(Adapted from her article first published in the 4 October 2020 issue of Catholic News)

On Sept 29th we celebrated the Feast of the Archangels Michael (‘who is like God’), Gabriel (‘God is my strength’) and Raphael (‘God heals’), and October 2nd is the feast of our Holy Guardian Angels.

Angels are a gift from God; their existence a “truth of faith.” (Catechism of the Catholic Church, CCC 328) From birth to death, our lives are surrounded by the watchful care and intercession of angels. “Beside each believer stands an angel as protector and shepherd leading him to life.” (CCC 336)

Indeed, St. Jerome (whose feast day we just celebrated on Sept 30) said, “So valuable to heaven is the dignity of the human soul, that every member of the human race has a guardian angel from the moment the person begins to be.”

Who are they? St. Augustine explained that “these spiritual, non-corporeal beings that Sacred Scripture usually calls ‘angels’ is the name of their office, not of their nature. If you seek the name of their nature, it is ‘spirit’; if you seek the name of their office, it is ‘angel’: from what they are, ‘spirit’, from what they do, ‘angel’.” (CCC 328, 329)

In other words, angels are by nature pure spirit, while their office or function is that of God’s messenger (angelos in Greek) and intermediary.

As beings created by God, they too are creatures like us, but with a much higher calling. As St. Thomas Aquinas taught: “God is humanity’s universal teacher and guardian, but his teaching to humanity is mediated by angels.”

If Christ is the Teacher in God’s school of Creation, then aren’t we, as Catholic educators, called—like angels—to be messengers and intermediaries of God to every student He puts under our charge, especially those who are non-believers?

Like St. Michael, we are to equip our students to defend themselves in the battle against sin by teaching them Christian values and virtues, and by modelling them through example. Emulating St. Gabriel, we should bring Good News to the young people with our words of authentic praise, joy, affirmation, encouragement and gratitude. And we should imitate St. Raphael in accompanying those in our classrooms who are physically, emotionally or spiritually sick with our healing counsel—giving them the precious gifts of consolation, hope and peace, and above all, our time and presence when most needed.

At all times, we are called, like the guardian angels and the angelic hosts on Christmas night, to shepherd the sheep of our flock gently towards God with genuine love and joy.

How Can We Be Effective Angels to Others?

1. Be Close to God

Jesus said of little children, “Take care that you do not despise one of these little ones; for, I tell you, in heaven their angels continually see the face of my Father in heaven.” (Matthew 18:10)

Like the angels, we too must commune with God often—in prayer to ask Him for direction on how to minister to the young people in our lives, or to just sit in His presence, to give thanks and adore Him face-to-face.

2. Never Cease to Praise God

St. Hildegard of Bingen describes angels as “pure praise without any trace of a bodily deed.” The highest form of praise we can give God is when we gather with His People at Mass.

St. John Marie Vianney says we can learn from the angels how to present ourselves as a pleasing sacrifice to God: “With what humility should we assist at Mass, if we realised that our guardian angel was kneeling beside us, prostrate before the majesty of God! With what eagerness should we not ask him to offer our prayers to Jesus Christ!”

3. Be Humble Enough to Seek Help

St. Francis de Sales counsels: “Since God often sends us His inspirations by means of His angels, we ought frequently to offer Him our aspirations through the same channel—call on [angels] and honour them frequently, and ask their help in all your affairs, temporal as well as spiritual.”

If we genuinely want to be angels to others, especially in difficult situations, we must be humble enough to ask for the intercession of those who know best—the Archangels and our guardian angels—and seek the counsel of other human ‘angels’ who are more experienced or worldly-wise than ourselves, on how to handle the issues involved.

4. Be Prepared to ‘Wrestle’

More often than not, our message from God for our students (or colleagues!) will be a hard one. If they disagree or do not want to listen to us, we may have to engage them as did the angel with Jacob in Genesis 32:24–25!

We may need strength to persevere in consoling them, or helping them see and remove the obstacles in their lives, imitating the angel who ministered to Jesus during His agony in the Garden of Gethsemane (Luke 22:43) and the angel who rolled the stone away from the empty tomb at His resurrection (Matthew 28:2).

