The Revolutionary Lives and Careers of Siva, Doreen, Vivi and Sirima
By Kusum Wijetilleke (firstname.lastname@example.org) and
(Continued from yesterday)
The events leading up to her removal began in 1933 when she published an article titled “The Battle of the Flowers” in the Ceylon Daily News that questioned the sale of the Poppy on Armistice Day in the British Colonies. At the time, funds from the sale of poppies went towards British ex-servicemen and not to help the Ceylonese officers. The resulting Suriya Mal Movement sold local sunflowers (suriya) instead of poppies with proceeds going to local benefactors. This movement was an early rallying cry for independence and Ms. Doreen would go on to become a symbol of Ceylonese anti-imperialism; winning the parliamentary seat for Akuressa in 1952 under the Communist Party. However in the period leading up to Independence, leftism in Ceylon was very much under threat.
Dr. Wickramasinghe would be arrested in 1939 for sedition, and many others, including Dr. N.M. Perera would follow. The response to the arrests would be one of the largest protest marches ever seen in Ceylon, organized by the LSSP and quelled by the British with a baton charge.
Leading the march was the wife of Dr. N.M. Perera; Ms. Selina Perera who was also one of Ceylon’s leading Trotskyites and a founding member of the LSSP. Ms Perera would also shelter the Anglo-Australian Marxist Mark Bracegirdle when the Governor of Ceylon ordered his arrest and deportation, for the crime of organizing plantation labourers to agitate for better living conditions. Ms. Perera herself had to flee Ceylon to India following a brief arrest in 1940 and even joined the Bolshevik Leninist Party of India, Ceylon and Burma along with her husband. When India took the decision to deport them, she escaped to Calcutta, where she adopted a new identity and taught English, disillusioned with the independence politics of India and Ceylon.
At the outbreak of World War II, Colvin R De Silva, N.M. Perera and many others of the LSSP were declared ‘persona non grata’ due to their anti-Stalinism and the insistence that the war was an imperialist venture. One of the co-founders of the LSSP, Mr. Leslie Goonewardene, was able to evade arrest and escape to India along with Selina Perera and others. Hailing from a prominent political family, Mr. Goonewardene had intended to become a Methodist Priest but was influenced by Marxist teachings while in the UK, ending up at the London School of Economics under the tutelage of the famous Marxist Professor, Harold Laski.
Mr. Goonewardene’s political affiliations would lead to a meeting with his future wife, Vivienne, at a socialist rally. Vivienne Goonatilleka also hailed from aristocracy but was blessed with a rebellious streak which would mark her as one of the most important and accomplished women in Sri Lanka’s political history. Despite being the Head Girl at Musaeus College Colombo, ‘Vivi’ was noted for her defiance of authority which became evident with her involvement in the aforementioned Suriya Mal Movement. On Remembrance Day 1934, when as per tradition there would be a ceremonial gun salute at 11 am, Vivienne organized a protest whereby students would leave their boxes of instruments on the blackboards. The blackboards were then toppled at exactly 11 am to make a sound loud enough to drown out the gun salute. Despite her work with the poor and needy, Vivienne’s father was not best pleased with her political pursuits and did not want his young daughter engaged in further education, preferring that she marry and start a family of her own. Without her father’s knowledge and with the assistance of her maternal uncles, the famous socialists Philip and Robert Gunawardena, she gained entry into University College Colombo.
Vivienne’s father was completely against her marriage to Leslie Goonewardene on the basis of caste and religion but also due to the latter’s revolutionary politics which clashed with his pro-monarchy views. ‘Vivi’ was virtually imprisoned at their residence and Mr. Goonewardene was forced to file legal action against his future father-in-law by claiming unlawful detention (habeas corpus). The lawyer that successfully argued the case was a young attorney by the name of J.R. Jayawardene. Having married Leslie, Ms. Goonewardene had to escape to India under a false name along with her husband when the LSSP was proscribed for its anti-war stance. While in India Mr. and Mrs. Goonewardene immersed themselves in the Quit India Movement. After the end of World War II the LSSP began activities once again in Ceylon but ideological differences between leading members of the party led to a split based on their socialist ideologies. Vivienne joined the Bolshevik Sama Samaja Party (BSP), successfully campaigning for the Colombo Municipal Council (CMC) in 1950. As a member of the CMC, she focused on the poor residing in the ‘shanty towns’ by widening the roads, providing lighting and sanitation as well as organising sewing classes for single mothers. During this time she befriended a young politician from the Ceylon Labour Movement and regularly gave him a lift from near the shanty towns to the CMC; his name was Ranasinghe Premadasa. Her work as part of Dr. N.M. Perera’s All Ceylon Local Government Workers Union led to the granting of ‘Permanent’ Status to workers and the right to pensions as well as extending pensions to widows and orphans.
Through the decades between the 1940s and the 1970s, the LSSP, its various factions and other leftist aligned parties enjoyed great success in bringing about a political awakening amongst the youth and the working class of the country. The 1953 ‘Ceylon Hartal’ was the brainchild of the radicals that witnessed the success of similar organised protests during the Quit India Movement. Ceylon had never before witnessed such well-organised mass scale demonstrations and campaigns of civil disobedience, which brought much of Ceylon to a standstill. The Government of Dudley Senanayake had become unpopular for increasing the price of rice, reneging on a key election promise by the UNP. The hartal was so fierce that the entire cabinet of the government boarded a Royal Navy warship to secure itself against potential violence.
On the wave of leftist movements across the country, Ms. Goonewardene was elected to Parliament in 1956 and again in 1964, she only lost the 1960 election by some 150 votes to Mr. M.H. Mohamed; who was appointed Cabinet Minister of Labour, Housing and Employment. She joined a leftist newspaper and began reporting on parliamentary proceedings. M.H. Mohamed was unhappy at some of the articles written by Vivienne on the labour and housing policies of the UNP and during a session of parliament he made a remark directed at Vivienne referring to her election defeat; whilst she was seated in the press gallery. An enraged Vivienne reportedly waved a slipper in a threatening manner at Mohamed and despite the Speaker banning her from the press gallery for two weeks, she proceeded to the entrance of the chamber after the session with a crowd of supporters to confront the MP. The Minister of State at that time, J.R. Jayawardene, had to escort Mohamed through a separate exit and it was left to party leader Sirimavo Bandaranaike to pacify Vivienne. She was posthumously designated a ‘National Hero of Sri Lanka’, the highest civilian honour alongside the ‘Sri Lankabhimanya’.
It is true that most of the high watermarks of female representation in Sri Lankan politics featured women that ‘inherited’ political positions through ‘pedigree’, but this may be an oversimplification of sorts. Yes, many were from well-established political families but the use of the word pedigree is interesting. One of the definitions of the noun pedigree is the provenance of a person especially as conferring ‘distinction’; which in itself is a noun that defines excellence that sets someone apart from others. The closer we study the careers of some of Ceylon’s most prominent female politicians, the more simplistic the argument about inheriting power and position appears.
Perhaps our curriculum should be adjusted to shine more light on the many women that not only attained positions of power, but also possessed the knowledge and skills to thrive in these positions. The next time we rename a street or build a statue, perhaps we should honour some of the country’s famous foremothers. Far from being entitled heirs to political dynasties, these women were prodigious powerhouses in their own right and should be respected as such. A more intense spotlight on the achievements of the many women in our history may help inspire the next generation of women to make some history of their own.
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‘Professor of English Language Teaching’
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.
Little known composers of classical super-hits
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.
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).
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.
The Tax Payer and the Tough
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?