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Midweek Review

The challenges facing Sambanthan and the TNA

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by Harim Peiris

The recent election results reveal interesting changes in Tamil politics in Sri Lanka. The predominant representative of the Tamil people, the Tamil National Alliance (TNA), which contest elections under its largest constituent party, the Illankai Thamil Arasu Katchi (ITAK), saw its share of the national vote decline, from 4.6%, in 2015 to 2.8% in 2020. Its parliamentary representation correspondingly declined from 16 MPs in 2015 to 10 MPs in the 9th Parliament of Sri Lanka. The good news for the TNA is that its popular support has roughly held steady from since the 2018 local government elections, where it secured 3% of the popular vote. So, those who voted for TNA, in 2018, supported them again in 2020. Whatever support it lost, it lost between 2015 and 2018, as the Sirisena/Wickemesinghe administration opened up democratic space and hence diversity in Tamil politics, but grossly underperformed on delivery amidst high expectations.

Rajavarothian Sampanthan, the TNA’s veteran leader and sole Tamil MP, from his native Trincomalee, is a former Leader of the Opposition and one of the senior-most MPs in the legislature, having first entered Parliament, in 1977. The TNA, will face major challenges to safeguard the interests of the Tamil community, during the ensuing term of the now super majority mandated Rajapakse SLPP Administration, intent on constitutional reforms. There are at least three major political challenges, that Rajavarothian Sambanthan needs to deal with.

1st challenge is Tamil tactical voting in 2019 and 2020

An interesting feature of the Tamil vote is that it votes en-bloc at presidential elections but subsequently diversifies in the ensuing general election. In the November 2019 presidential elections, the Tamil majority Jaffna District voted 84% in favour of Sajith Premadasa, with Gotabaya Rajapakse garnering only 6% of the vote and similarly in the Batticaloa District, Sajith Premadasa received 78% of the vote, while President Gotabaya Rajapakse secured just 12%. This was similar to prior presidential elections as well, where the Tamil votes go en bloc. What was different this time around is that in the ensuing parliamentary elections, the Tamil voters, diversified their electoral support. So, the TNA, needs to understand why and then deal with the reality that regional Tamil political parties, such as Karuna’s AITM, or Pilliyan’ s TMVP, who cannot influence the Tamil voter for a “national presidential candidate”, can still at the parliamentary elections, ally and align themselves with a president and a party, the Tamil voters have repudiated at presidential polls and use that alliance to defeat the TNA. A variant of that also holds true in Jaffna. Gajen Ponnambalam and CV Wigneswaren, did not expressly call for a presidential election boycott but scorned both presidential candidates and did not seek to turn out the Tamil vote in the presidential elections. The TNA did and delivered hugely for Sajith Premadasa. But the same voters, then deserted the TNA in the parliamentary polls.

The first challenge for TNA leader Sambanthan is to understand, why Tamil voters trust the TNA during presidential politics at the centre, but not regarding constituency politics.

2nd challenge; hold the moderate centre from further assault

The TNA is facing both a pragmatic and a hardline assault. It is being successfully attacked from both the left and the right wings and succumbing to pressure on both fronts. Using the pragmatic argument for collaborating with the government at the Centre, political parties such as the TMVP in Batticaloa and the AITM in Digamadulla (Ampara), interestingly, led by those with a history deeply embedded in the LTTE, have made serious inroads into the TNA’s support base, with just 11,700 votes separating the TNA from the TMVP in Batticalo. In Ampara the TNA actually lost to the AITM, 6.5% to 7.5%. Consequently, neither party elected a member from the Ampara District. The first time since State Council days, when no Tamil member would have represented Ampara until the TNA decided that its sole National List seat should go to one of its unsuccessful candidates in Ampara to ensure some Tamil representation in that district. In the Eastern province, the competition for resources have resulted in Tamil areas being vastly underdeveloped, as ministers from the Muslim parties have developed their constituencies and Sinhala villages have also expanded. The never-hold-government-office creed of Tamil nationalism is losing the argument in the Eastern Province.