5. Beware of Pride

St. Augustine warned: “It was pride that changed angels into devils; it is humility that makes men as angels.” Satan was a fallen angel of light: he fell because he was jealous of us. Why?

According to Eastern Orthodox saint Gregory Palamas: “Although the angels are superior to us in many ways, yet in some respects they fall short of us, for we, rather than they, have been created in God’s image.”

Let us not fall into the same trap of envy and resentment, especially of others who seem to fulfil their angelic vocations better than us.

6. Preserve Our Purity

God appointed angels to keep Adam and Eve from returning to the Garden of Eden—not to punish, but to safeguard them from eating of the fruit of the Tree of Life and spiralling further downwards into disobedience and spiritual death. (Genesis 3:24)

God also commanded angels to be set on the Ark of the Covenant and later, in the Temple of Solomon, to protect the Holy of Holies within. (Exodus 25:18–20; 1 Kings 8:6–7)

In the same vein, if we are to fulfil our calling to be angels on earth to others, we must protect our hearts against sin and our bodies as temples of the Holy Spirit before we can safeguard those of our young charges.

St. John Bosco, who like many of the saints wrote from experience, taught: “When tempted, invoke your angel; he is more eager to help you than you are to be helped. Ignore the devil and do not be afraid of him: he trembles and flees at the sight of your guardian angel!”

7. Stay Close to Our Lady

Mary, Queen of Angels, is so titled because she is the Mother of God, who created the angels. Therefore, St. John of Damascene wrote, “When she became Mother of the Creator, she truly became Queen of every creature.”

As the Mother of the King of Kings, she is also Queen of Heaven, as we proclaim every time we pray the Fifth Glorious Mystery of the Rosary. As Queen of all Creation, she has supreme authority over all the angels, including Lucifer and his minions.

If we are to be genuine angels of the Light of Christ on earth, we must always honour Our Lady, and never be afraid to implore her help and prayers.

Catholic Educators: Angels of Our Catholic Schools

“Angel of God, my guardian dear,
to whom God’s love commits me here;
ever this day be at my side,
to light and guard, to rule and guide.”

Many of us were taught this little prayer in our childhood—and now we know why.

As Catholic educators, let us heed the call of St. Vincent Ferrer:
“Let us be like the holy angels now. If one day we are to be in the angelic court, we must learn now, while we are still here, the manners of the angels.”

Mary, Queen of Angels, pray for us!

Credits: Image from Canva

October is dedicated to the Holy Rosary, with the memorial of Our Lady of the Rosary celebrated on October 7th. This feast commemorates the Battle of Lepanto, where, against overwhelming odds, the Christian forces triumphed over the Ottomans. Their victory was attributed to the fervent praying of the Rosary on the eve of battle, which turned the tide in their favour.

Like the Christians at Lepanto, we too encounter situations that feel insurmountable—times when we are powerless to help our students, when efforts seem unreciprocated, and when we lament the erosion of Christian values and the decline in faith among those we serve. This month of the Rosary invites us to renew our devotion to Our Lady, trusting that in moments of helplessness, her intercession will carry us and those we pray for.

As a beginning teacher, I found invigilation tedious, as it took time away from more productive tasks like marking. Seeking to sanctify that time, I began praying the Rosary during exams, using a discreet ring rosary as I walked between rows, silently cheering on and interceding for my students. It not only made the time more meaningful, but also helped it pass more swiftly. Though I was powerless to assist them in any tangible way, I realised I could still help by entrusting them to prayer—offering what was beyond my control to God.

In our Catholic Schools, we are blessed to have the opportunity to pray the Hail Mary publicly. This month is a fitting opportunity to teach our students the meaning of those words—whom we are addressing, and why we seek her intercession. But before we can do that, we must ask ourselves: Who is Mary to me? The Latin maxim nemo dat quod non habet—“no one gives what they do not have”—reminds us that we cannot lead our students to a devotion we ourselves lack. We may know her titles—Mother of God, Immaculate Conception, Seat of Wisdom—but do we know her personally? Do we trust her maternal care?

St. Maximilian Kolbe once said, “Never be afraid of loving the Blessed Virgin too much. You can never love her more than Jesus did.” For us educators, Mary offers us a model of how to teach, guide, and love.

