(Last updated: 08.05.2020) Find out here about the current situation at Schönefeld and Tegel Airports.

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CNA Staff, Mar 30, 2020 / 02:30 pm (CNA).- The Church of the Holy Sepulchre was closed last week and has no definite timeline for reopening. This is the first time in nearly 700 years the holy site has closed for an extended period due to disease. 

The church building, which houses the tomb of Christ and the site of the crucifixion, was first closed to pilgrims and other visitors on Wednesday, March 25. Initially, the closure was only expected to last for one week, but religious and Israeli government officials agreed that due to the ongoing COVID-19 pandemic, the global pilgrimage destination should not reopen. 

"The initial understanding is that this order is valid for one week, although nobody knows how long this crisis will take," Wadie Abu Nassar, a spokesperson for the Assembly of Catholic Ordinaries of the Holy Land, told Reuters. 

Nassar said that if the church is still closed to the public at Easter, some sort of celebration will be arranged in line with the governmental guidelines and restrictions. Easter is celebrated on April 12 for Latin Rite Catholics and April 19 for Eastern Churches using the Julian calendar-- both dates are observed within the Church of the Holy Sepulchre. 

If this were to happen, said Nassar, pilgrims would still not be allowed inside, and the denominations that share custody of the church would coordinate to ensure that there are no more than 10 clerics and other leaders gathered inside at any time.

The Church of the Holy Sepulchre is unique among religious sites as it is partially controlled by several different Christian Churches. The Roman Catholic Church, Greek Orthodox Church, and Armenian Apostolic Church each share control of the building, and other Orthodox Churches also celebrate divine liturgy at the site. 

The last time the Church of the Holy Sepulchre was closed for an extended period was 1349, during an outbreak of the Black Death in Jerusalem. 

The church, which was first consecrated in the year 335, has been closed for short periods of time in the subsequent millennia due to war or other disputes. In 2018, to protest a proposed tax increase on churches, the site was closed to the public for about three days before reopening. 

Other religious sites, including the Western Wall and the Dome of the Rock, have also closed due to the Israeli government’s new restrictions aimed at preventing people from catching COVID-19. 

Authorities in Bethlehem, in the West Bank, closed the Church of the Nativity in early March after four cases of COVID-19 were diagnosed in the town. The Church of the Nativity was built over the birthplace of Jesus Christ. All tourists were subsequently banned from entering Bethlehem.

Israel has taken a proactive approach in its attempts to contain the spread of COVID-19. On March 9, Prime Minister Benjamin Netanyahu announced that anyone entering the country would be forced to quarantine for a 14-day period. That announcement resulted in the cancelation or abrupt end to many pilgrimages, as travelers scrambled to secure flights back to the United States. 

Israel has recorded more than 4,000 cases of COVID-19, with 15 deaths.

Vatican City, Mar 31, 2020 / 10:28 am (CNA).- Cardinal Philippe Ouédraogo of Burkina Faso has tested positive for the coronavirus, his archdiocese announced Tuesday. He is the second cardinal known to have tested positive for the virus, which is now a global pandemic.

Ouédraogo, 75, has been admitted to a medical clinic in Burkina Faso’s capital Ouagadougou.  He is “in good condition and his close collaborators are reported to be self-isolating,” a spokesman for Burkina Faso’s bishops’ conference, Fr. Paul Dah, told ACI Africa on March 31.

The cardinal is president of the African continental bishops’ conference, the Symposium of Episcopal Conferences of Africa and Madagascar (SECAM). He was elected to the post in July 2019. He has been Archbishop of Ouagadougou in Burkina Faso for ten years, and was made a cardinal by Pope Francis in 2014.

Ouédraogo is the second bishop from Burkina Faso known to have contracted COVID-19, as countries across Africa implement lockdowns and restrictions to slow the spread of the virus across the continent.

Another Burkina Faso bishop, Archbishop Emeritus Séraphin François Rouamba of Koupela, tested positive for COVID-19 after being admitted to Our Lady of Peace clinic for urgent treatment on March 19.

The 78-year-old archbishop has since been transferred to another hospital and is reportedly in stable condition, according to a March 25 statement from Bishop Laurent Birfuore Dabire of Dori, Burkina Faso.

Burkina Faso has the largest documented coronavirus outbreak in West Africa, with 249 documented cases as of March 31, according to Johns Hopkins University Coronavirus Resource Center.

The coronavirus has spread throughout the African continent to 47 countries, according to the Africa Center for Disease Control. In North Africa, Egypt, Algeria, and Morocco each have more than 500 documented cases, and the South African government has reported more than 1,300.

Three Nigerian states began two-week mandatory lockdown this week to combat the spread of the virus, including Lagos, Africa’s most populous city with more than 20 million people.

Zimbabwe and Mauritius have also implemented national shut-downs, and the bishops in South Sudan and Zimbabwe have suspended public Masses.

Cardinal Angelo De Donatis, vicar general of the Diocese of Rome, tested positive for coronavirus on March 30.

Other bishops in Italy, France, China, and the United States have also tested positive for COVID-19, and Bishop Angelo Moreschi, 67, died in the Italian city of Brescia on March 25 after contracting the coronavirus.

 

 

CNA Staff, Apr 20, 2020 / 10:40 am (CNA).- The cathedral of the Archdiocese of Cape Town, South Africa, was vandalized on Saturday and the tabernacle desecrated. In a statement on the incident, issued on Sunday, an auxiliary bishop of the diocese requested prayers from the faithful and donations to help feed the poor of Cape Town. 

“It is with great sadness and alarm that we confirm the news that has been doing the rounds on Social Media that the Cathedral has been vandalized,” said a message from Bishop Sylvester David, OMI, published Sunday, April 19. David is an auxiliary bishop of the Cape Town archdiocese. 

