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The 13th Conference of the Association of Commonwealth Literature and Language Studies will be held at Hyderabad from August 4-9. It has already attracted a galaxy of speakers including Jean Arasanayagam, Yasmine Gooneratne and Chandani Lokuge. Others are Homi Bhabha of Harvard University, writers Shashi Deshpande and Girish Karnad, India, Sylvia Albustrazzi, University of Bologna, Italy, Elleke Boehmer, University of Nottingham, UK, Helen Tiffin, University of Queensland, Australia, Gerhard Stilz, University of Tuebingen, Germany, Margaret Daymond, University of Natal, South Africa, Geoffrey Davis, University of Aachen, Germany, Timothy Brennen, University of Minnesota, USA, Feroza Jussawalla, University of Texas, USA, Gayatri Chakravarti, Columbia University, Rajeswari Sunder Rajan, Oxford University, Subramani, University of the South Pacific, Fiji, Sushila Nasta, Open University, UK, Victor Chang, University of West Indies, Shirley Chew, University of Leeds, and Siti Roshaini Kassum, University of Malaysia. Also among the speakers will be Austin Clarke, Commonwealth Writer’s prize winner, Canada, playwright Mahesh Dattani of India; writer Suniti Namjoshi, Canada; Ashis Nandy of the Centre for the Study of Developing Societies, Delhi; Nigerian Booker Prize winners Ben Okri and Commonwealth Writers prizewinner Vikram Seth, India. At the recent Annual General Meeting of ACLALS Sri Lanka, held at the University of Peradeniya, Chairman Professor Ashley Halpe urged members to do their best to attend. The theme of the Conference, "Nation and Imagination: The changing Commonwealth" will underscore the fact that while Nation is a political and catographical entity, it is also an imaginative construct, especially in these times when the process of globalisation is redefining all identities - economic, cultural and national. These changes DO reflect on creative imagination and cultural production.
As Chairman of ACLALS, Meenakshi Mukherjee says “...it is necessary, we think, to look at the debate on the idea of the Nation from the Commonwealth perspective and from the point of view of an altered and supposedly globalised economy and culture... the concept (of national) seems applicable rather more to the idea of the Western Nation in the imperialist nineteenth century than to the anti-imperialist (post) colonial nation of the twentieth.” Both Meenakshi Mukherjee and ACLALS Vice Chairman, Harish Trivedi, Pressor of English, University of Delhi, are no strangers to Sri Lanka. They were both honoured guests and keynote speakers at the Sri Lanka ACLALS conference held at Sabaragamuwa University (where Harish showed us how effective the Indian version of ‘The Turn of the Screw’ could be. (No further explanations, please!) Harish has given us some of the icing off the cake in his own Triennial ‘voice’. This is a condensed version: "The latter half of the twentieth century saw an explosion in the number of territories and countries attaining the state of the nation through decolonisation (and over 50 of them went on to join a voluntary but still hegemonic Commonwealth of Nations in a continuing historical alignment which was at least, literally speaking, post-colonial). There are more nations now than perhaps ever before in modern history but never has the nation been in such discursive disrepute. All facts seem to be for it; all theory is against it. "It may be argued that nations are sturdy and enduring entities because they are born not only in the collective imagination but even more in common material aspiration, and very often, as acts of contra distinctive resistance to other contesting or conquering nations. Having once been realized, the very idea of the nation thus contains an element of self-preserving vigilance and even belligerence. Nations are, perhaps, not just narrated into existence as fictive allegories; they are often forged in the smithy of blood, sweat and tears. People are readier to lay down their lives for their nation than for any other cause bar (in some societies) religion. Even when a conflict is in play, as in international team sport, a degree of chauvinism is aroused verging on the fanatical. No sacrifice at the altar seems too great in the cause of the nation. "It is precisely such blind passion and sense of unexamined duty... that makes one suspect the nation to be something negative and reactionary. One may recall, however, that the nation was not thought to be so reprehensible when the older, more powerful Western nations were expanding into empires. At the heart of this diachronic and discriminatory view lies a historical contradiction: what was the white man's meat is now seen as the black man's poison. "In an ideal world there would perhaps be no nations. Differing ideologies in modern history have projected a vision of either an egalitarian brotherhood or at least a liberal, peaceful, harmonious United Nations. But what we have got instead, especially after 9/11, is a Supernation, overflowing all norms of the nation itself and overriding all claims of whichever other nation it chooses to turn its scorching gaze on. And it has now, for its major adversary, the "terrorists" who act as extra-territorial spearheads of nations powerless to fight back conventionally as nations. "In other ways too, the nation is now under siege from both within and without. It is fragmented and subverted from within by the various Sub-nations: the First Nations, the Dalits, the Aborigine, women (often the majority of the population of a nation but politically blatantly under-privileged), queer minorities, and secessionist ethnicities. From without, the