Many departments in the Arts Faculty itself were unprepared to teach their subjects in the Sinhala and Tamil media and it was the Sinhala Department, under the leadership of the eminent linguist and polyglot Professor D. E. Hettiarachchi that rose to the occasion and took upon itself the task of helping out. The Swabhasha Office as the unit which was entrusted with the task of compiling the technical terms, was called, functioned with the senior academic Dr. P. E. E. Fernando in command and it went ahead with compiling technical terms for both Sinhala and Tamil. Senior teachers in these two language departments, along with some senior teachers from Sanskrit and Pali departments, sat for long hours with subject specialists in the different disciplines and came out with solutions to the problem at hand. The glossaries that were compiled were cyclostyled and distributed among the teaching staff to be used in their lectures and tutorials. This valuable service at a crucial stage in the history of higher education in our country seems very much forgotten now. For the sake of record, however, it needs be mentioned that those glossaries were later acquired by the Government Department of Official Languages and formed the basis of the glossaries they printed for nation wide use. The Sinhala Department also conducted "refresher courses" for those staff members who wanted to brush up their Sinhala grammar and writing skills in preparation for the change over. Personally, I can remember helping a senior colleague in the History Department by translating his lecture notes from English to Sinhala.

Uswatte scoffs at words such as Undukapuccaya, Praticakrikaranaya etc. which were coined at that stage and appear in our glossaries. But please remember the context in which they were created and the personnel available. We did not have dozens of scholars to do this job. Apart from Prof. Hettiarachchi, who in fact did the bulk of the work, there were other teachers in the department such as Dr. P. E. E. Fernando, Dr. D. J. Wijeratne, Dr. M Sri Rammandala and Dr. Peter Silva. Senior teachers in the Sanskrit and Pali departments assisted them. The model followed in turning out technical terms was Raghuvira’s glossary for Indian languages and the source usually turned to was the great ocean of Sanskrit vocabulary, which, after all, is part of our cultural heritage. Sanskrit roots had that technicality, specificality and elegance which served our purpose at the time. Even today, I know most Sinhalese do not have any problem with Sanskritic technical terms. Since Uswatte has mentioned Tel Jalashaya (for ‘oil reservoir’ which in appearance is an absurdity) let me deal with it briefly. I do not know from where he got that word because in my copy of the Composite Glossary published by the Department of Official Languages, for "reservoir" there are the words ‘Sanchaya’, ‘Jalashaya’ and ‘Kataraya’ in the 1967 edition and the words ‘Jalashaya’, ‘Ashaya’ and ‘Sanchaya’ in the 1975 edition. Obviously the writer who used Tel Jalashaya (and from whom Uswatte quotes) was selecting the wrong word when he had a choice. If he had enough intelligence he would have used Thailaashaya or Taila Sanchaya. Do you blame the glossary maker for blunders by users? I have noted that some subject specialists think that they can take liberties with Sinhala. When the appropriate thing to do is to consult a Sinhala specialist if you have a problem, these people do not do that. I need not go into the thinking behind such an attitude.

There is another aspect of this Sanskrit phobia. I came to hear recently while sitting in a meeting in the Official Languages Department that some people were trying to replace Chanda Himiya (one who has the vote) to Varakaya. Of course one could provide a justification for the effort stating that we should have Hela (pure Sinhala) terms and that logically it is Vara ‘choice’ + Ka ‘one who does’. But we have to take note of the society in which this newly turned out word is going to be used. In Sinhala society today Varaka is a word very much in common usage and it refers to ripe jak fruit. Thus to force Varakaya down people’s throat (when every one including the illiterates understand and use Chanda Himiya) is absurd.

Destructive criticism

Also, some people have resorted to destructive criticism. Some time back a pseudo word ‘Sarvaloka Puttuwa’ (for universal joint) was produced and given wide publicity to ridicule the word-coining exercises of the early scholars. Many people were led to believe that this is the kind of absurd Sinhala these pundits were manufacturing, until Mr. M. J. Perera, a one time head of the Official Languages Department wrote from his retirement that there never was such a word in the glossaries and that this was a hoax.

As I said earlier, there is a strong antagonism among some quarters to Sanskrit — based coinages. These critics seem to forget that drawing upon the resources of classical languages is a common practice in world languages. For example, in English most of the technical terms in scientific usage are based on Latin or Greek roots.

The Swabhasha responsibilities of the Department of Sinhala (and Tamil) were not confined to the compilation of technical terms. The University instituted a question paper Moderation Board which included language specialists from the Sinhala and Tamil departments. I remember Professor Hettiarachchi, Dr. P. E. E. Fernando and other senior dons of our department going through each and every Sinhala medium question paper drafted by other departments in order to ensure that the language was correct and precise.