Bishop David said that various sacred objects had been stolen in the course of the break-in including “a ciborium, a pyx, four silver candelabra, a gold plated chalice, and two gold plated patens.” Money was also taken from the votive offering box, he said.

In addition to the robbery and damage, and more concerning to the Church, the vandalism included Eucharistic desecration.

“The consecrated hosts from the ciborium have been left inside the tabernacle but the host from the pyx has been removed,” said David. “There has been desecration.” 

The vandalism of St. Mary’s Cathedral occurred sometime of the early hours of Saturday, April 18. The damage was reported to the Cape Town Central Police when it was discovered the following day by the cathedral caretaker. 

South African media reported that in addition to the thefts, vandals ripped the tabernacle door off the hinges, and tore up carpets. Media reports estimated that the damage to the cathedral was more than R100,000, approximately $5,400 USD. 

This was the second time the cathedral has been targeted for a break-in.

Bishop David acknowledged that while the archdiocese was itself the victim of a crime, the acts of vandalism and desecration meant that “reparation has to be done,” and that each parish church of the archdiocese would be sent special prayers to offer.

“We request that all the faithful in the Archdiocese to join with the Cathedral parishioners and to engaged in the prayer which will be sent out to the Parish priests for distribution. It is important that the entire local Church engage in this as the Cathedral is the Mother church,” he said. “This prayer does not replace other daily prayers but supplements them.”

Due to the ongoing COVID-19 outbreak, the Archdiocese of Cape Town suspended the public celebration of Mass on March 17.

Additionally, David requested that those who are able make a donation to the Archdiocese of Cape Town’s account in order to provide food for the poor. 

“We wish to thank you for the many expressions of the faith especially during this difficult time of the shutdown and wish you a meaningful Easter season,” he said. 

By Sr. Joan L. Roccasalvo, C.S.J.

“It’s back to school,” the many ads remind us.  The noble work of education will soon begin anew.  

The word, educate, from the Latin educere, means to lead out of. Educators worthy of the name lead their students out of the darkness of ignorance to the light of truth, knowledge and wisdom. 

The Catholic Philosophy of Education

To realize its Divine mission, the Church has developed a view of education that claims the right over all other agencies to make final decisions about the education of its youth. 

There are several principles of the Catholic philosophy of education that mark it with distinction.  With the obvious age-appropriate adaptations, they affect all ages and academic levels. 

Belief in a Personal God

First, that belief in a personal God is essential to all Catholic thinking in any and every phase of human activity. This includes formal education which proclaims Jesus as its primary Exemplar.  It follows that the Church rejects any philosophy of education or position that sacrifices the eternal and supernatural to the temporal and natural (V.P. Lannie, “Catholic Education IV,” The New Encyclopedia 5: 168).

Academic Excellence

Second, Catholic education imparts far more than amassing facts and information.  Scholarship and faith belong together, the whole person, seeking ultimate Truth, Goodness, and Beauty.  Students should be taught to wonder at the goodness and truth surrounding them. Catholic education builds character. It develops in its students a Catholic moral compass and a Catholic sensibility to understand how society and democracies function. The curriculum’s first order of business is academic formation and excellence. Students must learn correct grammar and use language skillfully, even artfully. This means reading well, writing with imagination, precision and power, and speaking the country’s predominant language correctly. It is typically true that whoever uses the right word thinks precisely and persuasively as in the famous Hopkins’ poetic line, “The world is charged with the grandeur of God.” 

English is a difficult language to master, but it must be said that immigrants to this country often learn to speak better English than those who are born here. In the musical, “My Fair Lady,” the character of Henry Higgins sings, “Why Can’t the English Teach Their Children How to Speak.”  He lampoons Americans’ mutiliation of English with the line, “Well, in America, they haven’t used it in years.” A playful jab, but jab it is.

Catholic and Christian Humanism

Third, in Catholic humanism, God is found not just in the sacred but also in the secular where Christian values and virtue can be uncovered.  The religious and the profane are mutually inclusive, “charged with the grandeur of God.” Whatever is human is inherently Christian.  No enterprise, no matter how secular, is merely secular for we live in a universe of grace and promise. 

The humanities are associated with depth, richness, feelings, character and moral development. This is why the literary and refining arts are so important.  Their purpose is to impart wonder and enjoyment, sensitize the feelings of students and eventually influence their behavior.  The humanities are intended for all students and not just for the elite.

The Student and the Educator

Fourth, St. Thomas Aquinas puts it concisely: Education is a lifelong process of self-activity, self-direction, and self-realization. The child is the center of attention, the “principal agent,” in the educational process. 

The instructor is the “essential mover” who teaches by the witness of his or her example and consistently brings to their lessons a high degree of preparedness. The teacher’s role is critical to Catholic education (Ibid).  The students’ real life situations initiate the process of learning.   Educators lead their students out beyond their life setting—their Sitz-im-Leben.  Experience teaches students to discover for themselves by engaging the five senses. This includes, for example, making or doing beautiful art forms or listening to beautiful music. Affectivity must be channeled in socially-accepted ways. For the most part, “Rap” culture exalts anti-social affectivity.

In his apostolic exhortation, “Evangelii nuntiandi,” Pope Paul VI reflected: “Today students do not listen seriously to teachers but to witnesses, and if they do listen to teachers, it is because they are witnesses.”  

Catholic educators teaching in public schools can adapt Catholic principles to the public school curriculum especially when these are also embraced by other faith-traditions.    

