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Rookies at the Police Training School, Katukurunda

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Excerpted from A Challenge to the Police, a memoir from Snr. DIG (Rtd.) Kingsley Wickramasuriya

(Continued from last week)

The training started soon after appointment as a Probationary ASP at the Police Training School (PTS), Katukurunda, Kalutara. May 1, 1963, was a Wednesday. I reported at 10.30 am at the office of the Director PTS’. It is a large training complex consisting of several facilities located on a 30-acre block of land.

As you enter the school you see the Co-operative Stores, the hairdressing saloon, Director’s office, the administration block on one side, and the school Charge Room on the opposite side. Trainee barracks of the recruit constables called Police Stations are spread over the premises. Some of them are named after a few retired Inspectors-General and others after some of the kings of yore. They were called Jenkins, Campbell, Dowbiggin, Rajasinghe, Elara, Gemunu, Tissa, and Vijaya.

The men are provisioned through the Junior Staff Mess (JSM). Senior Staff Mess (SSM) housed some of the lecturers, trainees coming for the Inspectors’ Promotion Class, and probationary sub-inspectors. The training and administrative staff from the Director Training downward is provided with housing on the premises.

It has its own medical facility and recreational ground called Brindley Grounds and a large parade ground called Aluvihare Grounds and a large assembly hall called the Magul Maduwa. It also has a small-arm firing range and (now) a full-fledged firing range for rifle shooting etc. It is also equipped with tennis courts, stables and riding school, and (now) a swimming pool. It also has a dairy farm maintained under the Farm Development Fund. Curd, one of the products of this farm is available to the trainees and the training staff at the School through the Cooperative Stores at a competitive price. The dagoba which is a new addition was constructed later during the period of Mr. K.D.C. Ekanayake when he was the Director of the PTS.

The School was administered by a Director Training (DT) of the rank of a Superintendent of Police and was assisted by an Assistant Director. Our first (Acting) Director of Training was Mr. K.D.C. Ekanayake. Being a senior ASP near promotion he was acting in the rank of a Superintendent and was a strict disciplinarian. Each Police Station had an Officer in Charge of the rank of at least a Sub-inspector assisted by a Police Sergeant and other staff In addition, there were Drill Instructors, and lecturing staff headed by a Chief Lecturer.

I was the first out of the three probationers to report to PTS. Inspector Boyagoda was there to receive me. He took me to a prefabricated house situated close to the SSM. This was to be the quarters for the three of us for some time until we were shifted to the SSM. Messrs Shanmugam and Gunawardena, the other two colleagues joined me in the prefab later in the day.

Besides the three of us, there were some 20-odd probationary sub-inspectors and 200-odd recruit constables in the batch who reported that day. They were quartered separately: the probationary sub-inspectors in the SSM and the Recruit Constables in eight different single men’s barracks attached to Police Stations.

We were also later attached to three different Police Stations. I was attached to ‘Jenkins’, Mr. Shanmugam to ‘Elara’, and Mr. Gunawardena to ‘Rajasinghe’ Police Stations. In addition, two Probationary Sub-Inspectors (P/SII) were also attached to each of the Police Stations. P/SII Seevaratnam and Wimalasena were attached to my Station, ‘Jenkins’.

We were to be addressed by the Acting Director later in the evening at assembly but this was postponed for the next day. The next day we assembled at Magul Maduwa at 0700 hours to listen to the address by the Acting Director, ASP K.D.C. Ekanayake. He was the ASP Training School and the most senior ASP attached to the Police Training School (PTS) at the time. He was acting until a permanent Director was posted to the School.

In his address, he explained the duties of a police officer, the service expected, and how we should conduct ourselves. This was later followed by another lecture by Inspector Boyagoda giving a general picture of what to be expected in the next few days. The next day we were taken round to the administration block, stores, library, and the Charge Room. We were issued the reference books, notebooks, and the Constables’ Manual.

We soon settled down to a pattern that was to be our daily routine for the next six to seven months at the Training School. It was six months of continuous, strenuous training. We had no access to the outside world during this period except for an occasional visit to places of professional interest such as the CID (Technical Branch), the JMO’s Office in Colombo, the Government Analysts’ Department, and IG’s Stores to order our uniforms and accouterments.

Apart from this, our Drill Instructor (Sub-Inspector Somapala) and the Assistant Director (ASP A.M.E. Jayasena) helped provide us with some limited social space. That was some solace in a cloistered environment.

The day started at 0630 hrs with the parade, riot drill, Physical Training (PT), or horse riding and was followed by lectures and sometimes motorcycle riding. The subjects were law, police orders and first-aid, and general knowledge. Classes were held both in the forenoon and the afternoon. In addition, we also had to be engaged in land development work, gardening, and recreational activities like tennis, rugger, cricket, and films. For 303 firing practice, the whole batch of recruits was taken to the Army Firing Range at Panagoda having booked the range well ahead of time.

From the first week itself, we had to keep a weekly diary in terms of Departmental Order (DO) E 214. They are official documents that ought to reflect a complete and comprehensive record of the daily activities of the officer concerned consisting of his comments and remarks on what he found during his duty. Usually, it is the ASPs and SPs in charge of territorial Districts and Divisions that are expected to keep these diaries.

