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| Monday, 14 February 2005 |
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Professor J. E. Jayasuriya Tribute to an exemplary teacher by Chitrangani M. Abhayadeva "A teacher who conducts oneself as an example to others is wise and free of reproof." - Dhammapada
Seated in the lecture hall, spanned by the majestic Hantane hills on one side and the quietly flowing Mahaweli on the other, we marvel at this unique teacher who lucidly explains new concepts to us, stimulating and probing our thinking. He rattles off names, dates and theories without a scrap of paper. Sometimes he relates humorous anecdotes in between or adds a subtle joke with a twinkle in his eye. As I go through some of his writings I am amazed at the prophetic quality of what he propounded. This versatile teacher, prolific writer and humane gentleman created an indelible influence on my professional life as well as on many others. Reading through some of the memorial lectures and appreciations written over the last decade by his eminent colleagues and students, I feel inadequate to do justice to this great thinker and educationist of international repute. I take the liberty to quote from some of their writings. In his publication, 'Education in the Third World - Some Reflections', Professor Jayasuriya outlines his vision for Sri Lanka and the other Third World countries. 'The Third World countries would be well advised to focus their attention on the achievement of high quality of life through the enjoyment of simple and modest standards of material satisfaction, and the ennobling of the mind by humanistic, reflective and spiritual pursuits, rather than through an unending search for material goods and comforts.' Further he concludes that the leaders of the country should adopt lifestyles in consonance with such a vision. Affectionately referred to as JE by many who knew him, he was born on 14th February 1918. He had his early education in a number of schools, as his father was a transferable government officer. He attended Dharmashoka Vidyalaya, Ambalangoda, Anuruddha Vidyalaya, Nawalapitiya and Wesley College, Colombo. He graduated with a First Class in Mathematics at the age of 21 years. He was a visiting lecturer in Mathematics at the Ceylon University and had sat the Civil Service examination, when he was offered the post as the first principal of Dharmapala Vidyalaya, Pannipitiya. Subsequently be became the principals of Sri Sumangala Vidyalaya Panadura, Central College, Wadduwa and Central College Matugama. It was sheer destiny that Sri Lanka gained an outstanding educationist and the Ceylon Civil Service lost a promising officer. Mr. Jayasuriya had been principal of Dharmapala Vidyalaya for less than one month when he was summoned for the Ceylon Civil Service interview. The Chairman of the Board of Interview was L. Mc. D. Robinson, then Director of Education. At the interview the Chairman was angry that permission had not been sought to open Dharmapala Vidyalaya. Despite the innocence of the candidate, Mr. Jayasuriya was not selected. Though registration of this school was refused, P. de S. Kularathne the founder of this school got it registered. This has been reported by P. E. V. Gunadasa, president of the past pupils association of this school. Much later on, as the Professor himself has stated, that education - his mission in life was possible because of Dharmapala Vidyalaya. After getting grass roots level experience as principal of leading suburban and outstation schools, he joined the Maharagama Teacher Training College as lecturer in Mathematics. He won a two year scholarship to the University of London where he obtained his MA in Education. He was one of the first Asians to be admitted as a chartered psychologist in the UK. In 1952 he joined the Education Department of the University of Ceylon and became the first Sri Lankan Professor of Education. He systematised teacher education at both undergraduate and postgraduate levels (1957-1971). The B.Ed. course he initiated helped to groom some of the best undergraduates of the time, many of whom hold responsible positions today. He initiated research and higher degrees in education and inspired Diploma in Education students to undertake micro studies as part of their assignments. He played a dynamic role in building up the Education Department in Peradeniya which opened up new insights in teacher education. He encouraged his colleagues to interact with other departments. He was not confined to the academic world. He was instrumental in building a home for the mentally retarded children in Kandy. He initiated adult education programmes in some villages around the university. Though he did not take time to do his Ph.D he supported and guided many of his students to get their doctorates. In recognition of his work, the Colombo University and the Open University awarded him Honorary Doctorates in Education. Professor Jayasuriya was appointed the Chairman of the first National Education Commission in Sri Lanka, which proposed far-reaching reforms in education. Invited by UNESCO, he became the first Regional Advisor in Population Education (1971-1976). He is considered as the 'father' of population education in the Asian region. Under his guidance, population education aimed at a better quality of life and at developing a sense of responsibility and rational decision-making abilities in children and adults, in the face of poverty and population growth. He continued to contribute in an advisory capacity in Sri Lanka and in Asian and African countries. His experiences resulted in several publications. His work on psychological aspects of ageing, which he could not complete, would have been of immense value to Sri Lanka which has a rapidly growing population of elders. The Jayasuriya Memorial Hall erected in the Peradeniya campus is a fitting tribute to this innovator in education. I am compelled to add to this biographical note, the following attributes stated by two contemporaries closely associated with Professor Jayasuriya. "JE was very generous in sharing his knowledge and expertise. There were numerous occasions both during our university days and later on when I sought his advice and guidance. These were readily given. As a man JE was simple and unassuming to a fault. Mrs. Jayasuriya is even more self-effacing. Theirs was a well knit family with two schoolgoing sons at that time, both of whom are occupying high positions now." (An appreciation by Mr. Ananda Jayawardana 1991) "JE never wore learning ponderously. He went about his work with meek humility and he had tremendous reserves of character. He never feared to say 'no' to pressure groups, no matter how powerful. He was a very good neighbour and friend though undemonstrative. He remained the silent philanthropist. He was meticulously exacting with himself about his own standards. I have been amazed at how exactingly honest he was, whether it was a tax return or a travelling claim". (An appreciation by Douglas Walatara, 1993, Associate Professor) Publications Professor Jayasuriya is credited with 151 titles in English, most of which he had authored, and another 