The Benedict Effect

At his papal election in 2003, why did Joseph Cardinal Ratzinger take the papal name Benedict?  It was the Benedictine monks, who, systematically and comprehensively, rebuilt Europe after the barbaric invasions of Rome in the 5th century. Some European leaders refuse to acknowledge Europe’s Christian roots and, specifically, the Church’s role in building on Greco-Roman culture, Christianizing it, and handing it on to future generations. At a time when Europe was cast in darkness, the Church led it out of the darkness; the Church was Europe’s light. Not opinion, but fact.

St. Benedict, the Benedictine Order, and the Monastic Centuries

In the middle of the sixth century, a small movement changed the landscape of the European world.  Benedict of Nursia (480-547) introduced a new way of life and thinking that has brought vitality to contemporary men and women. He laid the foundation of Benedictine monastic life with his monks first at Subiaco and Rome, and then at Monte Cassino.  

Benedict composed his Rule of disciplined balance that fostered order and peace.  If “pray and work” (ora et labora) was the Benedictine motto, the way to live it was through beauty, piety, and learning.  Every monastery was built on an expansive tract of land, and  eventually, it became a miniature civic center for the townspeople.  One could say that the monks sacralized the landscape.  

Monastic Schools

Of the many contributions the Benedictine monks made to European culture, education remained a prominent value. In the Middle Ages, education was conducted within the confines of the monastery by monks, and later, by nuns.  They offered religious and general education to youth who intended to enter the monastic or clerical life and to youth who were preparing for public life.  They lived at home.  Young children of six or seven years of age were taught the basics. The majority, especially potential monks and nuns, were taught to read Latin, writing, chant, arithmetic, and learning how to read time on the sundial. The main text was the Psalter.  From the eighth century onward, students were taught the seven liberal arts, the trivium, grammar, logic, and rhetoric, and the quadrivium, arithmetic, astronomy, geometry, and music.  The ideal monastery of the Benedictine Order was that of Saint Gall in present-day Switzerland where the town flourished around the monastery.

In our century, Catholic education continues to flourish across the world in developed and in developing countries.

Conclusion: Catholic Education in the United States

The Encyclopedia of Catholicism asserts that “throughout history, there is likely no more compelling instance of Catholic commitment to education than the school system created by the U.S. Catholic community.  The story of American Catholicism goes back to the very first Catholic settlers in the New World.” 

Despite the various declarations of freedom in early American history, anti-Catholicism prevailed through groups such as the Know-Nothing Society of the 1850s.  They existed to eradicate Popery, Jesuitism, and Catholicism.  

Between 1840 and 1900, at least sixty European religious orders of women and men were teaching in this country’s parochial schools. 

Conclusion

Finally, the philosophy of Catholic education integrates several aspects of the faith into the curriculum but always in age-appropriate ways: Biblical tradition, Early Christian Church plus heresies and the results,  Spirituality and prayer, Liturgy,  Doctrine, Ecumenism:  a study of the world religions and the Third World.

Today, apologetics is needed more than ever to defend the Church against old and new approaches to anti-Catholicism.  Our students should be taught the art and skill of civil debate—to learn the principles, internalize them, anticipate opposing views, and then defend the principles. 

(This précis of the philosophy of Catholic education has been presented in its ideal conception and not necessarily as it exists with the integrity described.)

By Sr. Joan L. Roccasalvo, C.S.J.

In a week or two, freshmen from around the country will begin their college education. The first year, the most important of the four, is meant to build a strong academic foundation for the remaining three years and even beyond.  

Freshmen year often awakens in the student a love for learning. In college, self-identity is chiseled out, attitudes and values mature, friendships and new loves, discovered. The halls of university academe can be an exciting place to hope and dream about one’s future.

Attending college is both a privilege and responsibility.  Here the phrase, noblesse oblige applies (literally, nobility obliges): Those who have received much are expected to share their gifts with others to make society a better place in which to live. 

Seeking a Liberal Arts Education

Colleges typically organize their curriculum around their mission statement. An institution of higher learning worthy of its name offers a core curriculum, also known as the humanities or liberal arts.  Some have general requirements.

The humanities offer a splendid array of disciplines, and one of them will be chosen as the focus of students’ special attention in junior and senior year.  Courses include: foreign language(s), linguistics and literature, philosophy, theology/religious studies, social sciences, the refining arts—music and art. 

The liberal arts develop the student as an intellectually rounded person exposing students to disciplines that broaden their horizons and add meaning to life.  It has been said that a specialist without a liberal arts background is only half a person.

Importance of the Humanities

Did you know that two-thirds of humanities majors find satisfying positions in the private sector?  If the college one attends does not require the humanities, here are eight benefits for choosing them on one’s own:

They help us understand others through their languages, histories, and cultures. They foster social justice and equality. They reveal how people have tried to make moral, spiritual, and intellectual sense of the world. The humanities teach empathy. They teach us to deal critically and logically with subjective, complex, and imperfect information. They teach us to weigh evidence skeptically and consider more than one side of every question. Humanities students build skills in writing and critical reading. They encourage us to think creatively.   They develop informed and critical citizens.  Without the humanities, democracy could not flourish. (Curt Rice, “Here are 9 reasons why humanities matter. What’s your number 10?”) Listening to the Parents

 Before the 1990s, most parents were satisfied with the college education of their sons and daughters who had graduated with more than a passing knowledge about great ideas and universal questions. 

In recent years however, an increasing number of parents have expressed dissatisfaction: “I spent $100,000.00 for my daughter’s (my son’s) education at a four-year private college.  She graduated with a degree in Peace Studies.  She has no job.” 

Content of subject matter and intolerance of diverse opinions are two major concerns.

Content of Subject Matter

Too many colleges have abandoned required courses—no foreign language, no language arts. 

