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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.” 

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Severe flooding is affecting families and communities across Bangladesh's districts. Families who are already poor have lost everything and are in desperate need of emergency assistance and hope.

Somerset West stands out as one of the fastest growing property areas – commercial, residential and industrial - in the Western Cape, according to a new report on the state of the property sector in the Western Cape.

Expense tracking is one of the least enjoyable aspects of running a business. Thankfully, there are various cloud-based solutions that help small to midsize businesses (SMB) innovate and even automate expense reporting tasks. Here are nine of the most notable that we've tested for your business to consider.

Inventory management is more than simply knowing what's left in the warehouse. Today these systems track the warehouse, a product's shelf life, and even your customers' experience. We test top players to help you choose.

Enterprises and small to midsize businesses (SMBs) require rock-solid endpoint security. The challenge is determining the right features to best keep exploits at bay. We put the leading solutions to the test to find the best options for your business.

Document management solutions have evolved from simple file storage engines to sophisticated workflow and data classification systems. We review and rank the top 10 players in this field.

Human resource systems cover a vast amount of ground these days, including not only people management, but policy and compliance management, shift scheduling, performance management, and even payroll. Here are 10 of the best we've tested.

There are a wide range and selection of Infrastructure-as-a-Service (IaaS) solutions that are a key component to IT strategies. We test the top five IaaS solutions to help find the best fit for your business.

Managing identity across an ever-widening array of software services and other network boundaries has become one of the most challenging aspects of the IT profession.. We test 10 end-to-end identity management solutions that can help.

Although digital marketing takes now takes many forms, email marketing is an important aspect of any campaign. Check out these 10 reviews of the top email marketing services to find the one that's most suitable for your business.

To stay healthy in 2020, telecommuting and regular work-from-home arrangements are pretty much a must for most people. We test and compare 10 video conferencing software solutions to help you choose the right one to stay connected.

Microsoft hopes to improve its software through AI research while OpenAI can take full advantage of the Azure cloud.

Artificial intelligence consumes immense processing resources, so data centers have to be both more powerful and more energy efficient.

An Epyc server can contain up to 4TB of memory and 128 lanes of PCIe, making it a worthy Intel Xeon competitor.

Microsoft realizes you can use the sea as a giant heatsink and save a small fortune in cooling costs.

The access was being sold on a Russian-language marketplace. The affected airport system was available on the open internet and may have been secured with a weak password.

An after-school program in North Carolina teaches teenagers to collaborate and problem-solve by tasking them with real work-world problems drawn from their community.

The flu season has started here in the U.S., and according to the Centers for Disease Control and Prevention (CDC) data it has caused 214 deaths in the first week of 2020. Is this number higher, or lower, than usual? When does the flu season start, and how long does [...]

The post How to prepare (your graphs) for flu season appeared first on Graphically Speaking.

DOVER — Delaware homeowners who face foreclosure, have fallen behind on their mortgage payments, or have questions about their mortgage can meet with lenders and housing counselors at two upcoming workshops in Dover on May 15 and Wilmington on May 16. At each free workshop, homeowners can also get information from the Attorney General’s Office […]

DOVER — Delaware homeowners who face foreclosure, have fallen behind on their mortgage payments, or have questions about their mortgage can meet with lenders and housing counselors at two upcoming workshops in Dover on November 13 and Wilmington on November 14. At each free workshop, homeowners can also get information from the Attorney General’s Office […]