In the Jaffna district, the collaborate-with-the centre argument has also had significant success, not only with the increase of the EPDP’s vote share from 10% to 12% from 2015 to 2020, (actually 16.5% if the EPDP breakaway Chandra Kumar’s Jaffna Independent Group 5 district vote of 4.5% is counted as well). Most spectacular with the reemergence of the SLFP in Jaffna with a lavishly spending Angajan Ramanathan, garnering 13.75% of the popular vote, especially among the youth. So, a full 35% or more than one-third of the Jaffna electorate has supported strong collaboration with the government at the centre, as reflected by the votes of the EPDP, the SLFP, Independent Group 5 together with the SJB’s 4% and the UNP’s 1% of the Jaffna district vote.

On the opposite end of the political spectrum in Jaffna, lies a more hardline Tamil nationalism articulated by the Tamil Congress (AITC) of Gajen Ponnambalam and the TMTK, the newly minted political apparatus of TNA breakaway, CV Wigneswaren, which garnered 15% and 10% of the popular vote respectively. The hardliner Tamil nationalism attracts only about 25% of the Jaffna vote and does not have support outside the Jaffna peninsula, attracting just 4% each of the vote in the Vanni district of the North. It fares disastrously in the Eastern Province, the AITC and the TMTK receiving only 0.5% and 1.6% in the Tamil majority Batticalo District and 1% and 0.5% in Trincomalee and being nonexistent in Ampara. The Tamil nationalist creed of first a political solution and then economic development has no resonance in the East, in the Vanni or among Tamil youth.

The second challenge for TNA leader Sambanthan is to expand the TNA’s politics to include Tamil economic and developmental interests, together with the political, cultural and social rights it is more familiar with.

3rd Challenge; empowering younger leaders and internal cohesion

The failed political leadership transition on full national display with regards to the United National Party (UNP) and earlier with regard to the SLFP/UPFA should provide a salutary and sobering lesson to the Illankai Tamil Arasu Katchi and the TNA, on the need to empower their next generation of leaders and post-election, to stop the interparty and intraalliance bickering and political sniping that is regrettably a part of both our preferential voting system and the regular jockeying for political influence. There was a clear choice facing Jaffna District TNA voters in this election and they have made their choice, clearly and unambiguously, even against the thrust of Tamil media and other elites, who backed their favourites but lost the election. It is noteworthy that social media is losing the power of the poison pen. It is time for those who lost the election to make way for the younger and proven elected leadership.

The third challenge for TNA leader Sambanthan is to ensure that a future Tamil political leadership that can hear the Tamil voice locally, engage the government at the centre nationally and speak to the international community globally is clearly designated and empowered.

The Rajapaksas and the SLPP have done what everyone thought was politically impossible. They have unifed the majority Sinhala vote, consequently marginalised the Muslim vote and divided the minority Tamil vote. To deal with that reality and defend a more pluralistic vision of Sri Lanka and represent Tamil interests effectively over the medium to long term, Rajavarothian Sambanthan and the TNA have their work cut out for them.

 

 

 


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Midweek Review

‘Professor of English Language Teaching’

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It is a pleasure to be here today, when the University resumes postgraduate work in English and Education which we first embarked on over 20 years ago. The presence of a Professor on English Language Teaching from Kelaniya makes clear that the concept has now been mainstreamed, which is a cause for great satisfaction.

Twenty years ago, this was not the case. Our initiative was looked at askance, as indeed was the initiative which Prof. Arjuna Aluwihare engaged in as UGC Chairman to make degrees in English more widely available. Those were the days in which the three established Departments of English in the University system, at Peradeniya and Kelaniya and Colombo, were unbelievably conservative. Their contempt for his efforts made him turn to Sri Jayewardenepura, which did not even have a Department of English then and only offered it as one amongst three subjects for a General Degree.

Ironically, the most dogmatic defence of this exclusivity came from Colombo, where the pioneer in English teaching had been Prof. Chitra Wickramasuriya, whose expertise was, in fact, in English teaching. But her successor, when I tried to suggest reforms, told me proudly that their graduates could go on to do postgraduate degrees at Cambridge. I suppose that, for generations brought up on idolization of E. F. C. Ludowyke, that was the acme of intellectual achievement.

