Features

Maris Stella College in 1950s and 60s

Published

3 years ago

2022/12/2

By George Braine

Maris Stella College, Negombo, is celebrating its centenary this year. These are my recollections of the years I spent there.Maris Stella had classes from Standard Two. For lower and upper kindergarten (as they were called those days), all boys attended Ave Maria Convent, along with girls, of course. One teacher I recall is Sr. Mary Imelda, diminutive but a formidable force. As she taught, her two dogs, spoiled rotten by the children, roamed the classroom.

Maris Stella sits on the road that extends from Colombo to Chilaw, and beyond to Puttalam and Anuradhapura. Despite the heavy traffic on the road, the school displays a somewhat serene ambience because of the large, well maintained playground, and the lovely main building set some distance from the road. Two storied, with a lengthy Italianesque facade, the main building is reached along two narrow roadways lined by long, single storied classrooms. In the center, shaded by massive mara trees, is a smaller playing field – for soccer, softball cricket and gymnastics- in the 50s and 60s. These buildings, the trees, and the playing field, now a lush green, have been well preserved.

My father recalled that, during World War II, when Allied troops were stationed at the school, these mara trees were covered with camouflage nets to hide the anti-aircraft guns mounted below.

Teachers and students

My father had been at Maris Stella in the 1930s and 40s, and when I entered in 1957, some of his teachers were still there. Elias, dark, wizened, and with a tousle of grey hair, taught me in Standard 2. Capt. Jayamanne, a big man, tough as nails, had been the cadet platoon commander during my father’s time, and still was. Bro. Jonas had been in charge of sports for years. Obris, who taught English, had become the vice-principal. My father also recalled Bros. Nizier, Valentine, and Xavier, a Spaniard. Mahaboob, physical training instructor and Bro. Gerard had been his classmates. Undoubtedly, the most unusual teacher was Johannes, who taught Sinhala. The only teacher who wore a sarong to school, worn high up on the waist and held up with a broad belt, he had an owlish, scholarly air; our textbooks on Sinhala had been authored by him. Ms. Wallace, lustily playing the piano, taught us singing. Two younger teachers were Dabarera and Kurera.

One hilarious memory is that of Bro. Jonas, coaching the football team even during matches, running up and down the sidelines, grey hair and cassock flying. He was strict, liberal with the cane and slaps. Another is of Mahaboob, the PTI, in his impeccable polo shirt, pants, and tennis shoes, all in spotless white, taking us through various drills on the playground.

The principals during my time were Bros. Stanislaus and Peter, and the headmasters Bros. Nizier and Gerard.We were living near Ave Maria Convent when I joined Maris Stella, which meant a walk of more than a mile, crossing a railway track and walking along Main Street till I reached Copra Junction along the Colombo – Chilaw road. The street is chock-a-block with shops now, but, in those days, I only passed houses with well-maintained gardens, a couple of boutiques, a dispensary and a dental clinic. A well-off classmate was driven to school and passed me on the way, but never offered me a lift.

Most students walked to school or rode bicycles, in wave after wave. Others came by train or bus. The only person who drove was a senior student named Jayakody from Dankotuwa. This was extraordinary, when no teacher owned a car, and some rode rickety bicycles. His Peugeot 203 was parked under a mara tree while he attended classes and later stayed for football practice.

At Maris Stella, a Catholic school, most students were Catholic. But, ethnically, we were an eclectic band, marked by the Bharatha community and Burghers. The family names of schoolmates I can recall is evidence of this: Siriwardena, Jayawardena, Abeysekera, Swaminathan, Bolonghe, Salgado, Leitan, Tissera, Hettiaarachi, Jayamanne, Franke, Croos-Dabarera, Dabarera, Jayamaha, Coonghe, Aserappa, Rodrigo, Fernando, Pereira, Costa, Gomez, Mirando. Ives Swaminathan had immigrated from Mauritius, and sang French songs in a lovely voice.

