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The University College, Colombo,and going off to a British University

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Excerpted from the Memoirs of a Cabinet Secretary by BP Peiris

A few months after leaving Royal, I entered our University College under the Principalship of Robert Marrs who lectured to us on Philosophy. I was then a first year Arts student. Professor Pakeman spoke on the British Constitution and Warden Stone of St Thomas’ on Latin and Greek, and Roman and Greek History.

But alas! My stay at University College was to he very short indeed – just two months. I lived at the Union Hostel at ‘Alcove’ in Turret Road. The warden was Mr C. Suntharalingam. I got precious little to eat, and it was no fault or negligence on the part of the warden. It was just bad manners on the part of the hostellers. I was always a bit late, about five minutes, for meals. We sat in messes of four. When we had egg curry for lunch, there were four eggs in a dish in each mess, similarly with prawn curry, there were sufficient prawns for four.

But when I came and sat down in my usual place, the egg, which was my portion, had gone; who took it, I was never able to find out; the prawns had all gone and I had only the gravy. At tea time, the butter and milk had all been consumed and I had to be satisfied with bread, jam and a cup of plain tea. At dinner it was the same, and this occurred day after day. The three others had no manners and no consideration for the fourth fellow who was a few minutes late.

I am not here condemning all the hostelers; there were well-mannered, well-behaved students. Unfortunately, I got into a bunch of greedy, voracious and selfish students, which made me extremely unhappy. We used sometimes to get parcels of fruits etc. from our parents -oranges, mangoes, mangosteens – which were much appreciated. When I received such a parcel, I always shared it with my friends. There was one student who locked up all the fruits he received in one of his drawers and never failed to take the key with him even when he went to the toilet!

As I said, I was very unhappy. It was not my idea, even as a young fellow, of what a University should or ought to be, and I told father so and suggested that he send me to England to study law. My father did not oppose the idea, but consulted Mr (later Sir) Susantha de Fonseka who readily acquiesced, and said it was a wise move. I had now to find a place in a college in Oxford, Cambridge, London or one of the other Universities.

Father accordingly went with me to Sir James Peiris, in his time President of the Cambridge Union and, at the time I went, Vice-President of the Legislative Council. Father made the mistake of starting the conversation saying that he had come to ask for a favour. Sir James was not exactly angry but looked very surprised that my father, who knew him so well, should make such an irregular request. Sir James “did not do favours” or abuse his position.

There was a look of disapproval on his face and my father hurried to tell him what the favour was – a letter from him to his College in Cambridge to secure me a place there. “Oh Edmund,” said Sir James, “if that is all, I shall gladly write.” Unfortunately for me, his College had no vacancies, and I joined the University of London. At one time I had received the princely allowance of five cents a day. Now I was to be sent, at 19, to England at seven pounds a week. It turned my head and made me nervous. I had never handled so much money before.

And now arose a problem. Father did not like my living in ‘digs’ in London. He wanted me to stay with an English family and enjoy good English home life. As the Mudaliyar of the district, he knew the Assistant Government Agent Mr E. T. Dyson, a good and kindly Christian gentleman. Dyson liked a simple life, and was a stranger to tobacco and drink. When father asked him whether he could find me a good home in England, he had said “Yes”. The lady (my good luck) happened to be holidaying at Peradeniya at the moment, and father, mother and I were invited to lunch. We arrived at the appointed time, introduced ourselves and, over lunch, terms were agreed upon. When I reached England, I was to live in her house in Sutton in Surrey, about 15 miles out of London.

Came sailing day. All Panadura seemed to be at the jetty to say “Good Luck”. Rubber was then, (in 1928), nearly three rupees a pound and each one at the jetty gave me a gold sovereign. I got over seventy in all at a time when England had gone off gold and an Englishman had not seen a sovereign since the Great War of 1914.

Friends and relatives departed after kisses, tears and farewells, but two good friends came on board later, my teacher Victor C. Perera and my classmate, Eustace Pieris. I had the Captain’s permission to keep them as my guests to dinner on board. No extra charge was made and I therefore gave the dinner steward a sovereign as tip. He looked at me amazed, did not seem to know what he had received, put it in his palm and pressed it against the table top. He had never seen a sovereign.