When Jesus was lost in the temple, Mary said gently but firmly: “My child, why have you done this to us? See how worried your father and I have been looking for you” (Lk 2:48). Her correction was rooted in love and concern. Likewise, our discipline must be just and compassionate, born of a genuine desire to educate, not driven by frustration or anger.

At the wedding at Cana, Mary observed the need—“They have no wine”—and instructed the servants, “Do whatever he tells you” (Jn 2:3, 5). Her words were simple, clear, and full of charity. As teachers, our daily task is to give instruction; Mary shows us how—with attentiveness, clarity, and love.

Pope St. Paul VI, in Evangelii Nuntiandi, reminds us that “modern man listens more willingly to witnesses than to teachers, and if he does listen to teachers, it is because they are witnesses.” Our students watch us closely. They notice whether we practise what we preach. To lead them to Mary, we must first imitate her—so that, through us, they may encounter Christ.

May this month be a time of renewal—of our love for Our Lady, our trust in her intercession, and our commitment to be witnesses who guide others to her Son.

Credits: Image from Canva

“The world is charged with the grandeur of God.
It will flame out, like shining from shook foil.”
(Fr Gerard Manley Hopkins, SJ)

The ecumenical Season of Creation—from Sept 1 to Oct 4, the feast day of St Francis of Assisi, the patron saint of the environment—is once more upon us, an annual reminder that Creation is a gift from God, and we, but its stewards.

This year is also the 10th anniversary of Pope Francis’ landmark encyclical Laudato ‘Si (On Care For Our Common Home): it is timely then, that we should ponder more deeply how valuable Creation is to humanity, not just as a physical resource which we have plundered for worldly progress and economic development, but a source of spiritual riches for integral human development.

As Catholic educators, have we ever wondered that, if Christ is our Master Teacher, then Creation could be the Divine School into which every person is automatically enrolled (no balloting required!) and nourished to be a lifelong learner?

After all, Creation bears the 5 Essential Marks of a Catholic School.

1. Inspired by a Supernatural Vision

A Catholic school is called to point students toward Jesus, who shows them the Way to their “transcendent destiny” in heaven. In the same way, Creation (which includes all living things, and man himself) directs our gaze to God.

Psalm 19:1 declares, “The heavens are telling the glory of God: and the firmament proclaims his handiwork.”

Customs and traditions the world over also reveal God in their own way. On a visit to Bali, I was told the spiritual meaning behind the oft-seen elegant bamboo penjor.

Its graceful arch symbolises Mount Agung, the abode of the gods, and reminds believers to bow low before them in humility, obeisance and gratitude.

The little shrines at the base of each penjor contain thanksgiving offerings of things growing under the ground (tapioca, cassava and other root vegetables), on its surface (rice, vegetables, flower blossoms) or above ground (coconut and other hanging fruits) in acknowledgement that all earth’s bounty are due to divine providence.

It was a beautiful reminder of what our response of faith should be to God’s infinite love for us i.e. “gratitude and gratuitiousness, a recognition that the world is God’s loving gift, and that we are called to quietly imitate His generosity in self-sacrifice and good works.” (Laudato ‘Si, LS 220)

“Each creature reflects something of God, and has a message to convey to us.” (LS 220). It is up to us to discover it.

2. Founded on a Christian Anthropology

Catholic education upholds the dignity of every human person, made in the image and likeness of God, his Creator. Therefore, Catholic schools seek to develop each child holistically, not just for responsible citizenship in the real world, but also for everlasting life as good and upright citizens of heaven, and ambassadors of Christ on earth.

As we have seen, Creation points to its Creator: “The universe unfolds in God, who fills it completely. Hence, there is a mystical meaning to be found in a leaf, in a mountain trail, in a dewdrop, in a poor person’s face.” (LS 12)

Nature has inspired such great heights of human creativity as St Francis of Assisi’s Canticle of the Sun, Milton’s Paradise Lost, Van Gogh’s Starry Nights and Sunflowers, Tchaikovsky’s Swan Lake, and Sir David Attenborough’s acclaimed television documentaries.

Shinkansen bullet trains were modelled after a kingfisher’s beak, and Velcro after the way the burrs on seeds cling to the fur of their animal dispersers. The structure of the Eiffel Tower is based on that of the human femur; the Beijing National Stadium, a bird’s nest.