After my brother entered Maris Stella, we were five cousins there: Roy and Lloyd Chelvaratnam, George Wambeck, George and Roy Braine. Roy C and Lloyd were in the Tamil stream. Two Georges and two Roys.Latin was compulsory from the Junior School Certificate (JSC) class. All that memorizations were intimidating, so I was relieved when the requirement was taken off when I reached the JSC class. But, Latin prevailed in the daily mass conducted at the chapel, and in the hymns sung there. I recited prayers and sang those hymns, without any idea of what was being said or sung.

Sports

Mention Maris Stella and sports during my time, and the name that springs to mind is Melvin Mallawaratchi. Tall and good looking, with a ready smile that lit up his face, Melvin was already legendary when I entered school. Our age gap was more than 10 years, so I had no opportunity to know him personally. All I knew was that, whenever he batted, he lit up the cricket field. I, along with other schoolmates, simply hero worshipped him.

Home games were thronged with enthusiastic spectators. When Melvin came to bat and took his stance, a collective hush fell on the ground. Soon, we were cheering wildly as the ball sailed over our heads, over trees, onto the main road, or sped along to the boundary in a flash. In his stride, Melvin was unstoppable.

In one game against St. Anthony’s College, Wattala, I watched as he scored a blistering 96 in the second innings, having scored an unbeaten century in the first. In 1957, playing Ibbagamuwa Central, Melvin had scored 96 in only 20 minutes, which included two sixers and 18 fours.

Melvin’s flamboyance did not stop at cricket. He was also a champion sprinter. Maris Stella’s rival school in Negombo, St. Mary’s, had a champion sprinter named Mello. At every meet where they met, he dueled it out with Melvin in the 100-yards sprint, running neck to neck. We stood near the finish line to see Melvin triumph every time.

Eddie and Rukmani

By 1958, we had moved to a house across the road from Maris Stella; 120 Colombo Road, if memory serves. Now, I only had a 5-minute walk to school. It also meant that we went to Sunday service at the Maris Stella college chapel.

Eddie Jayamanne and Rukmani Devi, husband and wife, were at the peak of their popularity. She was the reigning queen of Sinhala cinema, and the nightingale of Sinhala music. Eddie was less flamboyant, somewhat short, with curly hair and spectacles. He was a comedian. Even to a mere schoolboy, Rukmani’s luminous beauty and grace was overwhelming.

So, on Sunday morning, a two-toned Buick convertible would drive up regally, passing those majestic mara trees, Eddie at the wheel, and the couple would walk up to the chapel. They did not put on airs, and behaved just like the rest of us, sitting on the benches, singing hymns, and walking up to the altar and kneeling to receive communion. After the service, they mingled and chatted. And nobody asked for autographs!

I think Eddie and Rukmani were fond of Maris Stella. They attended fund raising events, like the Maris Mela carnival and a football match, which I recall vividly. Their nephew, Gamini Jayamanne, was my classmate.

Scouting, and a school take-over

Cousin George Wambeck and I were Cub Scouts, Wolf Cubs as they were called those days. The chip-a-job weeks were the best, because we got to roam all over Negombo and beyond, with no adult supervision. Most people treated us kindly, giving 50 cents or even a generous rupee for the odd “job” we did, and also a snack and a soft drink into the bargain.

One day, cousin George and I, along with another friend, visited a relative’s house in search of a “job”. He had been drinking, and was stretched out on a hansiputuwa when we dropped-in. Thinking of having some fun with us, he assumed the role of a drill sergeant, lined us up, and put us through military “maneuvers”: attention, right turn, quick march, left turn, halt. Scouting doesn’t teach marching, and we were mere 8-year olds anyway. Our female cousins were watching from behind curtains, and we could hear the giggles. But, the man did reward us well, and also insisted that we have a meal before letting us go.On another day, we walked down Temple Road to Jaya-Ruk, the residence of Eddie and Rukmani. But they weren’t home.

Perhaps the most memorable event was planned take-over of schools by the government, in 1960. The Catholic church was opposed to the move. The conflict escalated, and, as a final resort, parents of students occupied some classrooms, bringing mats and pots and pans. They cooked, ate, and slept there. They came to “defend” the school, but from whom wasn’t certain. From a new principal appointed by the government, from the police, the army?

Classes were suspended, and we enjoyed loitering around the school, waiting for the confrontation to take place. Eventually, the matter was resolved, but, in Negombo, only Maris Stella and Ave Maria Convent remain as private fee-levying schools.