On another occasion in London I purchased some gramophone records and paid a sovereign. I returned home with the records and change to find that change had been given me for ten shillings only. I went back to the shop the next day and mentioned the matter to the shopkeeper. He apologized, gave me an extra ten shillings and said he could not make out a sovereign from a half-sovereign.

The voyage itself was uneventful, except for the fact that Sir Wilfred and Lady de Soysa with all their children including the eldest, Harold (later Lord Bishop of Colombo) were on board and looked after me. I have not met two more gracious and kindly persons than Sir Wilfred and his good lady. One hour with the children and you could not but succumb to their charm. We disembarked at Marseilles, the de Soysas going on holiday to Nice in the South of France and I taking the night train to London via Calais and Dover.

On the platform at Marseilles, a Ceylonese who said he had been resident there for several years and ran a restaurant, approached us and introduced himself. When he found that Sir Wilfred and party were going to Nice and that I would be alone waiting a few hours for the boat-train to Calais, he asked me to come along with him to see the city. Sir Wilfred, who knew I had the sovereigns on me, got behind the man and signaled to me not to go. I ‘did’ the city with an officer of the American Express who brought me back to the station in good time and put me in my wagon-lit when the train arrived.

Sutton in Surrey

The night in the sleeping-car from Marseilles to Calais and the journey from Dover to London were comfortable. So was the Channel crossing. I kept gazing out of the window at the green fields, the cattle pasturing, the huge advertising boards and the neat little houses flying past as the train sped on. When the countryside gave way to back-to-back houses and overcrowding, and the number of lines began to increase at an alarming rate and the train reduced speed, I knew we were approaching the terminal station of Victoria, but it was a long time before the train finally pulled up at the station.

I was met by my uncle, D.S. Jayawickrama and Mr Amos of Richardson & Co. Mr Richardson was to be my Guardian and banker for the duration of my stay.

I spent my first night in a guest house and next day went shopping. The vastness of London frightened me. The buses, the noise, the several lines of traffic, the tall, big-built policemen in the smart helmets, the neon signs, Piccadilly Circus – this was all so different from our small Colombo and its Fort Station, our ramshackle buses and our puny policemen. I arrived in London in February 1928 when it was bitterly cold, but the cold did not affect me. After a few days in London, I moved to Sutton Lodge, the place which Mr Dyson had found for me.

I found myself in a large country house with about 10 bedrooms, standing on seven acres of land, with its own tennis court, croquet lawn and kitchen garden. The house was situated on the narrow London – Brighton Road and the entrances to the house were so narrow that a large car could not be turned in but had to be parked on the road.

The lady in charge, Miss Overton, aged about 60, was educated at Oxford at a time when Oxford did not confer degrees on women; but I believe that on the Oxford Examination, Dublin University conferred a degree. She was a heavy smoker, a charming lady. Years later, she revisited Ceylon and spent some days at Panadura as a guest of my parents.

On the day of my arrival, a Danish girl, aged 19 arrived, and, from then onwards, it was a case of one or two new arrivals each day, all females of about the same age but from different countries, until the house was full. Except for the butler, I was the only male in the house. These girls, all from well-to-do families and with about the same allowance as I received, came about February each year and returned to their homes by Christmas.

English was compulsory in all their schools. They spoke English, but not as the Englishmen spoke it. In most of their languages, as in Sinhala, Latin and German, the verb comes at the end of the sentence. For example, the German girl will ask me “Will you with me for a walk come?” All the girls came to learn idiom and, when Miss Overton was not free, I used to take the lesson which meant reading a bit of Shaw or Galsworthy and explaining it to them.

In this way, during the three years I stayed at Sutton Lodge, I was privileged to enjoy the friendship of these girls of many nationalities, some of whom still write to me at Christmas. Amongst them, as far as I can now remember, were Margaret and Trudy Brunner, sisters (Switzerland), Greth Ahner (Sweden), Sombor Marta (Hungary), Szmidel Zsuzsi and Verona Mermelstein (Czechoslovakia), Zofia Gabryszewska (Poland), List Pospichil (Austria), a beautiful girl from Vienna for whose picture a toothpaste company offered her about £ 250 for permission to use it for purposes of advertisement, Ilse Wolff (Germany), Nina Rissoni (Italy) and Idelette Allier (France), whose father was a great friend of Mahatma Gandhi, and Ramain Rolland.

