Features

Phantoms of the Night: Wildcats of Sri Lanka

Published

5 years ago

2021/12/18

Sahan Weerasooriya

By Uditha Devapriya

Review of Phantoms of the Night: Wildcats of Sri Lanka

Thilak Jayaratne, Janaka Gallangoda, Nadika Hapuarachchi, and Madura de Silva

Chaya Publishers, 2022, pp. 160, Rs. 5,000

The leopard is perhaps the most photographed animal in Sri Lanka. Slinking through grassy terrains and up sprawling trees, it has acquired a life of its own. Elusive and enigmatic, it tends to avoid human contact, preferring to lay low. This only belies its reputation as one the country’s most fearsome hunters, the undisputed elite among its predators. Indeed, the number of photographs and exhibitions organised every other year attest to its place in our collective consciousness. Although the lion has become the definitive symbol of the country, it is the leopard which has come to epitomise our forests and our parks.

Yet, so far, we have only viewed it in isolation from its surroundings. To fully appreciate its reputation, we need to understand where it stands in the wild, what family it belongs to, and what drives its instincts, habits, and routines. Limited for so long to glossy books and lavish exhibitions, it needs to be placed in its proper context.

Phantoms of the Night is a book, and an exhibition, that tries to put the wild cats of Sri Lanka in their perspective. Beautifully written and elegantly designed, it delves into the origins, stories, and myths regarding the more elusive felines of the country. The leopard figures in as the most fearsome among them, but the authors desist from spotlighting only it. As they make it clear from the beginning, while we have photographed and written about countless animals, birds, and butterflies, our wild cats have managed to escape the radar. It is that gap which this fascinating, and much awaited, study endeavours to fill.

Though for long the object of myths and popular culture, wild cats have never really been considered an object of serious study in this country. What the four authors do, in the book, is not only to chart their relationship with their natural and suburban habitats, but also trace their origins from the beginning of time. This is no mean feat. The wildest dog presents less of an enigma than the tamest cat. As the authors of the book note, at the beginning, tracing their evolution has become “a fascinating but frustrating process.”

Not surprisingly, the elusiveness of their subject makes their task a difficult one. They do their best to unravel that subject, but even if they can’t give us all the answers, it’s because no one can. This is an effort that needs to be followed by other forays.

Their study conforms to a straightforward, simple enough structure. Phantoms of the Night begins by historicising its subjects, tracing their ancestry and deconstructing their anatomy. This is the first part of the book. In the second, the writers explore, in detail, and in depth, the physiques, habits, routines, and taxonomies of four wildcats found in the country: the rusty spotted cat, the jungle cat, the fishing cat, and the leopard.

Before coming to Sri Lanka, the authors place these animals in a more global context. This helps us appreciate the enormous significance of the subjects they are tackling. The central dilemma, they note at the beginning, is that fossils and differences in the physical structure of animals have not really helped palaeontologists in their attempts at tracing the evolution of cats. In the absence of proper evidence, these scientists have come to rely on incomplete and sparse fossils to piece together what little we know.

Though many of the pieces remain missing, the few they have put together give us some clues as to their genesis.

What we know is that felines are perhaps the most carnivorous animals in the planet, even more so than dogs and certainly more so than humans. The ultimate ancestor of the cat, the miacid, evolved around 50 million years ago. Adept at climbing trees, they preferred a life in isolation, much like their descendants today. Evolution and adaptation helped them hone in on their carnivorous instincts, sharpening their teeth and their hunting skills.

Over time their physique developed, transforming into “spectacularly breathtaking genera and species.” That led to a rather intriguing anomaly: while diversifying rapidly into several subspecies around three to five million years ago, they came to share the same features. In other words, though different, they also became quite similar. The most recognisable traits of the domesticated cat, including their lithe, muscular bodies, luminous eyes, pointy teeth, and retractable claws, are common to their counterparts in the wild too.

Given their rather elusive history, it is not surprising that, as the authors observe, “some feline behaviour seems baffling to us.” That may be because cats react differently to what surrounds them, or because they are aware of things we are oblivious to.