When my father moved to Nattandiya for work, my brother and I travelled to school from there, by steam train. We wore khaki pith hats and carried our books and lunch in little, cardboard suitcases. Every day was an adventure. Later, when father moved to Madampe, we were boarded at Maris Stella.

What I recall most from the boarding is the constant hunger. We didn’t have much pocket money, so gouging at the tuck shop was not an option. On Sundays, a long line of boarders was taken for a walk, most often to the beach. Going through town, the aroma from the thosai boutiques was irresistible. Despite Bro. Raphael, an Italian, keeping a sharp eye, boys would take turns to dart into the boutiques and buying up the vadais. Our pockets would be stuffed and we salivated at the feast to come.

In 1962, my last year at Maris Stella, my brother and I were boarded at a home on Temple Road. Bertram Fernando, a pioneer comedian of Sinhala cinema, also lived there. Every Sunday, a game of bridge went on for hours on the verandah around a round table. A regular attendee was Eddie Jayamanne, who drove up in his Buick convertible.

All our teachers named earlier have long departed. One by one, former classmates are also passing away. When I drive by Maris Stella now, the memories come flooding back. For some, the past is a foreign country. Not for me. Even after 60 years, the school anthem that we sang so robustly is fresh in my mind.

“All ye lads of Maris Stella proudly sing

May your voices boldly ring

Face life’s trials bravely

Act upon your motto gravely

Iter para tutum”

GEORGE BRAINE

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Features

A long-running identity conflict flares into full-blown war

Published

24 hours ago

2026/03/5

Sahan Weerasooriya

Ayatollah Ali Khamenei / President Donald Trump

It was Iran’s first spiritual head of state, the late Ayatollah Khomeini, who singled out and castigated the US as the ‘Great Satan’ in the revolutionary turmoil of the late seventies of the last century that ushered in the Islamic Republic of Iran. The core issue driving the long-running confrontation between Islamic Iran and the West has been religious identity and the seasoned observer cannot be faulted for seeing the explosive emergence of the current war in the Middle East as having the elements of a religious conflict.

The current crisis in the Middle East which was triggered off by the recent killing of Iranian spiritual head of state Ayatollah Ali Khamenei in a combined US-Israel military strike is multi-dimensional and highly complex in nature but when the history of relations between Islamic Iran and the West, read the US, is focused on the religious substratum in the conflict cannot be glossed over.

In fact it is not by accident that US President Donald Trump resorts to Biblical language when describing Iran in his denunciations of the latter. Iran, from Trump’s viewpoint, is a primordial source of ‘evil’ and if the Middle East has collapsed into a full-blown regional war today it is because of the ‘evil’ influence and doings of Iran; so runs Trump’s narrative. It is a language that stands on par with that used by the architects of the Iranian revolution in the crucial seventies decade.

In other words, it is a conflict between ‘good’ and ‘evil’ and who is ‘good’ and who is ‘evil’ in the confrontation is determined mainly by the observer’s partialities and loyalties which may not be entirely political in kind. It should not be forgotten that one of President Trump’s support bases is the Christian Right in the US and in the rest of the West and the Trump administration’s policy outlook and actions should not be divorced from the needs of this segment of supporters to be fully made sense of.

The reasons for the strong policy tie-up between Rightist administrations in the US in particular and Israel could be better comprehended when the above religious backdrop is taken into consideration. Israel is the principal actor in the ‘Old Testament’ of the Bible and is seen as ‘the Chosen People of God’ and this characterization of Israel ought to explain the partialities of the Republican Right in particular towards Israel. Among other things, this partiality accounts for the strong defence of Israel by the US.

For the purposes of clarity it needs to be mentioned here that the Bible consists of two parts, an ‘Old’ and ‘New Testament’ , and that the ‘New Testament’ or ‘Message’ embodies the teachings of Jesus Christ and the latter teachings are seen as completing and in a sense giving greater substance to the ‘Old Testament’. However, Judaism is based mainly on ‘Old Testament’ teachings and Judaism is distinct from Christianity.

To be sure, the above theological explanation does not exhaust all the reasons for the war in the Middle East but the observer will be allowing an important dimension to the war to slip past if its importance is underestimated.