39 titles in Sinhala. His 12 text books in Mathematics for secondary grades were used for over two decades. These were well sequenced. The simple presentation and examples helped the pupils in remedial learning. These books were sought by parents and teachers even later on. The National Education Commission Report which he authored, in the words of one of his former B.Ed. students, Dr. M. U. Sedere, "placed its highest priorities on issues of equality and equity... and made it possible to expand general education beyond the horizons of the rural elites, to the deprived and led Sri Lanka to its success in education. One outcome of these developments was the attainment of highest rate of literacy by Sri Lanka, in the early 1970s. The publication, 'Some Issues in Ceylon Education' 1964, critically examines the proposals of the White Paper. He gives terse comments on seventeen topics. Some of his views on topics such as estate schools and pre-school education are prophetic. His 550 page book, 'Education Policies and Progress during the British rule in Ceylon' and the book 'Education in Ceylon', before and after Independence are ample evidence of deep knowledge and incisive analysis of education in Sri Lanka. Priorities Education at the first level was one of the four priorities he had outlined for the Third World countries. He emphasised the need for legislation for compulsory education. He proposed staggered entry to Grade 1. He suggested the first three years of school to be considered as a single unit. He pressed for the best teachers for beginning grades and advocated self-learning and individualised instruction. He showed the importance of micro research into learning modalities. Primary education reforms have adopted most of these proposals. His concept of adult education, the second of the four priorities was to help people to decide for themselves - in co-operation what development is. The third priority was professional education. He said that the Third World countries cannot waste their scarce resources on inefficient professionals. He saw the value of distant learning as a modality of teacher education. His fourth priority was applied research and development. He proposed a series of topics, which give an impetus to nation building. The topics range from health, nutrition, agriculture and fisheries to low-cost housing, energy, and conservation of natural resources and use of appropriate technology. Professor Jayasuriya highlights the barrenness of the White Paper proposals in the area of pre-school education. He made insightful proposals. The White Paper failed to realise the potential of this area. There were less than 150 pre-schools (nurseries) in the 1960s which catered to a minute urban privileged population. Four decades later, today the number of pre-schools exceeds 10,000. He predicted the future demand for pre-schools and proposed that it be met by local initiatives. The care of the preschool child was to be a function of the local bodies. He urged close collaboration between the local authority, health department and the education department. The multi-sectoral approach and the concept of total development and integrated development in today's jargon was not new to him. True to his vision, today Early Childhood Care and Education is a subject devolved to the province. However the metamorphosis that takes place in a child in these foundation years and the quality of socio-emotional and cognitive exposure whether it is in a sophisticated urban preschool or in a humble rural setting needs continued scrutiny and support. A pre-school, it is said, is as good as its teachers. He says "the position of a pre-school teacher itself is a mission to be assumed for the benefit of young children and which demands personal gifts as well as knowledge and that success depends upon the richness of the personality as well..." He gives two main objectives of pre-school teacher training i.e. to secure maximum personal development of the teacher and to equip her with knowledge and professional skills. He recommends a sound theoretical basis and adequate supervised practical experience during training. The local pre-school center envisaged by him should provide for a wide range of play activities for children to participate singly in small and in large groups exploring their environment... there would be no formal education activity, it would be yet educational in broad sense of the term... Glowing example Professor Jayasuriya exemplified punctuality. His psychology lectures started at 8 a.m. on Mondays. Most of the married students who go away for the weekend and travel back on Monday morning, used to turn up a little late for this lecture. In the midst of his lecture he would greet the latecomers 'Here comes the honeymooners' and the whole class rocked with laughter. He was a counsellor and friend. Unknown to many he tended to emotional problems of some of the adult students. Every batch of Diploma students had eligible men and women of late 20s to 30s. He loved to see some of them pairing for life and had an impish smile for them. Professor Chandra Gunawardana writes glowingly of the tutelage under the Professor as an assistant lecturer and that he was a role model to his students and junior colleagues. The following anecdote illustrates this quality. As a temporary assistant lecturer in education in mid sixties I had to supervise the practical teaching of young B.Ed. students. I lacked supervisory experience as much as these undergraduates lacked teaching experience. I was very enthusiastic. To the dismay of some of these undergraduates I had over expectations of teaching competencies from them. Sensing this, the empathetic Professor responded and prevented the development of a sour situation. In such instances he joined me in supervision. By gently guiding the students he aptly demonstrated the role of a supervisor. It was a memorable experience. Another distinguished student Professor Swarna Jayaweera expressing her gratitude and respect to this great teacher says, "His incisive intellect, his breadth of vision and his clarity of purpose and action stimulated my learning experiences and no doubt those of many others in senior positions today." Finally may I quote Ms Kamala Peries another of his illustrious students, "He displayed a deep sense of responsibility, dedication, great sensitivity and overall humaneness. He was a living embodiment of the values he tried to inculcate in his students. This is why I call him 'a teacher par excellence' - a teacher worthy of emulation in all aspects, a teacher the radiation of whose personality still encompasses us in its comforting glow." (The writer is the former Director of Primary Education and UNESCO, UNICEF Advisor in Primary Education to Bangladesh and Cambodia). |
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Produced by Lake House |
The 87th birth anniversary of Professor J. E. Jayasuriya falls on the
14th of February. As I am writing this humble tribute to a great
intellect, a 'pandit' in the true sense of the word, I am revisiting my
student teacher days in the salubrious environment of the Peradeniya
University, after a gap of forty years.