Perhaps to emphasise these points, Phantoms of the Night is filled with photographs of cats in day and at night, highlighting the double lives they lead. Mostly in colour, with only two in monochrome, the images are crucial to the book’s narrative and aims, focusing on the eyes, ears, whiskers, and bodies of several wild cats while catching them in action. The image of a fishing cat on page 20 stands out in particular: it captures the predator about to pounce on its prey, though we cannot see what it’s aiming at. Almost poised in mid-air, its teeth bared, its hind legs bent and ready to extend, it is oblivious to everything else around it.

From tracing their ancestry, the authors move on to full length descriptions of their habits, routines, and physiques. Veritable killing machine as they are, cats require a great deal of energy. Since meat is notoriously hard to get in the wild, they also need much hibernation and rest, as well as carefully demarcated territories they can return to and call their own. In this they are helped by one of the most sophisticated surveillance systems endowed on an animal or bird, which enables them to track their prey, identify their territories, know when they are trespassing on others’ territory, and even trace prospective partners.

While Phantoms of the Night desists from romanticising their lives, it evokes a rather poetic view of their routines. At times these descriptions humanise their subjects. Indeed, one of the themes of the book is how closely human beings resemble their feline counterparts. This is a striking observation, since for so long it is the dog which has been considered man’s best friend. By resorting to a language and a style suited for human beings, the writers show that we share as much with our feline as with our canine counterparts: while describing the land foraging habits of wild cats, to give one example, they liken them to a system of land tenure, no different to the sense of home which guides the most ordinary among us.

In these sections the authors reveal their fascination with their subjects, calling them one of few animals “in which beauty and utility, artistic and technical perfection, combine in some incomprehensible way.” The observation immediately recalls the famous lines from Ananda Coomaraswamy’s landmark essay Why Exhibit Works of Art?, in which the reputed scholar, philosopher, and orientalist describes how traditional cultures fused aesthetic and utilitarian aspects within works of art. The conclusion is clear enough: though elegant and beautiful to behold, the wild cat is an efficient killing machine. This ties in well with the writers’ attempt to “imagine” and “construct” a machine built on the capabilities, strengths, and functions of the leopard, the most formidable of the four wildcats featured in these pages.

This is at once a historical account, scientific exploration, and photographic collection, as much a scholarly effort as a coffee table book. It brings together a team of specialists and amateurs who have collaborated more than once, whose interests span from conservation and photography to less mundane pursuits like golf and scuba diving.

Given the significance of their work, it is heartening to observe that the prose reads well, entrancing scholars and general readers alike. Less heartening, however, is the absence of references, an index, and most crucially, a bibliography. Even when quoting verbatim from colonial accounts of Sri Lanka’s wild cats, the authors fail to properly source what they are citing, and from where. For such an absorbing and intrepid study, such omissions are rather unfortunate, indeed at odds with the professional ambitions of the text.

Despite these shortcomings, Phantoms of the Night comes out as a labour of love. It brings together a group of writers, photographers, and naturalists who have a feel for what they are doing. Fittingly enough, they end it on a sober note, with the point that merely studying cats is not enough, that we must endeavour to protect and to preserve.

In the world out there and around us, what we do has an impact on everything else. Be it expanding habitation, increased poaching, or intrusive curiosity, our actions have exposed these creatures to the possibility of extinction. In that sense the authors’ plea, that the book “not be a memorial to the last of the wild cats“, remains relevant. It is a plea which needs to be put into action, a plea we would do well to listen to and heed.

The exhibition for “Phantoms of the Night” will be open to the public on the 18th and 19th of December 2021, from 9 am to 7 pm, at the Lionel Wendt Art Gallery.

The writer can be reached at udakdev1@gmail.com

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Features

Sections of US media looking power straight in the eye

Published

14 hours ago

2026/10/1

Sahan Weerasooriya

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Features

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

Published

14 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

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

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

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

Architecture of nation’s future

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

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

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

Lesson from the US

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

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

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

Another lesson from India

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

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

International models

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

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

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

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

Teacher training

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

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

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

Features

Three magical nights at Colombo Fashion Week

Published

14 hours ago

2026/10/1

Sahan Weerasooriya

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

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

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

Melloney with Asanka de Mel of Lovi Sri Lanka

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

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

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