It is not sufficiently realized that the Iranian Islamic Revolution of 1979 utterly changed international politics and re-wrote as it were the basic parameters that must be brought to bear in understanding it. So important is the Islamic factor in contemporary world politics that it helped define to a considerable degree the new international political order that came into existence with the collapsing of the Cold War and the disintegration of the USSR .

Since the latter developments ‘political Islam’ could be seen as a chief shaping influence of international politics. For example, it accounts considerably for the 9/11 calamity that led to the emergence of fresh polarities in world politics and ushered in political terrorism of a most destructive kind that is today disquietingly visible the world over.

It does not follow from the foregoing that Islam, correctly understood, inspires terrorism of any kind. Islam proclaims peace but some of its adherents with political aims interpret the religion in misleading, divisive ways that run contrary to the peaceful intents of the faith. This is a matter of the first importance that sincere adherents of the faith need to address.

However, there is no denying that the Islamic Revolution in Iran of 1979 has been over the past decades a great shaper of international politics and needs to be seen as such by those sections that are desirous of changing the course of the world for the better. The revolution’s importance is such that it led to US political scientist Dr. Samuel P. Huntingdon to formulate his historic thesis that a ‘Clash of Civilizations’ is upon the world currently.

If the above thesis is to be adopted in comprehending the principal trends in contemporary world politics it could be said that Islam, misleadingly interpreted by some, is pitting a good part of the Southern hemisphere against the West, which is also misleadingly seen by some, as homogeneously Christian in orientation. Whereas, the truth is otherwise. The West is not necessarily entirely synonymous with Christianity, correctly understood.

Right now, what is immediately needed in the Middle East is a ceasefire, followed up by a negotiated peace based on humanistic principles. Turning ‘Spears into Ploughshares’ is a long gestation project but the warring sides should pay considerable attention to former Iranian President Mohammad Khatami’s memorable thesis that the world needs to transition from a ‘Clash of Civilizations’ to a ‘Dialogue of Civilizations’. Hopefully, there would emerge from the main divides leaders who could courageously take up the latter challenge.

It ought to be plain to see that the current regional war in the Middle East is jeopardising the best interests of the totality of publics. Those Americans who are for peace need to not only stand up and be counted but bring pressure on the Trump administration to make peace and not continue on the present destructive course that will render the world a far more dangerous place than it is now.

In the Middle East region a durable peace could be ushered if only the just needs of all sides to the conflict are constructively considered. The Palestinians and Arabs have their needs, so does Israel. It cannot be stressed enough that unless and until the security needs of the latter are met there could be no enduring peace in the Middle East.

Features

The art and science of communicating with your little child

Published

24 hours ago

2026/03/5

Sahan Weerasooriya

The two input gateways of communication, sight and sound, are quite well developed at birth. In fact, the auditory system becomes functional around 24 weeks in the womb, and the normal newborn can hear quite well after birth. However, the newborn’s vision is a little blurry at birth, and the baby sees the world in shades of grey, while being able only to focus on things 20 to 30 cm (8–12 inches) away. Coincidentally, this is perhaps the exact distance to a mother’s face during breastfeeding. By 2-3 months, there are colour vision capabilities and the ability to track. By 5-8 months, there is depth perception, and by 12 months, there is adult clarity of vision.

By the time a child turns five, his or her brain has already reached 90% of its adult size. This astonishing physical growth is not just happening on its own; it is, to a certain extent, fuelled by experience, and the most vital experience a young child can have is communication with his or her parents.

Modern developmental neuroscience has shifted our understanding of how children learn. We used to think babies were passive sponges, slowly absorbing the world. We now know they are active characters from day one, constantly seeking interaction to build the architecture of their minds. This architecture is not built by apps, vocabulary flashcards, or educational television. It is built through simple, loving, back-and-forth interactions with anyone they come across, but mostly their parents.