It was a delightful experience. We were all part of the establishment. Miss Overton gave us a completely free hand about the house. If we felt hungry, we raided the larder and sliced a portion of ham or cheese. The Swiss girls, who consumed enormous quantities of potatoes, were always hungry. After dinner, I was made to go out into the garden and shake the apple and pear trees and bring the girls some fruit to eat. Sometimes I would take about four of the girls about a mile down the road for bacon and eggs – the equivalent of our egg hoppers. But they never let me pay the entire bill. I had to keep a careful account of the expenditure and this was equally divided on our return home and I was reimbursed.

It was so at table also. As the only male I was expected to have my cigarettes and pass my case round the table, and with thirteen girls, a packet of twenty did not last very long. But I was never out of pocket because every one of the girls kept me supplied with ample stocks to supply them at table!

There was one thing that irritated me: Miss Overton insisted that I should dress for dinner. The girls all changed into long black dresses and I could not protest as the lone male. The butler was superb.As I said before, the Swiss girls were great potato eaters. It was the custom of the house to put new arrivals on either side of Miss Overton who presided at the head of the table with me at the other end. It was also the practice, with 13 girls, Miss Overton and myself, fifteen in all, to make for a fish course, thirty pieces of fish and thirty potatoes with other vegetables. On the first day of the Swiss girls’ arrival, they were served with fish, and then with the potatoes, and one of the girls asked “Is this all for me?” “Good Lord, no,” said Miss Overton, “Take only two.” It was after that that we started our tramp for bacon and eggs.

In my third year at Sutton Lodge, I had male company. There was a French boy Pierre Dujardin, a Spaniard and two Dutch boys. There was also a Siamese Prince who said that his father, a Sultan, had many wives and 52 children.

The Swedish girl, Greta, asked me within a week of my arrival at Sutton to come with her and take her round London. It was a case of the blind leading the blind. Armed with road maps and bus routes we set out and, after seeing the sights like the Tower of London, the Mansion House, the Houses of Parliament, Buckingham Palace and Queen Victoria’s statue from the top of an open bus, we arrived again at Piccadilly Circus for lunch.

I was a stranger in the place and walked into the biggest and cheapest eating place there – Lyons Corner House, which had three floors, each seating about a thousand persons with an orchestra on each floor, and open day and night. It was difficult to find a table, but after much walking we found one at which a gentleman was finishing his peach melba. With his permission, we sat down opposite him, I facing him and Greta next to me.

When he had finished his meal and paid the bill, he rose and, in rising, tilted the small table with the result that plates, glasses and cutlery went crashing on the floor. The balance of the peach melba went on Greta’s expensive blue frock. Being in unfamiliar surroundings, I became very nervous as a thousand faces turned round to stare at Greta and myself. I called the waitress and asked that Greta be taken to the ladies’ room to tidy herself.

In the meantime the officer in charge of the floor dressed in a morning suit, walked up to the table and inquired of the gentleman “I presume it was an accident, Sir”. “Not at all, not at all,” he repeated. “Then will you please come with me,” said the official, and took him to the Manager. I was there seated alone, eyes still staring at me, with the fellow in the Manager’s room and Greta in the ladies’ room. It was a most unpleasant experience within seven days of my arrival in England.

Greta returned, her dress clean but spoilt by ice-cream stains. The floor manager returned with the brute and addressing me said, “Sir, this gentleman says he did this deliberately. In the circumstances, it is for the lady to take legal action if she considers it to be necessary.” I explained the position to Greta. I was only a witness, and as no damage had been done to my clothes, Greta said in her Swedish English ” I have been in your country only a few days. I don’t want to go before the ‘Judge’. I can buy another frock but this man manners I can’t teach. Ask him go.” And there it ended. It was the story of a man who was jealous that a “nigger” could take out a girl of family and status whom he was not able to take out and entertain.

Before these girls returned to their homes each Christmas, they all left their addresses with me and invited me to come and spend my long vacation with their parents. They were all people of means; but I had not the money to travel all the way across Europe from Norway down to Italy. I therefore selected three places – France, Germany and Switzerland.