What great literature and poetry are students studying?  A prevailing attitude sees the Great Books Tradition as little more than the political opinions of dominant groups. 

What of philosophy and religious studies? Why aren’t students exposed to the ancient philosophers who wrestled with perennial questions:  Who am I? What am I doing, and why am I doing it? What is the purpose of my life? Few colleges offer a course in world religions.

As for history and American government, they’re bunk. War after war—it’s all an inventory of political grievances; our American government is composed of corrupt politicians. 

And what of art and music history?  Bach, Haydn, Mozart, Beethoven, Leonardo Da Vinci, Michelangelo, Bernini?  Are they the preserve of dead white males, a phrase used by collegiates?  Is the answer offering the “gutter phenomenon” of Rock, Rap, or Hip-Hop which use orgiastic and foul language and offering shock art like the photograph, “Piss Christ,” by Andres Serrano?  A few years ago, why did Syracuse University offer a course called “Hip-Hop Eshu: Queen B*tch 101?” To exalt Lil’ Kim? 

Parents are willing to spend generously on education that expands the mind with a classic education but not for studies whose content is without purpose.  Why should they squander hard-earned dollars on a core curriculum that is a sham or on courses that entertain pubescent students with a degraded popular culture? Such institutions are caricatures of what used to be referred to as higher education.

Liberal Intolerance

Until the 1990s, the phrase: "I disapprove of what you say, but I will defend to the death your right to say it" was operative on college campuses.  Today, those who speak what is opposed to the majority must refrain from giving their opinions that are open to critical and healthy discussion.

In former days, institutions required students to challenge each other to think clearly and logically about a topic.  In class, the Socratic methodology was employed to insure that students’ views could be articulated without reprisal.  In Jesuit education for example, students are required to argue both sides of an issue, including those topics that are abhorrent to defend or condemn.  

To give one example, if a person holds to what he or she considers a good action, does intention alone make for a moral act?  As students work their pros and cons, eventually someone will cite Hitler whose good intention was to exalt the German people beyond all others.  However, he ostracized German Jews whom he derided as polluting the German race.  This view led to the barbaric means he took to achieve his end—their annihilation.  The conclusion to the discussion? The immoral end does not justify a moral means or intention. The intention and the end must together be moral acts.

Since the 1990s, intellectual diversity has gradually muffled honest debate.

A Confession of Liberal Intolerance

Recently, the liberal columnist, Nicholas Kristoff, published two essays in the New York Times on the present status of liberal thinking in this country: Nicholas Kristoff’s “Confession of Liberal Intolerance” and “The Liberal Blind Spot.” Some of his observations apply to what unsuspecting freshmen might find on certain campuses with varying degrees of intensity. Increasing numbers of liberal professors and students pride themselves on their diversity and their tolerance of diversity—diversity of various minority groups but not of conservatives—Evangelical Christians, and practicing Catholics.  Kristoff calls this “liberal arrogance”—“the implication that these groups don’t have anything significant to add to the discussion.”

The unwritten motto may be: “We welcome people who don’t look like us, as long as they think like us.” Or, “I disapprove of what you say, so shut up.” Or I close my mind to what you may want to say because it’s not worthwhile saying, in my view. Thus we hear: “We’re tolerant. You are entitled to your truth, but keep it to yourself.  And don’t force it on me.”

What Is Truth?  

Alan Bloom, the author of The Closing of the American Mind, made the argument in the 1980s that American youth are increasingly raised to believe that every belief is merely the expression of an opinion or preference.  They are raised to be “cultural relativists” with the default attitude of “non-judgmentalism” (Patrick Deneen, “Who Closed the American Mind?”).

Parents object: “My son, my daughter entered college with a moral compass with a belief that there is such a thing as objective truth.  But in my son’s college, only the relativity of truth and the absolutism of relativity are taught across the board.  Thus, there is no longer any possibility of objective truth.”

The Crisis of Higher Education

We are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  College costs are escalating, while too many colleges and universities without a core curriculum or without any substantive requirements are failing this generation. Western civilization, the human culmination of centuries of learning is pummeled by a pop culture.  Too many academic leaders fail to uphold the purpose of teaching Western civilization.  Academic leaders don’t believe that the humanities have any fundamental influence on their students.  There are no shared values. The result?  The advent of identity courses: Feminist studies, African-American, Latino, LGBT studies.  As long as everyone is tolerant of everyone’s classes, no one can get hurt. 

Yet not all institutions of higher learning fit this description. Many non-sectarian and private colleges offer a structured curriculum or a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations.

The authors of Academically Adrift, the most devastating book on higher education since Alan Bloom’s book, The Closing of the American Mind, found that nearly half of undergraduates show no measurable improvement in knowledge or “critical thinking” after two years of college. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.

Freshmen entering college today should be aware of the crisis of liberal education which is in conflict and incompatible with the traditional aspirations of the liberal arts.

Advice to Freshmen

Choose your friends wisely. Confide in a very few. Find a small group of friends who are serious about studies and who know how to balance work with play.  Form or join a reading group. Establish healthy eating and sleeping habits. Don’t pull all-nighters. Don’t go out on the week nights.  Study for about 50 minutes.  Take a ten-minute break.  Then return to study. Repeat.  Make a habit of this process—study, break, study. If you put your energies into academics, you will be handsomely rewarded later on. Don’t get behind in your assignments.  Make certain that you are up-to-date on all of them.  In the case of writing papers, get started on your research as soon as the assignment is given.  Work a little on the research every day. Keep a dictionary and thesaurus at hand at all times. Make it a habit of looking up the meaning of words.  Words are power and the right word is a sign of right thinking. Be your own leader.  Do not follow the crowd if you sense they engage in actions contrary to your beliefs.  For example:  doing drugs or binge drinking. Be reflective.  Reflection means going below the surface of an experience, an idea, a purpose, or a spontaneous reaction to discover its meaning to you.   Find an older mentor, not necessarily a professor, but someone whom you have observed has wisdom and common sense.  Place your confidence in this person as your unofficial adviser. Remember:  Your college life is an open book.  Whatever you do or avoid doing becomes common knowledge—quickly.     Every College Has its Own Soul

Every college builds its own identity, its own reputation. Some colleges are known for the seriousness with which they pursue academics.  Some are known as “party” schools.  Still others are best known for their sports prowess.