The Foundation: Serve and Return (0–12 Months)

Communication with an infant from birth to one year of age begins long before they speak their first word. In the first year, the goal is to master a phenomenon called Serve and Return. This is a basic scenario picked up from the game of tennis. At the start of each game of a set in tennis, a player serves, and the opponent returns the serve. Just imagine a tennis match, where a baby “serves” by making a sound, making eye contact, reaching for a toy, or crying. The job of anyone in the vicinity, who very often are the parents of the baby, is to “return” the ball. If they babble, you babble back. If they point at a cat, you look and say, “Yes, that’s a furry cat!” This simple act does two things. The first is Brain Building, which creates and strengthens neural pathways in the language and emotional centres of the brain. The other is Emotional Security, a thing which teaches a baby that he or she has some help in the learning processes. The baby absorbs the notion that when he or she signals a need, his or her world will respond. This forms the basis of a secure attachment. Scientists have advocated that during this stage, people, especially the parents of a baby, should embrace what is called ‘parentese’. It is the use of a somewhat high-pitched, exaggerated voice. Research has shown that babies pay more attention to parentese than to regular adult speech, helping them to map the sounds of their native language more quickly.

The Language Explosion: Toddlers (1–3 Years)

When a child starts speaking words, the game changes considerably and quite profoundly. This period is defined by a rapid increase in his or her vocabulary and the beginning of grammar. It is very important to narrate everything. The people around, especially the parents, need to become kind of sports commentators for your life. While dressing them, one could say, “First we put on the red sock. After that, we put the other red sock on your left foot.” What we are doing by this is to give them the labels for the world they see.

It is also important to expand, but not truly correct, whatever the child says. If a toddler points to a car and says “Car!”, don’t just say “Yes.” Expand on it: “Yes, that is a big, fast, red car!” You are adding a new vocabulary and grammatical structure through a natural process. If the child says “Me go,” respond with, “Yes, you are going!” rather than correcting and saying “No…, you should say ‘I am going’.”

Toddlers love reading the same book, even one hundred times. While it may be tedious for those around the baby, it is important to realise that such repetition is vital for their learning. They are predicting what comes next, which is a core cognitive skill.

The Preschooler: Building Stories and Logic (3–5 Years)

By age three, the focus shifts from “what” to “why.” Preschoolers are beginning to understand complex emotions, time, and causality. This is the age at which it is best to ask questions which require thought and understanding. Such indirect open-ended questions would sound like “What was the best part of the park today?” or “How do you think that character in the story is feeling?“

A preschooler’s world is full of “big feelings” they cannot yet manage. When they are upset because they cannot have a cookie, avoid saying “Don’t cry over nothing.” Instead, name the emotion: “Don’t cry, you can have a cookie after dinner“. This teaches them emotional literacy. Parents and others around in the home could share stories about when they were little, or make up fantasy tales together. Storytelling teaches sequential logic (beginning, middle, end) and strengthens their imagination.

The Absolute Master Class: Learning Through Play

If communication is the fuel for brain development, play is the engine. For a child under five, play is not a break from learning; play is learning. It is how they explore physics (stacking blocks), mathematics (sorting shapes), social dynamics (sharing toys), and language (pretend play). We can boost their development exponentially by weaving communication into their play.

When a child is playing with blocks, dough, or puzzles, they are building fine motor skills and spatial awareness. It is also useful to use three-dimensional words: “Can you put the blue block on top of the red one?” “The puzzle piece is next to your knee.” One could also ask them to describe the texture: “Is the dough soft or hard?“

Pretend play, such as acting as a doctor, an engineer, a chef, or a superhero, is one of the most cognitively demanding things a child can do. It requires them to understand symbolic thought and to take on another person’s perspective. Join their world as a supporting character, not the director. If they are the doctor, ask, “Doctor, my teddy bear’s tummy hurts. What should I do?” This encourages them to use vocabulary relevant to the scenario and practice complex social problem-solving.

Playing with water, sand, slime, or safe food products allows children to process sensory information. This is the perfect time for descriptive vocabulary. Use contrasting words: wet/dry, hot/cold, sticky/smooth, loud/quiet.

A few special words for parents. You do not need an expensive degree or specialised toys to build your child’s brain. The most powerful tool you have is your own responsiveness. Modern science tells us that the basic recipe for a thriving child is simple: Look at them when they signal you. Respond with warmth and words. Narrate their world and Join their play.

