Negombo town on foot as by this time my eldest brother was no longer there to take me on his bicycle. My landmark on the road through the main street was the high dome of the Grand Street church which was visible even to little boys like me from any corner of the town. Close to the church a gentleman in shorts addressed me and said something in English which I did not understand. I dared not ask him in Sinhala what he said considering it infra dig to speak in the mother tongue.
He was probably a Burgher. He kept asking me to do something for him. Finally, I used the words we were taught that morning at school “I cannot”. He still kept talking and I kept repeating the same words “I cannot”. Fortunately, my uncle Martin Rosa appeared on the scene and saved me the embarrassing situation. That gent only wanted me to drop a letter in the post box at the Negombo Post Office. He may have been somehow aware that I was passing the PO.
When Oscar and I were seen together, other students used to ask me whether we were brothers. As I did not know the English word cousin, I would simply nod my head. So we were known as Pandikutty, the Tamil word for piglings. This was because Oscar’s surname was Panditharatne and as first cousins we probably resembled each other as it happened when we were in our forties. An engineer friend of Oscar stopped his car on the road to ask me “Aren’t you Oscar?” when I didn’t recognize him.
In the second year, the fourth standard, we were taught by Rev Bro. Nizier, the Principal of the lower school and Mr. Shirley Lawrence. At the term test Mr. Lawrence got each student to say few words in English on a subject he chose. When my turn came, he asked me to say something about the elephant. By some fluke I used the word “gigantic” about this animal. He finished my test immediately. He did not expect me as I thought afterwards to use that big word.
My performance at the year-end test was good and I was placed second in the class. Those were the fee levying times. One morning I was asked to leave school for not paying fees. However, I managed to get the monthly fee from mother and settle the dues on the day after. In the following year we were lucky as our school became a free education school.
The fifth standard class teacher, Mr. Leonard Obris somehow found out that I had a good singing voice. So, he would persuade me to sing some English songs. The best song I remember was “You are always in my heart”. There was a difficulty in the pronunciation of the Anglicized French word “rendezvous” found in this song. Many years later, probably 50 years, a classmate, Wilfred Jayasuriya, remembering the words of this song wanted me to sing it. But with the lapse of time over 50 years, I could not recollect the words in order to oblige him. I learnt these songs from my eldest brother Peter, my loku aiya who in turn had learnt them from his close University friend, Shirley Fernando of Moratuwa.
Shirley was a versatile guy. He had come first in the Island at the SSC and HSC examinations and was reading for a special degree in Physics. I had later seen him singing while playing the Hawaiian guitar when he came to our home in Pitipana with some other Varsity friends of my brother. I then thought that I could improvise a musical instrument like the guitar by salvaging an abandoned antiquated Japanese mandolin which lacked the typewriter-like keyboard and the steel strings, lying in the store room of our house.
I got the strings from a fisherman living close by and contrived to make a guitar like instrument for playing. For the “steel” that needs to be sliding along the strings in order to play the melody I used a small glass bottle. All the contraptions put together helped me play some of the Sinhala songs of Sunil Santha and also the melodies of the English songs my brother taught me.
About this time a friend of my older brother, Vincent, named Aaron Silva visited our house and saw me playing some melodies on the makeshift “guitar”. Aaron was a gifted singer and actor. In the village Sinhala school, he acted as St. Francis Xavier in a school play. Before that he acted as Andare, the court jester, in a school play written by the Principal Manamalage Gabriel Fernando. I recall the scene as to how Andare ate sugar in the King’s palace. In later life, Aaron entered the cinema world and was known as Pitipana Silva. He borrowed my guitar for a few days in order, I guessed, to learn to play it. Even after keeping it for months he did not return it.
I then told my mother about it. She had visited his home requesting him to return it. Still, he did not comply. I complained about it to my eldest brother who knew about the basic musical talents I possessed. As by this time University education was free, he had some savings with which he bought me a second-hand steel guitar, which I later came to know belonged to his friend Shirley Fernando. Along with the guitar I was given also a book showing the method of playing it along with the musical notations.
There was no one who knew the guitar notes to teach me how to play it. Peter aiya had, in fact, requested the Church organist John Master to teach me the musical notations. But he could not be of any help as he did not know to play the guitar although he knew all about playing the organ. The two signs or symbols I used to see in music books and in the books of my older brothers that fascinated me were the crotchet and the Greek letter sigma, later the integral, an elongated sigma, used in calculus.