Indeed, the Old Testament records parables like those of the Trees (Judges 9:7-21) and the Unfruitful Vineyard (Isaiah 5:1-6). And, as we know, Jesus Himself used many metaphors from nature to teach His disciples about the Kingdom of God.

If the mission of Catholic education forms souls for eternity, then nature reminds us that this world is not our final home—Creation is a signpost to the heavenly Jerusalem.

3. Animated by Communion and Community

A Catholic school is called to be a community of love, thriving together in the unity and communion of the Holy Trinity. St Francis of Assisi saw creation as a family, calling the sun ‘Brother’ and the moon ‘Sister’.

Just as Catholic education forms students to live in right relationship with God and others, so Creation herself teaches valuable lessons on solidarity with God, others and nature.

Ants and bees contribute to the common good of the nest and hive, working in harmony according to their various ‘charisms’ as workers, soldiers, drones and queens in their natural hierarchies.

Animals in migration, birds in murmuration and fish in schools move as one. Flora, fauna and the elements all interact with, and in interdependence on another as ecosystems weaving dynamic and intricate webs of life. Even our earth, sun, moon, and stars are just a part of the vast, cosmic ecosystem we call the universe.

Imitating nature’s unity in biodiversity, so too we should know and be content with our place in the Church, society and the world, striving together for the good of all, adapting and evolving to overcome any existential obstacles we may face. “Life, uh, finds a way.” (Michael Crichton, Jurassic Park)

Creation beckons us to cultivate “a loving awareness that we are not disconnected from the rest of the creatures, but joined in a splendid universal communion.” (LS 220)

4. Imbued with a Catholic Worldview

Catholic schools must foster love for wisdom and truth, and should integrate faith, culture and life with all knowledge.

“Catholic educators do not want their students to say, ‘We had the experience but missed the meaning,’” but rather, “to desire learning so much that he or she will delight in becoming a self-learner.” (The Holy See’s Teaching on Catholic Schools, pp 45-46)

When I was in Kenya on a mission trip and stopped by the highway for a break during a long drive, I snapped the photo below, wondering aloud why three donkeys were needed to pull the relatively small cart.

Our driver explained: “The middle donkey is an old hand, immune to the noise and chaos of the busy roads. The two donkeys on either side of it are ‘trainees’, still young, inexperienced, and easily spooked.”

He continued, “They are yoked together until the young ones learn from the older animal how to remain calm in the traffic; they will be given their own carts to pull only when they become mentally and physically strong enough to handle conditions on their own.”

It was such a beautiful metaphor for Jesus’ invitation to “Take my yoke upon you and learn from me; for I am gentle and humble in heart, and you will find rest for your souls. For my yoke is easy, and my burden is light.” (Matthew 11:29-30)

Lest we miss the wood for the trees, we Catholic educators must never stop being like little children ourselves—courageously curious, ever ready to ask, seek and knock, wherever we find ourselves, so as to receive, find and be opened in mind and heart to the presence of God and the Truth of His Word in the world around us.

5. Sustained by Gospel Witness

Catholic schools and educators are entrusted with informing, forming and transforming their students into evangelising and missionary disciples of Christ. Creation too proclaims the Gospel.

The cycle of the seasons—spring, summer, autumn, winter, spring—invite us to meditate on the incarnation, life, passion, death and resurrection of Christ.

The laws of physics and chemistry, and the mathematics in natural phenomena and living things, especially the marvel that is the human brain and body, convince us that all these must have taken shape not by mere chance, but by divine design.

Thus the Church declares that “God created the world, writing into it an order and a dynamism that human beings have no right to ignore.” (LS 220)

Indeed, Creation is sacramental: in the liturgy and the Sacraments—water, fire, oil and colour—are “taken up by God to become means of mediating supernatural life”, especially the Eucharist, where the bread and wine, the fruits of the earth, become Christ Himself offered as “food for His creatures.” (LS 235)

Since “the beauty of creation reflects the infinite beauty of the Creator, [it] ought to inspire the respect and submission of man’s intellect and will.” (Catechism of the Catholic Church, CCC 341)

Stepping into the Classrooms of Creation

“Some people, in order to discover God, read books. But there is a great book: the very appearance of created things. Look above you! Look below you! Note it. Read it.