You are not just talking to your child; you are building his or her future, even via just one conversation at a time. So, go on talking to your child and even make him or her a real-life chatterbox.

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.

Features

Promoting our beauty and culture to the world

Published

24 hours ago

2026/03/5

Sahan Weerasooriya

Tourism is very much in the news these days and it’s certainly a good sign to see lots of foreigners checking out Sri Lanka.

With this in mind, Ruki’s Model Academy & Agency recently had a spectacular event to select Mrs. Tourism Sri Lanka in order to promote Sri Lanka in the international scene.

Nimesha Premachandra was crowned Mrs. Tourism Sri Lanka 2026.

She says she owes her success to Ruki (Rukmal Senanayake), the National Director and model trainer, and personality and advocacy trainer Tharaka Gurukanda.

Nimesha is a school teacher by profession, an actress and TV presenter by passion, and an entrepreneur by spirit.

She believes in balancing grace with purpose, and using her platform to inspire women, while promoting the beauty and culture of Sri Lanka to the world. And this is how our Chit-Chat went:

Nimesha Premachandra: Mrs. Tourism Sri Lanka 2026

01. How would you describe yourself?

I am a passionate, disciplined, and people-oriented person. I love learning, performing, and guiding others, especially young minds, through education.

02. If you could change one thing about yourself, what would it be?

I would probably try to be less self-critical and allow myself to celebrate achievements more often.

03. If you could change one thing about your family, what would it be?

Nothing major. I am grateful for my family’s love and support, which has shaped who I am today.

04. Is Mrs. Tourism Sri Lanka your very first pageant?

No. I have been part of pageants before, but Mrs. Tourism Sri Lanka is very special because it represents purpose, culture, and global representation.

05. What made you take part in this contest?

I wanted to represent Sri Lanka internationally and use this platform to promote tourism, culture, and women’s empowerment.

06. Obviously, you must be excited about participating in the grand finale, in Vietnam; any special plans for this big event?

Yes, I am extremely excited. My focus is to showcase Sri Lankan elegance, hospitality, and authenticity, while building meaningful connections with participants from around the world.

07. How do you intend promoting tourism, in Sri Lanka, during your rein?

I plan to highlight Sri Lanka’s diverse experiences in culture, heritage, wellness, nature, and local hospitality through media appearances, digital storytelling, and tourism collaborations.

08. School?

Kaluthara Balika. School life played a big role in shaping me. I actively participated in sports and performing arts, which later helped me build confidence as an actress and presenter.

09. Happiest moment?

Being crowned Mrs. Tourism Sri Lanka 2026 and seeing the pride in my family’s eyes – definitely one of my happiest moments.

10. What is your idea of perfect happiness?

Peace of mind, good health, and being surrounded by the people I love while doing work that has meaning.

11. Which living person do you most admire?

I most admire Angelina Jolie because she beautifully balances her work as an actress with meaningful humanitarian efforts. She uses her global platform to support refugees, advocate for human rights, and inspire women to be strong, compassionate, and independent.

12. Which is your most treasured possession?

My memories and experiences because they remind me how far I’ve come, and keep me grounded.

13. Your most embarrassing moment?

Like everyone, I’ve had small on-stage mishaps, but they always taught me to laugh at myself and move forward confidently.

14. Done anything daring?

Participating in pageants while balancing teaching, media work, and family life has been one of the boldest and most rewarding decisions I’ve made.

Keen to use her title to promote Sri Lanka globally

15. Your ideal vacation?

A peaceful destination surrounded by nature; somewhere I can relax, reconnect, and experience local culture.

16. What kind of music are you into?

I enjoy soft, soulful music because it helps me relax and stay inspired.

17. Favourite radio station:

I enjoy stations that blend good music with meaningful conversation and positive energy.

18. Favourite TV station:

Sri Lanka Rupavahini Corporation. It’s where it all began for me. It played a significant role in my journey as a TV presenter and helped shape my confidence and passion for media.

19 What would you like to be born as in your next life?

Someone who continues to inspire others because making a positive impact is what matters most.

20. Any major plans for the future?

I hope to expand my work in media and entrepreneurship while continuing my role as an educator and using my title to promote Sri Lanka globally.