spread of globalisation as underwritten by the IMF and the World Bank, the penetration of the multinationals (with Coca-Cola, effectively a non-product, claiming to sell in more countries than are members of the UN) and the seamless www, all look set to erase without a battle not only national boundaries but also any vestigial shadow lines. An elite anglophone "diaspora" now writes and represents the left-behind vernacular nation, while subaltern "immigrants" still wander miserably between their two unreconciled worlds. Perhaps in reaction, a kind of cultural nationalism has become the last ditch-stand or even the last refuge of those still located in their culture, as well as of those re-located in body but with a still nostalgic and unreconstituted soul." It is hoped - and most of all Professor Ashley Halpe hopes - that the conference will have a strong Sri Lankan participation. It is cheering to know that our top-flight poet and writer Jean Arasanayagam will hold the stage, as well as Yasmine Gooneratne from Macquearie University, Sydney, and Chandani Lokuge from Australia's Monash University. Yasmine says the event will mark the year of her first "real" visit to India. Oh, and by the way, Ashley informs us that he has negotiated special discounted rates for room and board in Hyderabad; and also reminds that the Sri Lanka ACLALS journal ‘Phoenix’ will be out shortly. The
Ladies’ Narrative The characteristics extolled here - the ability to survive, vigorous growth in troubled times, a potential for adaptation - form the cornerstones of concern in this story of the establishment and development of one of the leading girls' schools in Sri Lanka. The publication of ‘Ladies’ College 1900 - 2000’ was to have coincided with the centennial anniversary celebrations in 2000 but due to circumstances beyond the control of the Editorial Committee, the volume was delayed. Belated though it is, the publication is a timely commentary on the triumphs and travails of an educational institution that has weathered the vicissitudes of ever-shifting national educational policies and disastrous socio- political upheavals. Centennial volumes celebrating a school's history usually tend to be limited to collections of anecdotal essays by alumni and/or present pupils. In this regard, ‘Ladies College 1900 - 2000’ stands out as being a far more comprehensive enterprise focused on serious concerns. These concerns, highlighted in the Preface revolve round the question as to how a relatively small fee-levying Christian school not only survived for a hundred years but was also able to provide the country with an array of capable women who have often been the pioneers, the 'First Ladies' in their various fields. The answers to this question evolve through a multi-faceted narrative - a history of the school, a set of personal perspectives on the Principals, accounts of a few past pupils who have made important contributions to the school and an essay on the Christian vision that was responsible for the establishment and growth of the school. Also included is a 'visual' essay illustrating through photographs the progress of the school. The backbone of the publication is the first section: 'A Centennial Narrative'. This section draws upon an earlier history of the school ‘A History of CMS Ladies College’ written in 1957 but is not a mere repetition of known facts. Instead the narrative takes up the challenge of situating the changes, growth and problems facing the school within the larger history of Sri Lanka as the island nation developed from a colonial dominion into a democratic republic. Guiding
principals The Narrative chronicles with sympathetic insight the story of the founder Lilian Nixon, an Irish missionary who at the young age of 26 decided to embark on founding a school for women in a far-flung corner of the British Empire. Her courage and vision are set against the backdrop of the century to which Miss Nixon belonged - the Victorian era with its patriarchal traditions which tended to favour the male child. That courage and faith were indeed needed is poignantly revealed in the fact that Ladies’ College began with just two pupils. Yet such was Miss Nixon's determination to succeed that by 1910, when the school moved to its current premises on four acres of land on Flower Road, Ladies’ College had already begun to blaze trails in academic excellence and educational achievement. Its handful of girls was to include the first Sri Lankan woman to obtain the FRCS degree, and year after year, Ladies’ College girls were to win the government scholarships awarded for the Senior and Junior Cambridge examinations. Ironically, the move to the premises at Flower Road which today is seen as one of the school's greatest assets, was at that time viewed as a liability by the governing authorities. The result was a loss of independence for the school which was made to look to the state for aid as a Grant-in-Aid school, and more tragically in the resignation of Miss Nixon. The saga of courage, determination and sacrifice continues with accounts of the two other early Principls, Miss Gwen Opie and Miss Mabel Simon. The narrative sets out in detail the complexities of the tasks that these missionaries undertook. Ms. Opie had the onerous task of steering the school through the disruptions caused by World War II and of trying to maintain a balance between the dictates of conformity to the state education system and the spirit of liberal education that Ladies’ College fostered. The Narrative highlights the obstacles Miss Opie had to deal with and celebrates her stewardship as a period of expansion, not only in physical infrastructure but also in innovative scholastic traditions. Yet again, as in the period of Miss Nixon, Ladies’ College was fortunate to have a talented and indefatigable woman at the helm, but sadly, once again, the burdens took their toll, and a remarkable Principal had to pay the price, this time with her life. Language