God, whom you want to discover, never wrote that book with ink. Instead, He set before your eyes the things that He had made. Can you ask for a louder voice than that?

Why, heaven and earth shout to you: ‘God has made me!’”
(St Augustine)

St Augustine’s pivotal spiritual conversion took place after he heard God’s voice calling: “Take up and read! Take up and read!” Upon taking up the Bible and reading the Word of God, his relationship with God and fellow man changed profoundly.

Today, on the 10th anniversary of Laudato ‘Si, we are reminded to heed Pope Francis’ appeal for our own ‘ecological conversion’, realising that “living our vocation to be protectors of God’s handiwork is essential to a life of virtue: it is not an optional or secondary aspect of our Christian experience.” (LS 217)

God created everything with its own purpose. “None is superfluous.” (LS 84) Humanity was created with the purpose of stewarding Creation, but we have failed, through ignorance or indifference or downright evil.

Yet in this Jubilee Year, we are assured that there is still Hope, one that does not disappoint, because the love of God has been poured into our hearts through the Holy Spirit. (Romans 5:5)

“The entire universe speaks of God’s love, His boundless affection for us. Soil, water, mountain: everything is, as it were, a caress of God.” (LS 84)

God invites us this Season of Creation, and every season of our life, to step out into His School of Life, and to feel His loving embrace. He does not ask us to pay school fees, only to pay attention, and then, when we gain wisdom, to pay Him homage.

Let us not play truant any longer, but “Take up and read! Take up and read!” God’s great Book of Creation. May we ponder it with faith, wonder, and gratitude. And then teach our students to do the same.

Credits: Image from Quotefancy

If you are currently surrounded by towers of WA3 (Weighted Assessment 3) or preliminary exam scripts and administrative work, counting down to the end-of-year examination and semester break, and already besieged by plans which are underway for 2026, congratulations – you are definitely in the thick of Term 3, which is more likely to feel like Term 30 at this point. Something about school life makes our thinking and behaviour operational and survival-centred more than we would like to admit; what is inspirational and drives motivation to flourish takes a backseat. Yet education ought not to be about survival. On another note, the dogged determination to check off a long list of goals and targets calls us to question if education ought to be only about achievement and success. So, what are we neglecting in the routine but dangerous pursuit of completing the term and school year with as many notches in the belt as possible, but at our young people’s expense, and at the expense of the true purpose of education?

What benefits do young people reap from school activities and experiences that are carried out in survival mode and/or for success? I have lost count of the number of times my students have looked at me wearily – clutching the latest assignment from the Ten Year Series which is filled with more crosses than ticks – but still earnestly persevering to “improve”. I am equal parts proud of them for their resilience yet cannot help but feel so sorry for them and how tired and burdened they must feel, juggling the weight and expectations of society and stakeholders, including of their own. Is this what it means to honour the dignity of a child? If the purpose of education is to develop the young person in their best interest, in what way is it helpful or effective when we do more? The month of September begins with Teachers’ Day celebrations and as we enjoy the tokens of appreciation and affirmation from the young people we spend so much time with, it seems as good a time as any to consider: what does care for our young people and their best interest really look like; how can we show care with intention; and on a fundamental level, what are these best interests?

With the belief that excelling is important, society has conditioned us to reach for these common definitions and indicators of success: academic excellence, career progression, material acquisitions… But the pursuit of success in today’s landscape is a disquieting consequence of our fixation on meritocracy, which Michael Sandel (in his book The Tyranny of Merit: What’s Become of the Common Good) argues has steered us further away from what actually contributes to the common good. What he calls the “rhetoric of rising” – an emphasis on individual effort and achievement, and a sense of deserving-ness which ultimately leads to hubris and a disregard for systemic inequalities – also creates a great deal of stress and entitlement, while dangerously influencing our young people to believe that success must look a certain way. What is even more troubling is how meritocracy has undermined the dignity of the human person and work. Education can indeed help our young people succeed and excel, but at what cost?

