The Benedictine Grind

This story recounts the author’s experiences as a student at St. Benedict’s College. The author details the school’s strict, disciplined environment, which included a heavy workload, mandatory morning assembly drills, and the ever-present, watchful eye of the headmaster, a former military man. The author also describes some of the teachers and classes, such as the challenging Sinhala language lessons and the eccentric teaching style of the mathematics teacher, Mr. Fernandopulle. Despite the rigid atmosphere, some students, particularly athletes, found ways to cope, while the author himself found solace in mathematics over biology. Overall, the excerpt paints a vivid picture of the author’s school days at St. Benedict’s College, highlighting the pressures and challenges he faced.

The workload at St. Benedict’s College was overwhelming, especially for grade ten students, who were inundated with significantly more homework than their peers at St. Anthony’s. Each teacher believed their subject was the most important, leading to daily tasks: math problems, a page of cursive writing, spelling exercises, definitions for numerous obscure words, and a chapter from the Gospel of St. Luke. The student regretted transferring from his previous school, where the teachers were more lenient. The relentless morning assembly drills only compounded the pressure.

Missing a school day drew disapproving looks from the headmaster, a former military man who commanded respect with his sharp words. He would not hesitate to summon students’ parents for a reprimand, which was the last thing any boy wanted. Discipline was strict, leaving little time for relaxation. Bigger students, naturally street-smart, found ways to resist by joining various sports teams, such as rugby, football, cricket, and hockey.

Punctuality was crucial. The first bell rang every morning as the students walked down Mayfield Road. He would hurry in, breathless, just as the second bell sounded before he could set his books down. The bell’s sound was grating, unlike anything he had heard before.

Afternoons were long, with only a short break. He sat upright, watching the clock until 3:15. When he joined St. Benedict’s, he had to choose between Applied Mathematics and Biology. He preferred the logic of numbers to the uncertainty of dissecting frogs. Mr. Fernandopulle’s teaching style was eccentric, but his attitude was neutral — neither friendly nor harsh. Sitting in the second row, he struggled to understand complex formulas as Mr. Fernandopulle lectured in varying tones.

Language lessons in Sinhala were particularly challenging due to the teacher’s unclear speech, leading to a lack of respect from the students. The teacher’s imperfect Sinhala added to the confusion.

When the 3:15 bell rang, he put away his writing tools and flexed his cramped fingers. The final bell signalled a disciplined descent down the stairs in orderly lines. Five minutes earlier, the headmaster would patrol the corridors, ensuring students moved with military precision. His stern gaze served as a reminder: chaos was not tolerated, only order.