I should note that the sort of idealization of Ludowyke, the then academic establishment engaged in was unfair to a very broadminded man. It was the Kelaniya establishment that claimed that he ‘maintained high standards, but was rarefied and Eurocentric and had an inhibiting effect on creative writing’. This was quite preposterous coming from someone who removed all Sri Lankan and other post-colonial writing from an Advanced Level English syllabus. That syllabus, I should mention, began with Jacobean poetry about the cherry-cheeked charms of Englishwomen. And such a characterization of Ludowyke totally ignored his roots in Sri Lanka, his work in drama which helped Sarachchandra so much, and his writing including ‘Those Long Afternoons’, which I am delighted that a former Sabaragamuwa student, C K Jayanetti, hopes to resurrect.

I have gone at some length into the situation in the nineties because I notice that your syllabus includes in the very first semester study of ‘Paradigms in Sri Lankan English Education’. This is an excellent idea, something which we did not have in our long-ago syllabus. But that was perhaps understandable since there was little to study then except a history of increasing exclusivity, and a betrayal of the excuse for getting the additional funding those English Departments received. They claimed to be developing teachers of English for the nation; complete nonsense, since those who were knowledgeable about cherries ripening in a face were not likely to move to rural areas in Sri Lanka to teach English. It was left to the products of Aluwihare’s initiative to undertake that task.

Another absurdity of that period, which seems so far away now, was resistance to training for teaching within the university system. When I restarted English medium education in the state system in Sri Lanka, in 2001, and realized what an uphill struggle it was to find competent teachers, I wrote to all the universities asking that they introduce modules in teacher training. I met condign refusal from all except, I should note with continuing gratitude, from the University of Sri Jayewardenepura, where Paru Nagasunderam introduced it for the external degree. When I started that degree, I had taken a leaf out of Kelaniya’s book and, in addition to English Literature and English Language, taught as two separate subjects given the language development needs of students, made the third subject Classics. But in time I realized that was not at all useful. Thankfully, that left a hole which ELT filled admirably at the turn of the century.

The title of your keynote speaker today, Professor of English Language Teaching, is clear evidence of how far we have come from those distant days, and how thankful we should be that a new generation of practical academics such as her and Dinali Fernando at Kelaniya, Chitra Jayatilleke and Madhubhashini Ratnayake at USJP and the lively lot at the Postgraduate Institute of English at the Open University are now making the running. I hope Sabaragamuwa under its current team will once again take its former place at the forefront of innovation.

To get back to your curriculum, I have been asked to teach for the paper on Advanced Reading and Writing in English. I worried about this at first since it is a very long time since I have taught, and I feel the old energy and enthusiasm are rapidly fading. But having seen the care with which the syllabus has been designed, I thought I should try to revive my flagging capabilities.

However, I have suggested that the university prescribe a textbook for this course since I think it is essential, if the rounded reading prescribed is to be done, that students should have ready access to a range of material. One of the reasons I began while at the British Council an intensive programme of publications was that students did not read round their texts. If a novel was prescribed, they read that novel and nothing more. If particular poems were prescribed, they read those poems and nothing more. This was especially damaging in the latter case since the more one read of any poet the more one understood what he was expressing.

Though given the short notice I could not prepare anything, I remembered a series of school textbooks I had been asked to prepare about 15 years ago by International Book House for what were termed international schools offering the local syllabus in the English medium. Obviously, the appalling textbooks produced by the Ministry of Education in those days for the rather primitive English syllabus were unsuitable for students with more advanced English. So, I put together more sophisticated readers which proved popular. I was heartened too by a very positive review of these by Dinali Fernando, now at Kelaniya, whose approach to students has always been both sympathetic and practical.

I hope then that, in addition to the texts from the book that I will discuss, students will read other texts in the book. In addition to poetry and fiction the book has texts on politics and history and law and international relations, about which one would hope postgraduate students would want some basic understanding.

Similarly, I do hope whoever teaches about Paradigms in English Education will prescribe a textbook so that students will understand more about what has been going on. Unfortunately, there has been little published about this but at least some students will I think benefit from my book on English and Education: In Search of Equity and Excellence? which Godage & Bros brought out in 2016. And then there was Lakmahal Justified: Taking English to the People, which came out in 2018, though that covers other topics too and only particular chapters will be relevant.