My brother Peter invited some of his university friends to spend the night at our house in Pitipana. When our “help” Eliza had prepared dinner, she had informed Peter aiya in Sinhalese “Malli. dinner is ready.” On hearing her voice, his friends had asked as to how come that a sister had suddenly appeared in the scene when they had been told that he had no sister in the family.
I still remember how Eliza used to feed me lunch with her fingers and my protest about the hot curries which made my tongue and mouth smart unable to swallow the food. I was fond of her and called her Eliza akka as a sign of the sisterly bond I forged with her. During this period at Maris Stella College, , now in the fifth standard, I had to walk about three miles to school and another three miles back to Pitipana as Peter aiya was no longer there to take me to school on his bicycle. There was no bridge during our school days connecting the Pamunugama-Pitpana stretch of the peninsula with the Negombo town. So, we had to cross the lagoon at a point cheek by jowl to the sea in outrigger canoes.
There was no charge for the men folk unless one had to take a bicycle in the canoe when there would be a levy of 10 cents. One afternoon on the return journey across the lagoon the canoe capsized. Fortunately, we did not go down and our end of the canoe, called aniya in the language of fishermen, was near the land. I was taken ashore by a man who was already out of the water. The women returning from the Negombo market with their paraphernalia were in difficulty. They were ail saved.
I did not wear shoes to school. Those were difficult times for mother to feed the four members of the family. The coconuts from the land did not yield enough income for the boys to wear shoes or well-ironed clothes to school. I used to wash my trousers and a few shirts on Saturdays so that by Monday morning the clothes were ready for wearing.
One Monday morning the short trousers I was to wear to school were still wet due to rain the previous day. But there was one trouser available, one in two colors, partly deep brown on one side and light brown on the other which was never worn by my two older brothers. Complaining to mother was not going to help. So, I took the bold step of wearing it hoping no student in my class would notice the difference.
On the Monday I wore it no student noticed the slightly multicolored shorts. So, I happily wore it on the second day too. To my great surprise and some humiliation one student, the son of a doctor, was heard to tell the others “Look he is wearing a trouser of two colors”. I just turned away. The students did not laugh nor sneer, but out of sympathy probably, turned their attention elsewhere. Probably, I guess, they had some respect for me as I could sing English songs well and was the best at arithmetic, and was always coming third at the monthly and the two-term tests.
The first and second were Wilfred Jayasuriya and Carlo Fonseka. Wilfred was very good in English in which he later obtained a degree and a doctorate from a US university. Carlo was good in English too and would pronounce English words like the English schoolboys but was always second to Wilfred. Carlo became an Emeritus Professor of Physiology at the University. However, at the final government examination held in December, I happened to be placed first. I guessed this was due to the full marks I got for arithmetic.
There were only three subjects along with Arithmetic, namely, English and General Intelligence. Later in life, I remember hearing Dolly Parton’s song about the coat of many color she sang and nostalgically remembering those good old days of my boyhood at Maris Stella where my three older brothers had their entire education in the English medium. In the final term, there was an inter-school drama competition. Mr. Obris, the class teacher prepared those of us who could sing and were good in elocution for a Christmas play.
Our play won the first prize. Wilfred acted as mother Mary of infant Jesus while Carlo played the role of Joseph and I was the narrator, the pothay gura. Our class won a trip to Colombo when we were taken to see the zoo just before X’mas. Our music teacher, Mr. Ferdinand, taught us to sing a X’mas song which I have never heard afterwards in my life. Its melody had a X’masy flavor and the only line I remember is “we wish to bring pleasure by singing in measure ……..
(*The writer worked as a senior SLAS officer in several government departments and public corporations. He is a professional accountant who took a Master’s degree and Ph.D, while working in the SLAS)
Features
Donald Trump’s second tenure and the US’ ‘democratic health’
It ought to be an hour of soul-searching for those sections of the US electorate that voted Donald Trump to the position of US President for the second time. Primarily, does it sit easy on their consciences that their President-elect has a past criminal record?
Are they comfortable with the fact that he tried to wreck their country’s democratic process by seeking to overturn the presidential electoral verdict that brought Joe Biden to the pinnacle of governance in ‘the world’s mightiest democracy’ in 2020?