Apart from the girls I have spoken of, there was for a short time at Sutton an elderly Indian lady, the wife of a Judge of the High Court of Madras. On the day of her arrival, as I was about to go on one of my evening walks to the pub, she asked me to be kind enough to bring her a pint of brandy. When the dinner gong sounded, she was absent and I was asked to go and see what the trouble was. There was no reply to my knock or her door. I opened it and saw the brandy pint empty on the carpet by the bedside and her head hanging half out of the bed. I reported that the lady wanted to be excused as she was not feeling quite well. The next day she repeated her request to me and asked me to dispose of the empty. I had to refuse.

In France, I stayed in a delightfully lovely place called Hardelot Plage. ‘Plage’ in French denotes the sea beach. It was about 12 miles from Boulogne and thousands of acres of land there had been bought by my friend Pierre’s father. Apart from his father’s house there were only about 10 other houses, a guest house, a golf course with a hotel called ‘The Golfer’s Hotel’ and of course, the promenade about a mile and a half long.

With my Kandyan walking stick and a turban of seven yards of georgette with a tail about eighteen inches long, I used to take the prom every evening in the company of Pierre’s sister and a few other girls. An Indian friend of mine had taught me how to tie a turban and I never wore a hat after that. When I finally left England, each of my seven turbans in different colours was cut in half, ironed and given to the girls to make frocks!

Pierre’s family were simple, homely and dignified. His sister insisted that I teach her how to tie the turban, which I did. Her father, an extremely wealthy man insisted that I spend my last two days in France – I was there for about three weeks – at his town house in Lille, to which place I was driven in a luxurious car.

At table, the French people had a custom entirely different from the English. I found a spotless table cloth, two glass blocks on either side of the plate and one fork and knife. The English array of silver was not there. The food was excellent and dinner consisted of several courses. After each course, the plate would be replaced, each person placing his fork and knife on the glass blocks in order that the table cloth might not be soiled.

On my second day in Lille and my last day in France, Pierre’s father, at dinner, paid me, as a student, the biggest compliment that has ever been paid to me. He asked the butler to go down to the cellar and bring the two oldest bottles of Champagne. These, covered with dust and cobwebs, were left standing for some time on the table before they were opened. A toast was drunk to my health. Next morning, with much regret, I bade farewell to the family and was driven to the station to entrain for Heidelberg in Germany.



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Blue Economy: What Sri Lanka can learn from Indian initiatives

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The “blue economy” means sustainable use of ocean resources for economic growth, improved livelihoods and jobs, while preserving the health of marine ecosystems. It spans fisheries and aquaculture, port-led logistics, marine biotechnology, renewable offshore energy, coastal tourism and marine services, such as ocean observation and mapping.

As an example, India is actively preparing to harness its marine assets through place-based policy, infrastructure and science. It has a long coastline (officially about 7,516.6 km) and an Exclusive Economic Zone of roughly 2.02 million sq. km. To convert that potential into sustainable growth, India combines national programmes (e.g., the port-modernisation Sagarmala initiative) with sectoral investment such as the Pradhan Mantri Matsya Sampada Yojana (PMMSY), a fisheries and aquaculture scheme with total investment of about Rs 20,050 crore to boost production, value-chains and livelihoods (Ports & Waterways Ministry of India).

Crucially, India couples finance with research, monitoring and human capital. Institutions such as the Indian National Centre for Ocean Information Services (INCOIS) and the CSIR–National Institute of Oceanography (NIO) provide operational ocean forecasts, early warnings, mapping and long-term research that underpin policy and industry decisions. And also, the Central Marine Fisheries Research Institute (CMFRI) plays a vital role in assessing marine fish stocks, developing mariculture technologies / innovations, and formulating ecosystem-based fisheries management approaches.