The ASPs have to submit their diaries to the SP Division by Tuesday and by Wednesday they along with the diary of the SP should be in the hands of the DIG. It is through this diary that the SP Division and the DIG Range will know what is happening in their Divisions and Ranges. Since Weekly Diaries are official documents that could be called in evidence at any time the officers are expected to retain them for a specified period.

The weekly report was submitted through Inspector Boyagoda to ASP Training and Director Training (DT). The diaries would be read -and returned to us with comments and remarks by ASP Training and DT. I used to be very critical about many things in my comments in the weekly diaries. Several shortcomings in the facilities, methods of training, and even behavior of senior residents in the SSM who were there for the Inspector’s Course and even some of the training staff came under my critical comments.

Those who read my diaries took the comments in the correct spirit. In certain instances, they offered explanations and at times they took action to find solutions to what was pointed out and at yet other times I got a knock or two for what they apparently thought were my hasty remarks.

As early as the first week I suggested to the OIC of my station that we arrange a Vesak Carol as we did at Peradeniya University under Dr. Sarachchandra’s leadership. It was a religious cum cultural event. Enthused by this experience I thought it a good thing to start a new tradition since the training school provided the atmosphere of a University Campus. The OIC promised to consult the acting DT, Mr. Ekanayake. Later he told me that the suggestion was not received favorably.

I commented on this in my weekly diary and regretted that the suggestion was not accepted. The Acting DT promptly responded asking: “Is there a place for carol with music in the Buddhist religion?

If the ‘Seela, Samadhi, and Panna’ are the crux’ of the religion I do not think that carols have any place in it.” I was quite deflated and my ego was badly hurt. I did it with all good intentions thinking that it would add color to the drab training routine. Besides, I wanted to give the place a little bit of Sarachchandra flavour being an ardent follower of the Sarachchandra tradition.

Many years later when I heard that a dagoba was constructed in the training school under the aegis of Director Training K.D.C. Ekanayake, I thought what hypocrisy it was to have turned down my suggestion about carols reflecting on his comments about Seela, Samadhi, and Panna. However, I did not know about the correctness of his comments at that time until recently because I had no deep knowledge or understanding of Seela, Samadhi, or Panna and how irrelevant carols and music were to the issue.

Perhaps I had confused these three foundations with Sardha. Mr. Ekanayake had a point. I was just a trainee. Who was I to tell him what he should do? I was hurt because I had an inflated ego and thought I could introduce new traditions in a territory where I was a total stranger and a rookie novice. I think this episode had somewhat of a dampening effect on my assertive spirit. Yet I did not give up making those critical comments when they caught my eye.

In addition to classes, parade, horse riding (for the Probationary ASPs), etc. we also had other duties to attend to. We had to take the night Roll Call or supervise it being done by the Probationary SIs. In addition, we also had to do one night round per week. We had to check patrols and mention times and places visited during the night rounds in the diary. According to the requirement of the Departmental Order, we had to perform an early, middle, and late-night round respectively each week.

Night rounds on Saturday were not looked upon with favor as this would encourage one to get into the habit of postponing the performance of the night round till the last moment. Once I had done a night round on a Saturday and the remark of the DT was ‘avoid Saturday night rounds’. I was to face this remark several times from other officers as well during my career.

Once closer to passing out of the Training School we were exempted from night rounds on a couple of occasions. On one of these occasions we were in Colombo at the Transport Division for the Traffic Course but still attached to the PTS. The weekly diary went to the DIG Central Range in charge of the Transport Division. It came back with his remark about the exemption of the Night Rounds – ‘Should never have been allowed. The hard way at the start is the best’.

We followed classes with the Probationary SIs. Constables had their classes conducted at their respective Police Stations by the OIC and the Drill Instructors. Inspector Boyagoda was in-charge of our class. He appointed a class monitor as we started the classes. IP Boyagoda was like the proverbial village schoolmaster, stern and very strict. The only thing missing was the cane in hand. I felt like a schoolboy myself. He was so strict and relentless that everybody in the class hated him.

Perhaps he knew it but never cared or showed that he cared. I frequently came under his vigilant eye as I used to doze off often in class, particularly in the afternoon. I was tired after the riding classes in the morning. Besides, it was difficult to sit long hours on the benches in the class with injuries on my thighs and buttocks from horse riding. Further, lectures in law were technical and boring to me.

Under those circumstances, it was extremely difficult to keep my head up. So, I had to endure many a frown from him from the head of the class. However, occasionally there would be a crime playlet to liven up the `boring’ classes. I am not quite sure I enjoyed those playlets. If I had I would have commented on that in my weekly diary as I have done on many occasions on many subjects. But I cannot find any such comments in the diaries.

Sub-inspector Somapala who was in charge of our Drill and PT Squads was a very amiable and affable person. He generally had a friendly attitude towards us, the Probationery ASPs in particular, and the Probationary SIs in general. Consequently, he was liked by all in the class. He had a Morris Minor car. Whenever we wanted to visit Kalutara town on our Sundays off, he was always available and would take us in his car.