These are merely two of the most basic questions that Trump supporters need to ideally address. The US is far from being the proverbial ‘beacon of light’ for the rest of the world in quite a few respects but from the viewpoint of democratic development the US has thus far been considered foremost.
It follows that what the US does with its democracy, given this reputation, has an impact on the rest of the democratic world. Bad examples ‘from the top’ at whatever level or sphere tend to have a strong ‘copycat’ effect. That’s the troubling prospect for the admirers of the US in general and for Trump supporters in particular.
It was in Donald Trump’s narrow interests to get back to power. For some time at least it would ensure a spell of relative security for himself from the numerous lawsuits which were brought against him and their troubling legal consequences. It would also enable him to continue with his financial empire-building and ensure the seeming consolidation of what has come to be labelled as the ‘free enterprise system’ in the US. But what’s in Trump’s comeback for his supporters? Particularly those supporters who tried to savage the presidential election result of 2020? How do they stand to gain from their electoral decision?
Right now, if these rank-and-file Trump supporters believe that their personal lot would be any better under Trump, they are in for a huge disappointment. The fact is that inflation and related economic hardships would not only continue to plague them but would worsen in the future since Trump has announced no-holds-barred trade wars between the US and the foremost of economic powers, such as China.
For that matter how could any economy hope to be in one piece by having troubled economic links with China, the world’s second most vibrant economy and the world’s number one exporter of goods and services? Right now, there is no country that is not dependent to some degree on Chinese goods. Apparently, Trump supporters have bitten off more than they could chew by depending on some kind of ‘Trump magic’ to deliver them from their economic woes.
Besides, are die-hard Trump supporters expecting the US to be the number one world power indefinitely? Right now, the US is the foremost power alright but this position is not going unchallenged. There is of course China to consider. There is also the fact that India is fast catching up on both these powers. It wouldn’t be too long before India would prove no easy ‘push-over’ for the rest of the world’s foremost powers.
India’s current achievements in science and technology speak for themselves. Besides, India is the US’ topmost trading partner. China has been elbowed out of contention in this respect. For example, it is reported that India’s bilateral trade with the US would ‘cross the $ 200 billion mark in 2024 from $ 195 billion in 2023.’ Accordingly, international economic realities are increasing in complexity.
It would be foolish on the part of any section to think in simplistic terms on these questions. It would smack of naivety, for instance, to see the US’ seeming economic supremacy going indefinitely unchallenged. As matters stand, international economics would primarily drive international politics.
Considering even only the foregoing it seems that considerable sections of Trump supporters thought naively when they voted Trump back to power. Apparently, they fell for Trump’s rhetorical claims of the kind that the US would be made ‘number one’ in the world once again. Apparently, rationality was not their strong point.
But these supporters could not be judged harshly. An economically battered people easily fall for election platform rhetoric. This has time again been proved even in Small Sri Lanka; once described as South Asia’s ‘five star’ democracy.
Even on the foreign relations front, there are complex realities that the average US voter needs to ponder over. The Middle East is where a Trump administration’s foreign policy sagacity would be tested most. In that ‘powder keg’ region a ceasefire between Israel and Hamas is believed to be taking shape, but much give-and-take between the warring sides is called for.
Getting the hostages back is compulsory for both sides but there needs to be a guarantee that there would be no reversion to bloodshed and contention once this is done. Right now, it is open to question whether the incoming Trump administration could provide this ironclad guarantee.
To begin with, Trump would need to get tough with the Netanyahu regime and the political right supporting it. Since the Trump administration is itself backed by the extreme political right on the domestic front and is hand-in-glove with religious fundamentalist opinion in the US, it is doubtful whether Trump could deliver a durable peace in the Middle East.
It ought to be equally thought-provoking for the impartial commentator that considerable sections of Trump supporters apparently allowed themselves to be carried away by his racist slogans. Illegal migration is a major issue in US politics and there need to be legal ways to manage the crisis, but a successful democracy stands or falls by the way it treats its minority communities.
Considering the foregoing what one could gather is that the majority of Trump supporters were egged-on by emotion rather than reason when they opted to vote for him. It ought to have been clear to them that there are no quick-fixes for the ‘foreigner presence’ in their midst.