matters The Narrative also records another major contribution made by Miss Simon - her interest in vocational training and recognition of the fact that all students need not necessarily be academically oriented. She laid in place services that would help those who were differently gifted to find career pathways for themselves, and in the 1970s, her vision was realized when Ladies’ College established a Vocational Training Institute to cater not only to its own students but to all young people seeking non-traditional skills. The true efflorescence of the vision of the founders was to be realized during Miss Simon's stewardship for the Simon years produced the largest galaxy of 'firsts' including the first woman Vice-Chancellor, the first woman Engineer, the first woman Commissioner-General of Inland Revenue, the first woman Director of Census and Statistics, the first woman Secretary to a Ministry - the list is long and the fields are varied. The next period, the principalship of Miss Olive Hitchcock is described as a period of transition, spanning the bridge between the stewardship of foreign missionaries and the first Sri Lankan Principal. Although this period was a brief four years, the narrative pays tribute to the administrative acumen of Miss Hitchcock who bequeathed an extremely well organized institution to her successor, Mrs. Sirancee Gunawardene. The section dealing with the principalship of Mrs. Gunawardene, the first Old Girl to become the head of the school, is by far the longest and most complex; reflecting the turbulent, chaotic and tragic socio-political upheavals that beset Sri Lanka and its system of education. The Narrative comments on the perspicacity and leadership of Mrs. Gunawardene as she held the school together through the years of socialist experiments in the late 60’s, the youth insurrection of the 1970s, ethnic violence in the 1980s and the devastation of the bomb blasts in the 1990s. Each of these decades was marked by major shifts in educational policy, making school administration a most unenviable task. Ad- hoc and irrational policies, increasing competitiveness, terrorism, social unrest - each in their own way took their toll on the school; yet the Principal in common with the earlier leaders, remained steadfast to the vision of the institution, while encouraging values and traditions that were Sri Lankan and multicultural. The account of the Principals is made complete with reference to the (then) new Principal, Dr. Sriyanie Miththapala another Old Girl, who took over the reins in 1999. The Narrative continues with commentaries on other aspects of the school such as the 'Teaching Staff', the Parent Teacher Association and the Old Girls’ Association, concluding with a commentary on the 'End of a Century'. Attention
to detail The scholarly approach of the ‘Centennial Narrative’ is humanely counter-pointed in the charming account of 'The Christian Vision that inspired our Founders' by Anne Abayasekara. Written with a warm sincerity, this essay rings with recognition of the innately multi-religious, multi-cultural ethos of Ladies’ College while paying tribute to the Christian values that underpinned the school. The little anecdote here of how Miss Nixon so impressed a Buddhist father that he enrolled at Ladies’ College five daughters who were en route to Bishop's College, seems to encapsulate the strengths and reputation of "this Christian school based on Christian values yet embracing girls of all religions". Personal
accounts The publication does commemorate Mrs. Mahadeva's long years of service to Ladies’ College but unfortunately overlooks the fact that Indra Mahadeva was to the Tamil medium what Sylvia Gunatilleke was to Sinhala - the key figure who taught the Tamil Language and its literature, and more significantly was responsible for encouraging Tamil oratory, drama and culture within the school. The Tamil cultural pageants and events that are celebrated by the school had their origins in the lunch hour drama competitions that Ms. Mahadeva would organize. These efforts demonstrate the balance in providing for the two national languages, the tolerance and breadth of vision that characterized Ladies’ College, and I would have welcomed individual appreciation of these achievements. I would also have welcomed greater provision for more representative reminiscences, perhaps by means of a section entitled ‘What Ladies' College Meant to Me’ in which leading students from all communities - Sinhalese, Tamils, Burghers, Moors, Malays, Parsis, Borahs - who were an integral part of the mosaic of Ladies' College - could have commented on the distinctive contribution this Christian school made to the education of girls in their own particular section of Sri Lankan society. In spite of these regrets, I found ‘Ladies College 1900 - 2000’ to be an absorbing experience. Its clear lucid prose helps to illumine the key events of the school's history, supported admirably by an array of arresting photographs. The past is indeed another country but this book brings that past vividly to life revealing to us the hard work and dedication that underlies the making of a highly regarded institution. It is a tribute to a 'Century of Excellence', a sincere, serious and sympathetic exposition of the ideals and individuals that have made Ladies’ College what it is. |
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