Meanwhile, the Central Agricultural Fisheries Research Institute (CAFRI) contributes to research on inland and coastal aquaculture systems, promoting sustainable and climate-resilient practices. The notable information sharing sessions to fishermen, such as training, exhibitions, are conducted via outreach arms of these institutes. Moreover, business incubation, industry to research links, academic and industry collaborations are promoted by the current workout plan. For instance, the recent meetings at MECOS-4, in Kochi, highlighted technology-driven ocean exploration, regional research networks and skills development for youth and women as central to scaling the blue economy, while highlighting the importance of achieving the sustainable blue economy benefits. We participated and extracted the essentials in the event as part of the BIMReN Research Grant on Sustaining Fisheries Ecosystem in the Palk Bay Region: Assessing Management Options, Livelihoods and Fishers’ Perspectives, offered by the Bay of Bengal Programme Inter-Governmental Organisation (BoBP-IGO) and funded by the Ministry of External Affairs, Government of India, aimed to strengthen cross-border collaboration in sustainable fisheries and blue economy research.

The Tamil Nadu Model: An Example of Living Laboratory of Collaboration

Tamil Nadu provides perhaps the most instructive example of how tripartite collaboration between the government, the academia, and industry collaboration can power the blue economy. The Department of Fisheries and Fishermen Welfare work in close partnership with institutes like Tamil Nadu Dr. J. Jayalalithaa Fisheries University and its network of para-professional training institutes. Together, they deliver structured skill-development programmes for fishers and entrepreneurs, covering boat handling, fishing gear repair, seaweed cultivation, mud crab and sea bass farming, and other sustainable aquaculture practices.

Moreover, the Educational–Sectoral Linkage Model and “field-to-lab-to-field” ensure a continuous flow of knowledge between researchers and practitioners such as field challenges faced by fishers and farmers, such as shrimp disease outbreaks or post-harvest losses, are systematically documented by fisheries officers and channelled to TNJFU or the Central Marine Fisheries Research Institute (CMFRI). These links have suggested strong Standard Operating Procedures (SOPs), covering breeding, water quality management, stocking density, feeding regimes, feed formulations, disease-resistant strains, and environmentally friendly practices. This keeps profitability, sustainability, and ecological responsibility in balance.

Road Ahead: What Sri Lanka can learn

Sri Lanka can learn from these initiatives, and regional cooperation can help it reach its blue economy targets. Its coastline (about 1,340 km) and EEZ (about 532,619 sq km) make it a natural maritime state with urgent needs for ecosystem-based fisheries management, cold-chain investments, mariculture, and coastal zone resilience.

Sri Lanka’s blue economy future will depend on its ability to weave together research, governance, and grassroots action. A unified, evidence-based framework, grounded in education and regional partnerships, can turn its coastal frontiers into hubs of innovation and resilience. Therefore, practical lessons from India include: (1) align national investment (fisheries, ports, mariculture) with science-based spatial planning; (2) strengthen national ocean data services and forecasting; (3) invest in vocational and university programmes to create the next generation of marine professionals; and (4) build regional platforms — data sharing, joint research (e. g., BIMReN–BoBP-IGO collaborations) and coordinated fisheries governance, to manage shared stocks and transboundary risks such as climate change and marine pollution. Such a pragmatic, science-led blue economy is essential for Sri Lanka, rooted in research, skills, and regional cooperation. It will open pathways to resilient coastal livelihoods and higher-value maritime sectors.

Thus, the lessons from India’s blue economy initiatives remind us that sustainable ocean development is not achieved through isolated projects, but through systemic collaboration—anchored in science and sustained by people. This understanding will be especially important when working under new budget allocations and policies targeting the Blue Economy.

by Kapila Chinthaka Premarathne
Senior Lecturer, Faculty of Agriculture, Rajarata University of Sri Lanka, and Ragavan Nadarajah
Lecturer, Department of Fisheries, Faculty of Science, University of Jaffna

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Marigold Creation blossoms in Avissawella: A new sanctuary for learning, Art and community

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Participants seated on the floor during the opening event of Marigold Creation – Gallery and Community Hub. Embracing a simple and welcoming atmosphere, the space encourages closeness, conversation, and community

Avissawella’s quiet lanes, brushed by the cool breath of the Wet Zone Botanic Garden, witnessed a new kind of flowering recently — one not of petals, but of people, stories and ideas. Marigold Creation, a multidisciplinary educational and creative centre, opened its doors with an intimate artist talk that set the tone for what promises to be one of the region’s most transformative community hubs.