For instance, they ought to have seen that to act heavy-handedly towards ‘foreigners’ was tantamount to vitiating the values of tolerance and fair treatment which are central to the democratic ethos, which hitherto have been considered a defining essence of US governance.
However, Trump appealed to the gut emotions of his hardline supporters when he claimed, for instance, that the US public needed to protect their pets from migrants. The implication was that the latter were indiscreet flesh eaters. Such claims would have undoubtedly turned credulous sections in the US against migrants and compelled them to see in Trump a savior of sorts. Thus, Trump’s incendiary rhetoric translated into votes.
However, the upshot of these developments and more was that the democratic system in the US was exposed as vulnerable to rabble-rousing presidential contenders. The democratic vibrancy or ‘health’ of US governance has thus come into question. It’s an issue the US polity needs to address urgently.
Features
Myth of Free Education: A global perspective for Sri Lanka
By Professor Ajith DeSilva
LDESILVA@westga.edu
The concept of “Free Education” has long been a cornerstone of Sri Lankan identity, championed as a remarkable achievement of Dr. C.W.W. Kannangara’s visionary reforms in the mid-20th century. However, in today’s globalised world, it is essential to critically examine what “Free Education” truly means—and whether Sri Lanka’s system is as unique as it is often portrayed.
Free Education in Schools:
A Global Norm
Kannangara’s efforts to make education accessible to all Sri Lankan children in the 1940s were groundbreaking for their time. By establishing free primary (grades 1 – 5) and secondary education (grades 6 – 12), Sri Lanka provided a pathway for countless children from underprivileged communities to escape the cycle of poverty. But today, this framework is no longer an exception to the rule; it has become a universal standard.
The United Nations’ Declaration of Human Rights (Article 26) recognises free and compulsory education as a fundamental right for all children. As of now, nearly every country in the world provides free Kindergarten – 12th grade (K-12) education. Nations like Finland, Japan, and Germany offer universally free primary and secondary education, while others, like the United States and Canada, provide public education without direct cost to families. This means Sri Lanka’s primary and secondary “free education” model, while commendable, is no longer a unique phenomenon. Rather, it is part of a broader global movement that aligns with UN norms.
University Education: Merit-Based Scholarships, Not Truly Free
The discussion becomes more complex when we examine university education. Sri Lanka takes pride in offering free university education, but this term is misleading. What Sri Lanka truly offers is a merit-based scholarship system, accessible only to a limited number of high-achieving students from GCE A/L. While the state bears the cost for these students, it is important to recognise that this is not “Free Education” in its purest sense, but a selective programe benefiting a small proportion of the population.
In the early 1980s, less than 5% of eligible students in Sri Lanka gained admission to government universities. Today, while this has risen to around 15%, the majority still lack access and are forced to seek costly alternatives, such as private universities or foreign institutions. Even for those admitted to state universities, a rigid ranking system often denies them the freedom to choose their preferred discipline or institution. This highlights that Sri Lanka’s “free” higher education system is neither financially accessible for most students nor supportive of academic freedom.
From a global perspective, we observe that in Germany, public universities provide free or low-cost education to both domestic and international students. However, admission is often tied to academic performance, with certain programmes, particularly in high-demand fields like medicine, governed by strict quotas.
In the United States, fewer than 5% of students receive fully government-funded merit-based scholarships, while approximately 15 – 20% benefit from partial funding. Eligibility for these scholarships and grants is determined by various factors, including academic performance, athletic abilities, financial need, and specific criteria like household income relative to the poverty line. Since the U.S. education system is largely state-driven, each state provides its own grant and scholarship programes based on need, merit, or career-focused incentives, such as those for teaching, military service, or nursing.
Countries such as Denmark, Norway, Sweden, and Finland, celebrated for their free higher education systems, may, however, rely on selective university admissions. As a result, tuition-free education is predominantly available to top-performing students, with universities imposing competitive entry requirements to control demand.
Other countries similarly offer free or highly subsidised education that is tied to merit and financial need, demonstrating that Sri Lanka is not unique in providing access to higher education without direct tuition costs. However, Sri Lanka’s claim to offer “free” education is debatable, as its system limits access and academic freedom while ignoring the financial burden of alternative pathways for most students.
The Need for a Paradigm Shift
Sri Lanka’s merit-based system has undoubtedly provided opportunities for many bright and deserving students. However, it raises two critical questions: (1) Are we doing enough to expand access to higher education for all Sri Lankans? and (2) Should we continue to cling to the rhetoric of “Free Education,” or should we acknowledge the reality of a selective scholarship model?