According to John Henry Newman, the ideal university is comprised of a community of scholars and thinkers, engaging in intellectual pursuits as an end in itself.  Only secondarily, does it have a practical purpose, for example, finding a job.  Today, most people would scoff at this assertion.  For them, today’s goal of education is to find a job.   The facts however don’t lie.  Those with intellectual pursuits as an end are the most likely to secure the best positions. 

A university is a place where one looks out toward everyone and everything … without boundaries.  A university is a place where one discovers and studies truth. A person of faith holds sacred this belief.

According to Newman, knowledge alone cannot improve the student; only God is the source of all truth; only God can impart truth. Today, this notion alienates students at secular colleges and universities.  

By Sr. Joan L. Roccasalvo, C.S.J.

Search the Internet, and you’ll find literature in abundance regarding the hackneyed phrase, dark night of the soul. Last week, the phrase surfaced again with the canonization of Mother Teresa of Calcutta, founder of the Missionaries of Charity.

The Dark Night of the Soul and The Dark Night: Some Distinctions

In the lexicon of popular phrases, the dark night of the soul should be distinguished from the dark night as developed by St. John of the Cross in his treatise, The Dark Night.  

Worries and annoyances that weigh us down each day are part of the human condition. No more, no less. Rarely are they considered the dark night of the soul. To accept and face hardship as part of the human condition is a sign of maturity.

It may surprise even spiritual directors to read that John does not use the phrase, the dark night of the soul, nor does it appear in his poem or treatise.

The Dark Night has a precise and rich context. Its focus lies on God’s innovating activity upon the soul destined for transformation.  The soul remains in spiritual darkness, passive yet docile and responsive to the divine touch.  

By contrast, the dark night of the soul focuses on the individual self and one’s particular trial—any trial—that causes sadness, agitation, turmoil, or distress in one’s life. It has a one-dimensional perspective—the self.

Moses and the Divine Darkness     

In the Book of Exodus 20, Moses approaches the dark cloud where God dwells. This is a metaphor for his journey into the dark of night where it is impossible to see. Darkness is a symbol for the encounter with God who is incomprehensible. Here Moses encounters God in the darkness only to be enlightened by that very same darkness.

Put another way: Moses’ eternal progress is the movement from human light to divine darkness.  The vision of Moses begins in the light.  But as he becomes more perfect, he is led by God into the darkness where he is enlightened.  

Thus the life of prayer and contemplation is represented paradoxically as a journey from light to darkness.  It is only through this maze of darkness that the soul can reach God who is beyond all intellectual comprehension.   To remain in one’s own light is to die.  To walk through the darkness where God dwells is to live in the light.

St. Gregory of Nyssa (d 394), one of the Eastern Church Fathers, used Moses to exemplify and develop a symbolism of darkness. His 1Life of Moses is considered the crowning work of his mysticism.  Gregory was followed by Pseudo-Dionysius the Areopagate (d 5th-6th c) who became the major resource for the study of the divine darkness.
    
The Dark Night Proper
 
The Dark Night, the title of a poem and treatise on prayer, was written between 1578-85 by St. John of the Cross, the great Spanish Carmelite saint, mystic and poet (d 1591).  It complements his treatise, The Ascent of Mt. Carmel, in which the soul learns to love God by pulling up and rooting out his or her vices.  Whereas vices puff up the ego, the love of God scours the ego clean.

The Dark Night is a metaphor describing the mystical union between the soul and God in prayer.  In this dark night, the soul is detached from all that is not God, undergoes privation of light but remains on the road to darkness because it will lead to the light.  Thus John builds his systematic exposition of the spiritual life upon this metaphor.  

The dark night comes not at the beginning of one’s journey to God.  It usually happens when souls have entered the unitive way, that is, when their wills and hearts are united in perfect harmony with God’s.

History has proved that God consistently sends trial to the souls who seek perfection, but lay persons and consecrated men and women experience different dark nights suited to their different vocations. The biographies of saints as well as the masters of the spiritual life are in agreement.  

In The Graces of Interior Prayer, Fr. A. Poulain, S.J. tells us who he likely ones are to receive these trials.  “And as persons who are leading a purely contemplative life are not obliged to undergo the arduous labors the active life entails, God sends them interior crosses by way of compensation.  And then they feel these crosses more keenly, being more thrown back upon themselves” (400).  

It appears that Mother Teresa is an exception to this rule.  Her life serving the poorest of the poor was not just active.  It was arduous.  The work day of the sisters is usually between ten and twelve hours of manual labor.  Yet the Rule of the Missionaries of Charity requires them to spend at least two hours in prayer and contemplation every day in addition to other exercises—the Office, Examen, and spiritual reading.  Formed and guided by the Spiritual Exercises of St. Ignatius, these sisters are true active contemplatives.

The Dark Night and Passive Purification

The Dark Night is essentially an experience of infused contemplation.  One cannot ask for it; one ought not ask for it.  In The Dark Night, the purification is accomplished by God and not by the will of the individual who could never accomplish this task.  John describes this metaphor: A mother weans her child away from the sweetness and consolation of being nourished at the breast, and of having her child experience its own independence away from the mother.  This purification is accomplished by the mother and not by the child.  Passive purification.