The former book is bulky but I believe it is entertaining as well. So, to conclude I will quote from it, to show what should not be done in Education and English. For instance, it is heartening that you are concerned with ‘social integration, co-existence and intercultural harmony’ and that you want to encourage ‘sensitivity towards different cultural and linguistic identities’. But for heaven’s sake do not do it as the NIE did several years ago in exaggerating differences. In those dark days, they produced textbooks which declared that ‘Muslims are better known as heavy eaters and have introduced many tasty dishes to the country. Watalappam and Buriani are some of these dishes. A distinguished feature of the Muslims is that they sit on the floor and eat food from a single plate to show their brotherhood. They eat string hoppers and hoppers for breakfast. They have rice and curry for lunch and dinner.’ The Sinhalese have ‘three hearty meals a day’ and ‘The ladies wear the saree with a difference and it is called the Kandyan saree’. Conversely, the Tamils ‘who live mainly in the northern and eastern provinces … speak the Tamil language with a heavy accent’ and ‘are a close-knit group with a heavy cultural background’’.

And for heaven’s sake do not train teachers by telling them that ‘Still the traditional ‘Transmission’ and the ‘Transaction’ roles are prevalent in the classroom. Due to the adverse standard of the school leavers, it has become necessary to develop the learning-teaching process. In the ‘Transmission’ role, the student is considered as someone who does not know anything and the teacher transmits knowledge to him or her. This inhibits the development of the student.

In the ‘Transaction’ role, the dialogue that the teacher starts with the students is the initial stage of this (whatever this might be). Thereafter, from the teacher to the class and from the class to the teacher, ideas flow and interaction between student-student too starts afterwards and turns into a dialogue. From known to unknown, simple to complex are initiated and for this to happen, the teacher starts questioning.

And while avoiding such tedious jargon, please make sure their command of the language is better than to produce sentences such as these, or what was seen in an English text, again thankfully several years ago:

Read the story …

Hello! We are going to the zoo. “Do you like to join us” asked Sylvia. “Sorry, I can’t I’m going to the library now. Anyway, have a nice time” bye.

So Syliva went to the zoo with her parents. At the entrance her father bought tickets. First, they went to see the monkeys

She looked at a monkey. It made a funny face and started swinging Sylvia shouted: “He is swinging look now it is hanging from its tail its marvellous”

“Monkey usually do that’

I do hope your students will not hang from their tails as these monkeys do.

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Midweek Review

Little known composers of classical super-hits

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By Satyajith Andradi

 

Quite understandably, the world of classical music is dominated by the brand images of great composers. It is their compositions that we very often hear. Further, it is their life histories that we get to know. In fact, loads of information associated with great names starting with Beethoven, Bach and Mozart has become second nature to classical music aficionados. The classical music industry, comprising impresarios, music publishers, record companies, broadcasters, critics, and scholars, not to mention composers and performers, is largely responsible for this. However, it so happens that classical music lovers are from time to time pleasantly struck by the irresistible charm and beauty of classical pieces, the origins of which are little known, if not through and through obscure. Intriguingly, most of these musical gems happen to be classical super – hits. This article attempts to present some of these famous pieces and their little-known composers.

 

Pachelbel’s Canon in D

The highly popular piece known as Pachelbel’s Canon in D constitutes the first part of Johann Pachelbel’s ‘Canon and Gigue in D major for three violins and basso continuo’. The second part of the work, namely the gigue, is rarely performed. Pachelbel was a German organist and composer. He was born in Nuremburg in 1653, and was held in high esteem during his life time. He held many important musical posts including that of organist of the famed St Stephen’s Cathedral in Vienna. He was the teacher of Bach’s elder brother Johann Christoph. Bach held Pachelbel in high regard, and used his compositions as models during his formative years as a composer. Pachelbel died in Nuremburg in 1706.

Pachelbel’s Canon in D is an intricate piece of contrapuntal music. The melodic phrases played by one voice are strictly imitated by the other voices. Whilst the basso continuo constitutes a basso ostinato, the other three voices subject the original tune to tasteful variation. Although the canon was written for three violins and continuo, its immense popularity has resulted in the adoption of the piece to numerous other combinations of instruments. The music is intensely soothing and uplifting. Understandingly, it is widely played at joyous functions such as weddings.