Countries like India and China have introduced hybrid systems that combine merit-based scholarships with income-based financial aid, ensuring that students from lower-income families are not left behind. In Sri Lanka, there is room to explore similar policies, where government support is extended not just to a select few but also to those who may lack top-tier academic scores yet demonstrate significant potential and need.
Moreover, as the demand for higher education grows, Sri Lanka must address the challenges of funding and infrastructure. Expanding university capacity, fostering partnerships with private institutions, and encouraging vocational and technical education are vital steps toward creating a more inclusive and sustainable system.
Conclusion: Moving Beyond the Myth
While Sri Lanka can be proud of its educational legacy, it is time to shed the myth of “Free Education” as an exceptional Sri Lankan achievement. In today’s world, free primary and secondary education is a global norm, and Sri Lanka’s university system functions more like a merit-based scholarship programme than a universally accessible model.
By recognising these realities, we can shift the national conversation toward improving access, equity, and quality across all levels of education. The true measure of an education system is not how much it is subsidised, but how effectively it empowers every citizen to reach their full potential. Sri Lanka’s future depends on moving beyond the rhetoric of “Free Education” and embracing a vision that includes all. Admittedly, opposition to fee-based education has hindered the implementation of proposals aimed at expanding higher education opportunities to a larger portion of our student population.
Features
Depressing scene in LA
Sri Lankans marked themselves as ‘safe’
While the whole world is in shock by the disaster that has struck the celebrity neighbourhoods, near Malibu, I’m told a similar-sized blaze, in Eaton Canyon, North of Los Angeles, has ravaged Altadena, a racially and economically diverse community.
Black and Latino families have lived in Altadena for generations and the suburb is also popular with younger artistes and engineers working at the nearby NASA rocket lab who were attracted by the small-town vibe and access to nature.
Quite a few Sri Lankans, living in LA, have marked themselves as ‘safe,’ including Rohan Toney Mendis (of Apple Green fame and now Dynasty), Sunalie Ratnayake, Jehan Mendis (Dynasty), and singer Sondra Wise Kumaraperu.
Singer Britney Spears, who is quite popular in our scene, evacuated her $7.4 million mansion as the Los Angeles Wildfires engulfed the celebrity neighbourhoods.
She had to evacuate her home and had to drive four hours to a hotel.
“Most people may not even be on their phones!” she indicated in an Instagram message. “I wasn’t on the phone the past two days because I had no electricity to charge and I just got my phone back!”
A few days after Tina Knowles’s birthday, Beyoncé and Solange’s mom sadly announced her Malibu bungalow had been burnt down. “It was my favourite place, my sanctuary, my sacred happy place,” she wrote.
Paris Hilton said on Instagram she was “heartbroken beyond words” after losing her home and watching it being destroyed on television.
“Sitting with my family, watching the news, and seeing our home in Malibu burn to the ground, on live TV, is something no one should ever have to experience,” she wrote. “This home was where we built so many precious memories.”
The ‘Simple Life’ star continued that “while the loss is overwhelming, I’m holding onto gratitude that my family and pets are safe,” adding, “To know so many are waking up today without the place they called home is truly heartbreaking.”
American actor and filmmaker Mel Gibson revealed that his home burned down while he was recording a podcast episode with Joe Rogan. “[I was] kind of ill at ease while we were talking, because I knew my neighbourhood was on fire, so I thought, ‘I wonder if my place is still there.’ But when I got home, sure enough, it wasn’t there.”
Gibson calls the loss “devastating” and “emotional.” “You live there for a long time, and you had all your stuff,” he added.
The Pacific Palisades property of the late Matthew Perry, who gained fame in the television series ‘Friends,’ a popular TV series with Sri Lankans, was one of the many homes that burnt down during the fires.
The property was just purchased for $8.6 million by a real-estate developer.
Some of the other known celebrities who lost their homes to the LA Fires include Sir Anthony Hopkins, Adam Brody and Leighton Meester, Anna Farris, Mandy Moore, Milo Ventimiglia, Melissa Rivers, Miles and Keleigh Teller, Ben Affleck, Pete Lee, Barbara Corcoran, Harvey Guillen, and Jeff Bridges.
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