The Swabhasha Office was closed down sometime in the early 1970’s. I really do not know the circumstances under which this happened. Maybe the authorities thought that the need for technical terms had come to an end. Also, the language policy envisaged at the beginning for the Science based Faculties (Science, Medicine, Agriculture and Vet. Science, Engineering) was changed and there was no enforcement of a complete switchover, students being allowed to use both English and Swabhasha. Perhaps the most important reason for dismantling the Swabhasha Office came up in the context of the ‘University Reorganization’ in which language studies were deliberately relegated to a lower status. We shall come to that later in this essay. In any case, the involvement of Sinhala scholars in maintaining standards in linguistic usage in the academia came to an end and the dons in other departments were left to their own devices. While some of them (who still continue to consult us on language matters) went on being careful with the language, the majority adopted the attitude, "We are teaching Economics/Geography/Philosophy and not Sinhala". With this kind of arrogant outlook not only were the students allowed to write as they pleased but the teachers themselves went on writing gibberish, which the students took as models to emulate. Unlike in the days of Uswatte Arachchi (I am sure he offered Sinhala as a subject for his GAQ) those who offer Sinhala as a subject in the university (even in the first year) are not many. And even if a student combines Sinhala with two other subjects whatever he learns as good usage in the Sinhala class could be undone in the other two classes. The Sinhala Department has to wage a losing battle against 15 others!

Before leaving the subject of the Swabhasha Unit, I would like to mention another service of national importance rendered by its head Prof. P. E. E. Fernando. When the ULF government of 1970-77 decided to draft the first Republican Constitution of Sri Lanka, the Minister of Constitutional Affairs, Dr. Colvin R De Silva decided very correctly to enlist the services of Professor Fernando as the Sinhala expert. Our teacher Professor Fernando, travelled from Peradeniya to Colombo twice a week to take part in the drafting of the new Constitution and he used to share with us his experiences in constitution making. Very few people are aware of the fact that it was the express wish of the Minister that the initial drafting had to be in Sinhala, the English version coming only later.( Most probably this was the first time a deviation occurred from the usual practice of first drafting in English to be followed by a Sinhala translation). I would say that this was the first time the official language policy came to be implemented in letter and spirit. The constitution lays down the fact that in matters of interpretation it is the Sinhala version that takes precedence. The First Republican Constitution of Sri Lanka, with its chaste language, I believe, should be considered as a monument to the expertise and dedication of Dr. Colvin R De Silva, Professor P. E. E. Fernando and others in the drafting committee.

Good Sinhala

Let me now come to an issue close to my heart which Uswatte has raised. Like him I too love my language. Change of location or what we do at a particular time in this Sansaric existence of ours does not change our basic outlook. That is why when we met by chance in Manhattan in 1988 we could discuss the language of Guttila Kavyaya. But, again, in the present instance, without knowing some pertinent facts, he has made categorical statements he should not have. He declares that the Peradeniya Sinhala Department is "fully responsible for the abuse of Sinhala going on in the country today."

I believe Uswatte is aware of the tremendous expansion of mass media during the last couple of decades. Hundreds of newspapers and periodicals of diverse sorts, ranging from technology to pornography strike the newsstands daily and we have lost count of the number of TV stations and Radio channels. I heard the other day a government official stating that there are 14 TV channels and 35 Radio stations. All these involve language, spoken and written. There is absolutely no mechanism for quality control, language-wise or otherwise. We find wanton desecration of the Sinhala language along with the open declaration: "We are using the language the masses want; you pundits keep away!" About four years ago the well meaning and Sinhala loving Minister of Justice, Wi. Ja. Mu. Lokubandara, (under whom was the Official Languages Department) tried to bring together Sinhala scholars and university dons to work out a scheme to prevent the abuse of language in mass media. This project had to be abandoned after the very first meeting because some so called guardians of free media took up arms against the move, calling it "an attempt to set up a language police."

As a student reading for the Sinhala Special Degree at the feet of Hettiarachchi, Sarachchandra, P. E. E. Fernando, Rammandala, Ananda Kulsuriya and others, something which impressed me most was the great concern our teachers showed for the correctness of language use. I must categorically state, and I am sure my class-mates Sucharita Gamlath and A. A. Abeysinghe who both became distinguished academics as well as Neville Piyadigama, Amara Hewamadduma, Dickson Nilaweera, who adorned the Administrative Service, and others will agree, of all our teachers Professor Hettiarachchi took the greatest pains to instill in our minds the need to use correct language in our writings. He went through each end every tutorial we wrote and picked our mistakes in spelling or grammar to discuss them in class in order to prevent a recurrence. I say this in gratitude because what he has pointed out has remained inedible in memory. When I started teaching I did the same and know my colleagues like Professor Meegaskumbura did the same.

Those who remember the quality of Sinhala in the newspapers such as Dinamina and Lankadipa in the 1950’s, 60’s and 70’s will vouch for the fact that they were models in good writing. It needs be mentioned that there were a good number of Peradeniya graduates in the editorial staffs of those papers as well as the weeklies in the main publishing houses. Also, as time went by there were graduates from the other universities (who as Uswatte says, belonged, after all to the same Guru Kulaya), and there was no fall of standards worthy of note. The only electronic medium Radio Ceylon (later SLBC) too was careful in maintaining standards in language use. Enlightened Directors General during this period had a practice of holding periodical workshops for the staff inviting distinguished Sinhala scholars to give guidance. I have heard how Ven. Kalukondayawe Pragnasekera was invited in the 1960’s to advice on correct Sinhala pronunciation. Later J. B. Disanayaka and I have attended some workshops. I do not know whether this practice continues today. Here I am reminded of a saying by Harold Laski "Freedom, like love, has to be won over incessantly, there is no end to the effort." The maintaining of good language is also similar. It is a never ending effort. It is an eternal struggle.