The dark night first affects and purifies the individual’s spiritual senses.  These are:  spiritual pride and avarice, spiritual lust and anger, spiritual gluttony, envy, and sloth.  Persons succumb to spiritual gluttony, for example, when they seek sweetness, delight, and satisfaction in prayer, striving more to savor the sweet experiences rather than the desire to please God. Spiritual sloth delights in spiritual gratification, but when the soul is told to do something unpleasant, it remains lax.  

The first and chief benefit of this dark night of contemplation is the knowledge of self and of one’s misery and lowliness but also of God’s grandeur and majesty. The second is the purification of the spiritual faculties:  the intellect, the will, and the memory. John compares this experience to a fire consuming a log.  In both books, the soul does little more than dispose itself for the divine action.  

Here are the first two stanzas of the poem anticipating the explanation of Books One and Two:

One dark night,
Fired with love’s urgent longings
--ah, the sheer grace!—
I  went out unseen,
My house being now all stilled.

In darkness, and secure,
By the secret ladder, disguised,
--ah, the sheer grace!—
In darkness and concealment,
My house being now all stilled.

Mother Teresa’s Dark Night

We can never know what activity takes place inside another person.  Yet, we know that dryness, aridity, and restlessness in prayer afflicted Mother Teresa as well as doubt in the existence of God.  She remained a woman of joy, faithful to her religious vocation as a missionary. Read some of her reflections, marked by darkness:

“In my soul, I feel just that terrible pain of loss of God not wanting me—of God not being God—of God not existing.”  

“I find no words to express the depths of the darkness.  If you only knew what  darkness I am plunged into.”

 “In the darkness . . . . Lord, my God, who am I that you should forsake me?  The child of your love—and now become as the most hated one.  The one—you have thrown away as unwanted—unloved.  I call, I cling, I want, and there is no one to answer . . . Where I try to raise my thoughts to heaven, there is such convicting emptiness that those very thoughts return like sharp knives and hurt my very soul.  Love—the word—it brings nothing.  I am told God lives in me, and yet the reality of darkness and coldness and emptiness is so great that nothing touches my soul.”  The self-offering of St. Ignatius sums up Book Two and the total offering of Mother Teresa, now St. Teresa of Calcutta:  

“Take, Lord,
into your possession
my complete freedom of action:
my memory, my understanding, my entire will;
all that I have, all that I own.  
It is your gift to me.  
I now return it to you to be used simply as you wish.  
Give me your love and your grace.  
It is all I need.” 

By Sr. Joan L. Roccasalvo, C.S.J.

In this political season—some call it the theater of the absurd—discussions about women presidents evoke strong views.

In the1960s, there was one woman whose contributions to society were so far reaching that, if the times had been more propitious to women, she could have been elected President of the United States.  But it was not to be.

Eunice Kennedy (1921-2009)

Eunice was the fifth child and the third daughter born to Rose and Joseph P. Kennedy. As the granddaughter of John F., “Honey Fitz,” Fitzgerald, the famous mayor of Boston, she inherited her mother’s natural political instincts; from her father, the energy, initiative and drive of a human dynamo.    

Rosemary was the third child and first daughter born into the Kennedy family.  Unlike the bright brood of eight other brothers and sisters, she was found to be retarded. Eventually, this fact changed the lives of millions of retarded children and adults because Eunice looked after her older sister for the rest of her life.   

“I had enormous respect for Rosie,” Eunice said of her sister. “If I had never met Rosemary, never known anything about handicapped children, how would I have ever found out?  Nobody accepted them any place.” Through Rosemary’s limitations, Eunice discovered her ministry—really her genius—to spend herself and achieve marvelous things for retarded children throughout the world.  

Academic and Professional Preparation

Educated at the Convent of the Sacred Heart, Roehampton, London and at the Manhattanville College of the Sacred Heart, Eunice graduated from Stanford University in 1943 with a Bachelor’s degree in sociology.  She worked for the Special War Problems Division of the U.S. State Department and eventually moved to the U.S. Justice Department as executive secretary for a project dealing with juvenile delinquency.  

In 1951, she served as a social worker at the Federal Industrial Institution for Women before moving to Chicago to work with the House of the Good Shepherd women’s shelter and the Chicago Juvenile Court.  

In 1953, she married Sargent Shriver, an attorney who later worked in the Kennedy and Johnson administrations.  He was the driving force behind the creation of the Peace Corps; the founder of the Job Corps, and the architect of Johnson’s “war on poverty.”  During his service as the U.S. ambassador to France from 1968 to 1970, Eunice studied intellectual disabilities there.  
    
Advocate for the Mentally Retarded

Among advocates of every kind, Eunice excelled as this country’s advocate for the mentally retarded.   In 1962, an exhausted and distressed mother of a retarded child phoned Eunice at her home.  No summer camp would accept her child, she said. Eunice responded with largesse by opening her own home as a summer camp—free of charge—at Timberlawn, the family estate in Maryland,. She would get in the pool and teach the youngsters to swim, loving them as her own children.

Eunice and Her Brothers

Eunice’s advocacy for the mentally retarded was overshadowed by the political pursuits of her three brothers, but she far surpassed them as the natural politician.  More than once it has been said that Eunice would have made a fine President of the Unites States.

Eunice made it a habit of calling the offices of her more famous brothers urging them to another project for the retarded. Teasingly, they dubbed her repeated requests nagging. Yet, they dared not ignore them.