The space — part gallery, part studio, part learning centre — was inaugurated with a deeply reflective conversation featuring celebrated poet Ajana Ranagala, whose lyrical work Ape Aha Koheda Lily Mal framed the afternoon in tenderness and introspection. The crowd, a mix of students, academics, artists and villagers, gathered not just to listen, but to take part in a dialogue that roamed freely across poetry, memory, language, identity and the quiet urgencies of life.

For Waruni Anuruddhika Chandrasena, the founder of Marigold Creation, the event was a dream come true at its first sunrise. A filmmaker, researcher and multimedia lecturer with years of work in peacebuilding, visual culture and community empowerment, she describes Marigold Creation as “a seed nurtured over many years — shaped by people, place and purpose.”

Opening remarks of Marigold Creation, led by Founder Waruni Anuruddhika and Artist Ajana Ranagala during the inaugural gathering

“This space is rooted in the idea of an ecology of education,” Waruni told The Island.

“Education is not a one-way transmission. It breathes. It grows through relationships — between the learner and the community, between art and environment, between personal histories and shared knowledge.”

At Marigold Creation, this philosophy is not theory but practice. The centre houses a creative studio, gallery, vocational training spaces and a community hub, each designed to encourage reciprocal learning. The approach is both holistic and humble: to draw knowledge from the community, feed it back into the community, and allow creativity to become an everyday tool for empowerment.

During Saturday’s opening, this ethos unfolded gracefully. Ranagala’s session, titled “Ape Aha Koheda Lili Mal,” became more than a poetry reading — it turned into a collective meditation. Participants shared their reflections, questioned the intersections of language and belonging, and explored how literature can reveal what Waruni describes as “the unseen heartbeat of humanity.”

Reflecting on the event, she said,

“Marigold Creation is a response to a need I’ve felt for years — a place where learning is context-driven, accessible and conscious of the world we live in. We want to create a space where art meets education, where nature shapes creativity, where local stories matter.”

The centre’s location itself is an extension of this philosophy. Tucked near the lush Wet Zone Botanic Garden, its environment offers a living classroom — a reminder that education extends beyond walls, into the rustle of leaves, the quiet curve of the river and the lived experiences of people who call the area home.

In the wilderness where we locate – Marigold creation – We are in the biodiversity hotspot

Waruni, whose work has spanned collaborations with institutions from Cornell University to the UNDP, says her vision is grounded as much in global insight as in local reality.

“I’ve worked across disciplines and countries, but I’ve always felt that meaningful transformation begins at home — in our villages, in our small towns, among people whose stories rarely enter mainstream narratives.”

Artist Ajana Ranagala speaking at the artist talk and conversation, ‘Ape Aha Koheda Lili Mal.’

Her ongoing research into photography, political journalism and identity feeds into Marigold Creation’s broader purpose: to foster critical dialogue, encourage creative expression and build a platform where emerging voices can find their footing.

The centre’s founding pillars — inclusive education, ecological awareness, creative empowerment and community collaboration — were visibly alive during the opening. Children lingered over artworks, university students debated literary metaphors, and elders from the area shared stories that bridged generations.

If the inaugural event is any indication, Marigold Creation is poised to become more than a learning centre. It is a gathering place for ideas; a meeting ground for art and social consciousness; a space where, as Waruni puts it, “learning is not an event but a continuous, evolving relationship.”

As the evening wound down, the marigold-coloured sky outside seemed to echo the sentiment inside — that something new had indeed begun to bloom in Avissawella. Not loudly, but gently. Not as a monument, but as a living, breathing ecosystem of creativity.

“We are only at the beginning,” Waruni said with a quiet smile.

“This is the first step in a collective journey — one that we hope will grow with every story shared, every class taught, every conversation sparked. Marigold Creation is for everyone. It belongs to the community.”

And if the warmth of its first gathering is any sign, the community is already embracing it — not just as a centre, but as a promise.

By Ifham Nizam

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Story-telling gone with the wind

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Story-telling ... now no more

As a child I always wanted to listen to a story. However, most of the elderly people I knew were not so good at telling stories. One day I found a tramp at the doorstep asking for a morsel of food. When my mother offered him something to eat, I asked him whether he could tell me a story. Then he settled down under a tree. Some of my friends, too, flocked around him. He looked at us lovingly and told the following story.