 

Jeremiah Clarke’s Trumpet Voluntary

The hugely popular piece known as ‘Jeremiah Clarke’s Trumpet Voluntary’ appeared originally as ‘ The Prince of Denmark’s March’ in Jeremiah Clarke’s book ‘ Choice lessons for the Harpsichord and Spinet’, which was published in 1700 ( Michael Kennedy; Oxford Dictionary of Music ). Sometimes, it has also been erroneously attributed to England’s greatest composer Henry Purcell (1659 – 1695 ) and called ‘Purcell’s Trumpet Voluntary (Percy A. Scholes ; Oxford Companion to Music). This brilliant composition is often played at joyous occasions such as weddings and graduation ceremonies. Needless to say, it is a piece of processional music, par excellence. As its name suggests, it is probably best suited for solo trumpet and organ. However, it is often played for different combinations of instruments, with or without solo trumpet. It was composed by the English composer and organist Jeremiah Clarke.

Jeremiah Clarke was born in London in 1670. He was, like his elder contemporary Pachelbel, a musician of great repute during his time, and held important musical posts. He was the organist of London’s St. Paul’s Cathedral and the composer of the Theatre Royal. He died in London in 1707 due to self – inflicted gun – shot injuries, supposedly resulting from a failed love affair.

 

Albinoni’s Adagio

The full title of the hugely famous piece known as ‘Albinoni’s Adagio’ is ‘Adagio for organ and strings in G minor’. However, due to its enormous popularity, the piece has been arranged for numerous combinations of instruments. It is also rendered as an organ solo. The composition, which epitomizes pathos, is structured as a chaconne with a brooding bass, which reminds of the inevitability and ever presence of death. Nonetheless, there is no trace of despondency in this ethereal music. On the contrary, its intense euphony transcends the feeling of death and calms the soul. The composition has been attributed to the Italian composer Tomaso Albinoni (1671 – 1750), who was a contemporary of Bach and Handel. However, the authorship of the work is shrouded in mystery. Michael Kennedy notes: “The popular Adagio for organ and strings in G minor owes very little to Albinoni, having been constructed from a MS fragment by the twentieth century Italian musicologist Remo Giazotto, whose copyright it is” (Michael Kennedy; Oxford Dictionary of Music).

 

Boccherini’s Minuet

The classical super-hit known as ‘Boccherini’s Minuet’ is quite different from ‘Albinoni’s Adagio’. It is a short piece of absolutely delightful music. It was composed by the Italian cellist and composer Luigi Boccherini. It belongs to his string quintet in E major, Op. 13, No. 5. However, due to its immense popularity, the minuet is performed on different combinations of instruments.

Boccherini was born in Lucca in 1743. He was a contemporary of Haydn and Mozart, and an elder contemporary of Beethoven. He was a prolific composer. His music shows considerable affinity to that of Haydn. He lived in Madrid for a considerable part of his life, and was attached to the royal court of Spain as a chamber composer. Boccherini died in poverty in Madrid in 1805.

Like numerous other souls, I have found immense joy by listening to popular classical pieces like Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio and Boccherini’s Minuet. They have often helped me to unwind and get over the stresses of daily life. Intriguingly, such music has also made me wonder how our world would have been if the likes of Bach, Handel, Haydn, Mozart, Beethoven, and Schubert had never lived. Surely, the world would have been immeasurably poorer without them. However, in all probability, we would have still had Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio, and Boccherini’s Minuet, to cheer us up and uplift our spirits.

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Midweek Review

The Tax Payer and the Tough

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By Lynn Ockersz

The tax owed by him to Caesar,

Leaves our retiree aghast…

How is he to foot this bill,

With the few rupees,

He has scraped together over the months,

In a shrinking savings account,

While the fires in his crumbling hearth,

Come to a sputtering halt?

But in the suave villa next door,

Stands a hulk in shiny black and white,

Over a Member of the August House,

Keeping an eagle eye,

Lest the Rep of great renown,

Be besieged by petitioners,

Crying out for respite,

From worries in a hand-to-mouth life,

But this thought our retiree horrifies:

Aren’t his hard-earned rupees,

Merely fattening Caesar and his cohorts?

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