President Kennedy set up research centers on mental retardation.  Robert Kennedy inspected squalid state mental institutions, and Sen. Edward Kennedy helped write the Americans with Disabilities Act.  “It was extraordinary of her to conceive that she too, could play a role comparable to that of her brothers,” Edward Shorter says, author of The Kennedy Family and the Story of Mental Retardation.  “Her leadership role would be in the area of mental retardation rather than on the big political stage.”

In 1968, Eunice founded the Special Olympics.  Today, they include more than 2.25 million people in 160 countries. “She had the genius to see that she, in fact, was capable of major achievements helping these kids, and that is what she did.  She dedicated her life to it,” writes Shorter.  

Awards

Among the many awards Eunice Kennedy Shriver received, the most notable are:
1984  Presidential Medal of Honor by Ronald Reagan highest civilian award in U.S.
1990  Eagle award from the U.S. Sports Academy
1992  Award for Greatest Public Service Benefiting the Disadvantaged
1995  Second American to appear on a U.S. coin while still living
2006  Papal Knighthood and made Dame of the Order of St. Gregory
2009 Smithsonian Institute’s National Portrait Gallery unveiled an historic portrait of her, the first portrait of the NPG has ever commissioned of an individual who had not served as a US President or First Lady.
2010 The State University of New York at Brockport, home of the 1979 Special Olympics, renamed its football stadium after Eunice Shriver.  (Awarded posthumously)

Later Years    

At 85, Eunice was not about to retire or relax.  She continued her tireless work on the issues concerning those with special needs “because in so many countries, the retarded are not accepted in the schools, not accepted in play programs, just not accepted. We have so much to do.”     Eunice Kennedy Shriver and her husband were devout Roman Catholics and lifelong Democrats. Both staunchly pro-life, Eunice was a member of Feminists for Life. She died in 2009, her husband, in 2011.  

The epilogue of the Book of Proverbs is a fitting tribute to Eunice Kennedy Shriver, a woman of noble character.  She lived for others.

Proverbs 31:10-31 Epilogue: The Wife of Noble Character    
10 [a]A wife of noble character who can find?
    She is worth far more than rubies.
11 Her husband has full confidence in her
    and lacks nothing of value.
12 She brings him good, not harm,
    all the days of her life.
13 She selects wool and flax
    and works with eager hands.
14 She is like the merchant ships,
    bringing her food from afar.
15 She gets up while it is still night;
    she provides food for her family
    and portions for her female servants.
16 She considers a field and buys it;
    out of her earnings she plants a vineyard.
17 She sets about her work vigorously;
    her arms are strong for her tasks.
18 She sees that her trading is profitable,
    and her lamp does not go out at night.
19 In her hand she holds the distaff
    and grasps the spindle with her fingers.
20 She opens her arms to the poor
    and extends her hands to the needy.
21 When it snows, she has no fear for her household;
    for all of them are clothed in scarlet.
22 She makes coverings for her bed;
    she is clothed in fine linen and purple.
23 Her husband is respected at the city gate,
    where he takes his seat among the elders of the land.
24 She makes linen garments and sells them,
    and supplies the merchants with sashes.
25 She is clothed with strength and dignity;
    she can laugh at the days to come.
26 She speaks with wisdom,
    and faithful instruction is on her tongue.
27 She watches over the affairs of her household
    and does not eat the bread of idleness.
28 Her children arise and call her blessed;
    her husband also, and he praises her:
29 “Many women do noble things,
    but you surpass them all.”
30 Charm is deceptive, and beauty is fleeting;
    but a woman who fears the Lord is to be praised.
31 Honor her for all that her hands have done,
    and let her works bring her praise at the city gate.

 

By Sr. Joan L. Roccasalvo, C.S.J.

Some the most breathtaking scenery in the United States is found throughout Upper New York and northward to the St. Lawrence Seaway.      Two famous pilgrimage shrines are located in this area and deserve special attention for their historic and religious significance.  In this country, October 19th is the feast of the North American Martyrs. First, some history.

New France

In the seventeenth century, French authorities sent a number of expeditions to conduct fur trading in this territory and named it New France.  Soon, French Jesuit missionaries followed to minister to their own and to convert the Native Americans to the Catholic faith. Today this direct form of proselytism toward a native people would be considered out of step with ecumenical norms.

The Jesuit missions began their work early in the 1630s. Our story picks up twelve years later with eight French Jesuits who were martyred while working among these Native Americans.  Here is their story.

The Huron Indians

By the seventeenth century, the Huron Indians, who belonged to the Iroquois Federation, had developed a fairly high way of life. They spoke in the Wendat language, and their religious beliefs had been fixed for years.  Perhaps the Jesuits did not fully appreciate this fact. The Hurons encountered both the Dutch and the French. The Dutch were primarily merchants who established trading posts at the confluence of the Mohawk and Hudson; the French came south from present-day Quebec to establish fur trading posts.

Jesuit Relations: Instructions to the French Jesuit Missionaries

Much of what we know about the Jesuits’ work among the Hurons was recorded in annual reports, “Jesuit Relations,” written by Fathers Paul LeJeune, S.J. and Paul Ragueneau, S.J.  The “Relations” gave the Jesuits a long list of practical instructions to be followed when ministering to the Hurons.  Three of the many are:

“You must have sincere affection for the Savages, looking upon them as ransomed by the blood of the Son of God, and as our brethren, with whom we are to pass the rest of our lives.”

“You must so conduct yourself as not to be at all troublesome to even one of these Barbarians.”

“You must bear with their imperfections without saying a word, yes, even without seeming to notice them.  Even if it be necessary to criticize anything, it must be done modestly, and with words and signs which evince love and not aversion.  In short, you must try to be, and to appear, always cheerful.”    