“A long time ago, I was spending my New Year holidays with my eldest daughter and her kids. While we were chatting at night a sudden storm started blowing and the kuppi lampuva (bottle lamp) was nowhere to be seen. We couldn’t see anything or anyone in the house. The kids started crying. As there was nothing else to do, I narrated a story. One day when I was living alone in my house, I heard a crash in the attic. Everybody was shocked. I told the kids that I would go in and investigate. To my horror I found a baby elephant in the attic. It was trying to read some of my old books kept there.”

“The storm was still raging and the kids were eager to know what happened to the elephant in the attic. We stayed huddled together for some time. After a while, the stormy weather subsided and the kids heaved a sigh of relief. “What happened to the little jumbo?” a kid asked. The little jumbo had disappeared when the bottle lamp was lit.”

Imagination

This type of story-telling is better than reading a story in a book. You do not need to tell a complete story to children. Leave something to their imagination. This is definitely better than reading a story from a book. When you narrate a story there is always an immediate feedback. “Then what happened?” We forget the fact that we tell stories to our friends all the time. “You know, this guy is a strange fellow. He doesn’t talk to anyone but manages to live alone in his small house. However, he is always at the doorstep looking at the passers-by like a lord.”

Getting started is the first hurdle in story-telling. Sometimes shyness will hold you back or you might have the fear that you will not be able to finish the story. Therefore weave a story from your childhood experiences or something you have heard. Such stories have a magic because they will take you back to your childhood.

When once you are relaxed you can really let your imagination to make interesting episodes. Keeping the children’s attention is easy if your story is very imaginative. When you sense that children’s interest is flagging drop in a dramatic element: “Then we saw a huge foot print at the base of the cave. I thought it was the foot print of a giant coming out of the cave. Then do you know what happened?”

Audience participation

In order to tell a tale successfully you need audience participation. Sometimes you start the tale but someone else will move it forward. Still, you have to abide by some basic rules. Do not allow anyone to kill off the protagonist or the main character. If you find it difficult to finish off a tale, bring in the ‘act of God’ for which you do not have to offer any explanation.

At home or parties you can adopt the improvisation technique to tell the story. Everyone loves to listen to a well-crafted story that would mesmerize them. Always try to use the creative right side of your brain. The imagination of good story tellers is unlimited. If you feel that you are getting stuck in the middle of a story, simply look around and you will find something interesting. Then you can tell the story in a different way. If everything fails, tell that you will continue the story tomorrow.

Stories have more influence than any amount of preaching or lecturing. Aesop became famous because of his fables narrated lucidly. As a child I always carried a copy of Aesop’s Fables for constant reading. Stories work their magic on bored children. One day a child asked his grandfather to narrate a story about a tap. The grandfather knew that the child was testing him. He thought for a moment and said, “Have you ever heard the story of an old brass tap in an abandoned house? You know the brass tap was once a shiny little thing. The housewife always polished it, but the children always blackened it with dirt.”

Brass tap

“One day the old house had to be demolished. The brass tap ended up in a junkyard. However, a kid picked it up and polished it. His father fitted the shining brass tap in the bathroom. The kid who brought it home was thrilled.”

One day our English teacher brought some line drawings to the class and distributed them to the students. We were wondering what to do with the line drawings. “Children, now you have to make up a story to fit into the line drawing you have got.” Some children kept on staring at the line drawings while a few students kept on writing stories. It was a novel experience in story-telling. Those who wrote stories became good story tellers in later life.

Children are the most ephemeral of creatures who will be thrilled to hear a well-knit story. They may forget the news on television but will remember the stories they have heard. There were many folk tales about Andare, the court jester and Mahadenamutta. Today there is hardly anyone to tell those stories to children because television and computers have robbed the children’s curiosity to listen to stories. On the other hand, even their parents and grandparents have become victims of modern way of living. The younger generation is more interested in looking at moving figures on the television screen than listening to stories.

In the so-called Digital Age it looks like adults have no time or inclination to tell stories and children have been weaned from the habit of listening to age-old tales.

By R.S. Karunaratne
karunaratners@gmail.com

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