In addition to classes on law and parade we Probationers as we were called, had to learn horse riding and horsemanship and pass a test before confirmation. This was a departmental requirement set for the Probationers, a distinguishing feature of the Officer Class of those days, a relic of British Colonial Rule. Like Gazetted Officers using cars for their official travel now, in those days of British rule used a horse for their official traveling being the mode of transport at that time.

Difficult situations in the training program

As we started classes, we had no uniforms to wear. As such we were allowed to wear civilian clothes for some time until the uniforms were ready. In the second week after reporting, we were sent along with the Probationary SIs in the police bus to the IG’s Stores at Police Headquarters to collect our accouterments. The journey on the bus created some bonhomie among us as a group as we had an opportunity for informal communication.

This was an early opportunity to find out the talents of the group that we were mixing with. Quite a few showed their talent at singing and some others about their talents at mimicry and yarning. Probationary SIs Jagath Jayawardena and Henry Perera stood out among the singers. They were later to play important roles in the edited version of “Maname’, the mini-drama we organized for our passing-out concert.

Gunasena de Silva was the loudest heard in the crowd. He soon earned a name for his vociferousness amongst his friends to his discomfiture at a later date. We also joined in the singing and generally had a good time. Inspector Boyagoda came in charge of us. By nature, he was a shy character. He was a silent observer during the journey and gave us some leeway although he played an assertive role at other times at the school. We collected whatever was available in the IG’s Stores. We also collected the official issue of our weapon, a .380 revolver, and returned with the issues.

A couple of days later we went once again to Colombo, this time with Sub-Inspector Somapala, to order uniforms. Before we went, we were issued a cheque for Rs.1,000.00 each, the Uniform Allowance we were entitled to. We had to buy all our uniforms with this amount. This included two sets of shorts and shirts, two sets of longs and tunics, one set of ceremonial uniform, a mess dress, jodhpurs and breeches for horse riding, riding boots, two caps with braiding, and a raincoat.

In addition, we also had to buy our Sam Browne and the shoulder chords for the ceremonial dress. These had been earlier ordered at Army & Navy Stores and Millers, Cargills, or Apothecaries. The caps and other paraphernalia were bought from the Army & Navy Stores, a shop owned by a retired soldier named Wanigasekera who was well known to generations of probationers who went to him for their supplies.

However, to our disappointment, we found that none of these establishments undertook the orders anymore. Ultimately, we found that K.D. Jayaratne was willing to accept the order. Except for jodhpurs and breeches for which the material was not available, we ordered the rest and returned somewhat late in the evening. Sometime later we went again to Colombo for the fit-on.

On one occasion when we were visiting the JMO’s office, an interesting episode that we would recall time and later in our careers took place. Among the probationary SIs there was an officer who was boisterous in his behavior, showing off as someone who was fearless of any situation. At the JMO’s office, we were watching a post-mortem examination of a dead body crowding around the table when we suddenly heard a ‘thud’ sound as though a tree was felled. There was our ‘hero’ on the ground having fainted at the scene of the body being cut up. That was the last day of his boisterous behavior as his colleagues made fun of him over this incident at every possible turn. Since then he kept a low profile for the rest of his training period.

Perahera duty was another rare experience we raw recruits were treated to. The whole batch of recruits was deployed on special duty to perform Perahera duty in Kandy during the annual pageant. We traveled by train to Kandy and were there for the whole period of the perehera deployed on street and traffic duty.

Training in motorcycle riding was another phase of our training given at the PTS with the probationary ASPs and Sis being trained.. Initially, the training was done at the Aluvihare Grounds and after a couple of days, the whole batch was taken out on the public road through Kalutara Town up to Moratuwa and back accompanied by our drill instructors. It was a fun trip with each trainee taking a pillion rider on their motorcycles. At the end of the training, we received our motorcycle riding license after being examined by a Motorcar Examiner at the PTS itself.

Another memorable event during the training period was the term-end concert. After the final examinations were over, we had to participate in a concert and each group had to present an item. The probtionary ASPs and SIs had to present one item. After a few rounds of discussions among ourselves, I suggested that we re-enact the play `MANAME NADAGAMA’ by Dr. Sarachchandra and undertook the responsibility of organizing the play.

Having been an active member of the ‘Drama Circle’ of Peradeniya University and a student of Dr. Sarachchandra I was on familiar grounds. The idea being accepted I got on to the task immediately. Auditions were held, the cast was selected and we went into regular rehearsals. It was an all-male cast all coming from the batch of probationary ASPs and SIs. Costumes were borrowed and on the day of the concert I did the make-up. We somehow managed the musical instruments as well. Finally, the play was staged and the audience went into raptures. It was a great success and was the talking point of the PTS for a long time to come. It was said to be the first-ever quality production by a trainee batch. It was a cooperative effort that ultimately bloomed.



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

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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.

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The art and science of communicating with your little child

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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.

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Promoting our beauty and culture to the world

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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.

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