When the Sri Lanka Rupavahini Corporation was established under the able guidance of M. J. Perera (He was Sarachchandra’s class-mate studying Indo-Aryan in the University College) we noticed a painstaking effort being made to maintain standards in every sphere. I remember Mr. Perera stating that President Jayewardene who handpicked him for the job (in spite of the fact that he was not known as a UNP supporter), gave him a carte blanche and never interfered with the work of the corporation. I was sometimes invited to workshops jointly chaired by the heads of Rupavahini Corporation (M. J. Perera) and SLBC (Livy Wijemanne) where the staff were drilled in the use of good language. I also remember writing to Mr. Perera whenever I noticed language errors in the Rupavahini telecasts. Not only did he take prompt action but also wrote back thanking me. I have tried it with one or two of his successors and have given up as it was an exercise in futility. I believe Uswatte has heard of a later Chairman of Rupavahini, who also happened to be a Professor of Sinhala, who was more interested in the display of the newsreaders’ legs than the language they use!

So what is the solution? As I see it is of little use trying to teach good language in the university, which is the final stage of formal education. Start from kindergarten inculcating a love for the language and its proper usage. Clarity and elegance of expression have to be upheld and rewarded at every stage of education, which also means that bad language has to be punished. The attitude "we are teaching Economics or Computer skills and not Sinhala" should go. The correct attitude is "Good Economics can be expressed only in good Sinhala." In the meantime, a love and respect for our language, the crucial feature of our national identity, should be instilled into the minds of all. In my view this is fundamental. If we do not respect our language we will go on abusing it. As the German savant Herder put it, "even if a Volk’s state perishes, the nation remains intact provided it maintains its distinctive linguistic tradition." Let those university authorities who have now started changing over the medium of instruction from Swabhasha to English in some Faculties of Arts take note of this. As the Irishman Davies put it "To lose your native tongue and learn that of an alien is the worst badge of conquest — it is the chain on the soul".

Abuse of Sinhala

This brings me to the last part of my essay. I have noticed that many people who lament about the abuse of Sinhala today are not aware of, or fail to see, how it all began. My long experience with language matters has led me to believe that if people have a respect for a language they will take precautions to preserve its authenticity and maintain its integrity. For example, in the 19th century, while the Sinhala society went through a phase of massive transformation under colonial rule, the language also was modernizing and was being put to many new uses. As Rev. Kalukondayawe Pranjnasekera’s massive Sinhala Puvatpat Sangara Ithihasaya indicates some hundreds of newspapers were being published, some by people who knew little about correct Sinhala usage. Fortunately for our language, however, this period also saw the emergence of a highly active Pirivena education to which the lead was given by the two monastic institutions, Vidyodaya (founded in 1873) and Vidyalankara (founded in 1875). During the ensuing period scholar monks such as Hikkaduwe Sumangala, Ratmalane Dhammarama and lay scholars such as W. F. Gunawardhana and Cumaratunga Munidasa, were able by their teaching, writings and training others, to establish high standards for the Sinhala language. The state of 20th Sinhala, particularly its written standard, of the first half of the 20th century bear the hallmark of these efforts. We talked earlier about the Sinhala Department of Peradeniya and how it came to attract the largest number of students by the 1950’s. While the indigenous languages Sinhala, Tamil, Pali and Sanskrit were neglected during the early days of university education (in the University College) they were accorded their due position once the independent University of Ceylon was established. In fact what the university’s Sinhala, Pali and Sanskrit departments acquired was a tradition of scholarship, which had been nurtured in the Pirivenas. The very first two lecturers in Sinhala in the University College were Suriyagoda Sumangala Thero and Rambukwelle Siddhartha Thero, both coming from the Pirivena tradition.

So, where did the denigration and devaluation begin? Sinhala had a respected place in the academia from the early days of the University of Ceylon and it reached its peak during the late 1960’s. Sinhala as a subject was so popular I can remember repeating the first year lecture to two groups (one in the Arts Theatre and the other in the B Room) because the class could not be accommodated in the 400 seat capacity Arts Theatre. The 1960’s witnessed a tremendous expansion of university education, with four universities (Peradeniya, Vidyodaya, Vidyalankara and Colombo) producing large numbers of Arts graduates. Graduate unemployment was becoming a problem and unfortunately for the universities the insurrection against the state which occurred in 1971 appeared to have a strong representation from the universities. By some logic or the other the youth discontent which gave rise to the insurrection was traced to the production of Arts graduates and remedial action was sought in the university educational system. The United Left Front government of the day which consisted of the Sri Lanka Freedom Party, the Lanka Sama Samaja Party and the Communist Party, appointed a committee to recommend a system of university reorganization. This committee chaired by the LSSP university teacher Dr. Osmund Jayaratne, came out with a scheme which, it was felt, would remedy the malaise in university education.

Continued next week