By 1642, Father Isaac Jogues, S.J., leader of the missionary group, planned to work among the Hurons along the south side of the Mohawk River from east to west. It was only natural for the Native Americans to resent the overtures of the missionaries despite the respect given to them. Why would “black-robed” foreigners want to change their way of life and their religious beliefs? Suspicious, they eventually blamed the Jesuits for the outbreak of small pox and other diseases.
 
At various times, between1642-1649, the Jesuits were brutally tortured – accused as witch doctors.  Most of them were bludgeoned to death under the tomahawk.  

First Group of Jesuit Missionaries

The first group of French Jesuits answered the call to minister in this region.  These included Father Isaac Jogues, and two donnés, René Goupil and John Lalande.  Due to deafness, Goupil could not be ordained a Jesuit but was trained as a doctor and surgeon.  After years of ministering to the Indians along the St. Lawrence River, Jogues and Goupil were captured.  Goupil was the first of the eight to be martyred – he was bludgeoned to death.  

For thirteen months, Jogues lingered from brutal torture. Knowing that his index fingers and thumbs were essential to the celebration of Mass, his captives mangled them.

Curiously enough, his escape to France prompted a desire to return to his mission.  Accompanied by John de Lalande, the nineteen-year old donné, Jogues returned to the Mohawk Mission in New York. With papal approval, he celebrated Mass even with stubs as fingers.  On his return to the region, he resumed his work but was soon tortured again.  This time he succumbed.  The date was October 18th, 1646.  Lalande himself was killed the next day.  

Second Group of Jesuit Missionaries

The second group of Jesuits was martyred within the confines of Midland at Martyrs’ Shrine, Sainte Marie. In 1635, Father Anthony Daniel founded the first Huron Boys’ College in Quebec and worked among the Hurons for twelve years until, on July 4th, 1648, still wearing Mass vestments, he was attacked as he ended the celebration of Mass.  His martyred body was thrown into the flames of the burning church.  

The thirty-three year old, Father Jean de Brébeuf was a gifted linguist and mastered the Huron language. Gentle in manner, massive in body, it is said he had the heart of a giant.  Like Brébeuf, Father Gabriel Lalemant was a gifted scholar, professor and college administrator, but unlike Brébeuf, his body was frail.  Eventually both were captured, tied to stakes and underwent one of the worst martyrdoms ever recorded in history. The Jesuit Relations describes in detail how grisly were their tortures: “The Indians dismembered their hearts and limbs while they were still alive, and feasted on their flesh and blood” (L. Poulot, “North American Martyrs,” New Catholic Encyclopedia, 507).

Brébeuf suffered for three hours before dying on March 16th, 1649. Lalemant died the next morning.   Father Charles Garnier was assigned to the Huron mission at Sainte Marie for thirteen years and then to the mission at Saint Jean.  He was beloved by his congregants, but in 1649, was tomahawked to death about thirty miles from Sainte Marie.

Father Noël Chabanel, S.J.

Perhaps the saddest and most poignant story of all is reserved for twenty-eight year old Father Noël Chabanel who was assigned to work with Father Charles Garnier.  Though he was a brilliant professor of rhetoric and humanism at home in southern France, he had no ear whatsoever for the Huron language. Plagued by a sense of uselessness, he was convinced that his ministry had failed. Feeling a strong repugnance to the life and habits of the Huron, and fearing it might result in his own withdrawal from the work, he bound himself by vow never to leave the mission. Today, in all likelihood, superiors would frown on this extreme position. Chabanel was martyred on December 8, 1649, by a “renegade” Huron.  Yet to the end, he persevered in his missionary activity.

In 1930, Pius XI canonized the North American Martyrs.  The Canadian Catholic Church celebrates their feast day on September 26th.    

The Shrines at Midland and Auriesville

Because the two shrines are not far from one another, they are popular places to visit at the same time during the summer months or during October when the fall foliage is at its peak period. Martyrs’ Shrine at Midland has a church and museum that feature seventeenth-century maps, songs written by Brébeuf, a history of the shrine, and the stories of the Canadian martyrs. It offers the pilgrim a walking tour to get a sense of how the Jesuits lived, worked, and prayed among the Huron Indians.  One can see the simulated rustic village that comprised a chapel, living quarters, and classroom where the Jesuits carried out their apostolates.

The shrine at Auriesville has a similar layout.  One of its most popular features is the expansive outdoor Stations of the Cross, a familiar feature of Jesuit retreat houses.  There is a large auditorium which seats 6,000 pilgrims.

“The Blood of the Martyrs … the Seed of the Church”

From the earliest days of Christianity, martyrdom for the faith has always been part of the Christian psyche. It was understood that those who openly professed their faith might have to suffer for this pearl of great price. But, it was better to stay alive.

When the missionaries were assigned to work in New France, martyrdom could not be ruled out, just as danger and death cannot be ruled out for policemen or firefighters.  Missionaries were expected to die for the sake of Christ, though they did not seek it out. It is a stark reality that remains a constant for missionaries today. But let us not forget that there are so many ways to be martyred, real and metaphorical.

The North American Martyrs were high-minded men, cultured, refined, and well educated.  For them, the savage, bloody road of martyrdom was transformed into a way of beauty, a road that remains sacred ground.  Our Lady of Martyrs Shrine at Auriesville and Martyrs’ Shrine at Midland are among the most frequently-visited pilgrimage sites in the world – both sacred ground.  Those who do visit them are disposed to receive special favors from the saints for whom the shrines are named.  It is said that during her lifetime, Dolores Hope, wife of comedian Bob Hope, made a pilgrimage to Auriesville almost every year.

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