Think about what we find disturbing about the state of the world today: exploitative behaviours on those who are already disadvantaged and marginalised; socioeconomic and mental health issues that evolve in disturbingly unimaginable ways; chasing technology that progressively destroys the planet and erodes our humanity… the list goes on. Catholic education aims to teach young people to respect the dignity of the human person and to care for the common good. Yet at its heart, Catholic education also practices what it preaches, in the way that it respects the dignity of the human person and cares for the common good. At Sunday Mass recently, the first reading from Ecclesiastes 1 seemed to me a fitting verse for the September Sowers theme:

“Vanity of vanities, says the Preacher, vanity of vanities! All is vanity. What does man gain by all the toil at which he toils under the sun? A generation goes, and a generation comes, but the earth remains forever…”

Our achievements, possessions, and accumulations are fleeting and of the world; none are as precious and fulfilling if they are not centred on God. Do our actions and attitudes harm the planet and our fellow human beings, or do they protect our common home – and our only home — and give life to others? What values does the Catholic faith teach that enables us not just to succeed as an individual, but to flourish together with others? As Catholic educators, how do we role-model what we want our students to demonstrate? If we chase excellent academic results, won’t they do the same? If we persist in using AI for work under the guise of saving time, dare we hope that our students become skilled and discerning communicators themselves?

Were we to have the prescience to know every single implication of today’s actions on the future, what would we learn, relearn, unlearn, do and undo? One way to help young people care more for the common good is through an interdisciplinary curriculum, where the Arts and Humanities are integrated into Science, Technology, Engineering, and Mathematics (hence, STEAM). The holistic perspective and understanding developed in an interdisciplinary curriculum would foster empathy, social awareness, as well as a deeper humility and responsibility for our planet and its inhabitants. In turn, this sense of belonging and community strengthens their care for the common good and purpose, redefining what it means to safeguard and work towards people’s “best interests”. And how else can our young people be living testimonies of Catholic education if not through the gifts and fruits they bear – peace and joy under any circumstance instead of anxiety and a desire for more; goodness, with the courage to choose to do the right and good thing; love of God and neighbour, honouring God’s creation through their values and actions; amongst others. Teaching our young people to fix their eyes on God – and honour Him – is perhaps the single most powerful thing we can do for them as Catholic educators.

It is indeed complex to hold so much tension in education. Educating young people can sometimes be an exercise in conflict management, both external – across stakeholders’ desired outcomes – and internal, when we grapple between what we must do and what we want to do for the young person. Yet reconciling practice with what we believe in our heart of hearts to be good for our students is also our call to wisdom and to live out God’s enduring truth for teachers: to keep sowing seeds and producing fruit that enriches His creation.

Credits: Image from Canva Pro

In today’s fast-paced and digitized world, hours, days and even years seem to whiz by. Oftentimes, in the busyness of life where we interface with machines more than human persons, we may have unintentionally let meaningful moments with God and others slip away unnoticed.

This is where the celebration of milestones and anniversaries can serve to be intentional pauses in our everyday routines to stop, still ourselves and spend precious time recalling significant moments and people in our personal or professional lives, or landmark events in history which have impacted the way we live, and of course, to see the Lord’s grace and blessing in all of these.

Origin
In the Bible, when Abram obeyed God’s command to leave his homeland and go “to a land I will show you” (Genesis 12:1), he built an altar when he finally arrived in Canaan, and at various significant stages of his journey thereafter (Genesis 12:7-8, 13:18). Similarly, Isaac built an altar to God in honour of his divine promise of countless descendants (Genesis 26:25); Jacob too set up a memorial after his dream of angels ascending and descending the stairway to heaven (Genesis 28:18); and Joshua erected 12 stones by the banks of the Jordan as a memorial for the people of Israel of their miraculous crossing into the Promised Land after the parting of the waters of the river (Joshua 4:1-9).

Modern-day milestones can be traced back to the ancient Romans who used markers called milliarium along the extensive road systems they built. Placed at intervals of one Roman mile – mille passuum or ‘a thousand paces’ – these milestones helped soldiers, traders and administrative officials track their progress and locate each other on the roads.

Indeed, having just completed the Camino de Santiago, every distance marker on the Way was an assurance that I was another kilometre nearer to my destination in Compostela, the resting place of St. James the Apostle. A common refrain in the Camino is “Ultreia y suseia!” – literally ‘forwards and upwards’ – “Keep going, you can do it!” Milestones thus remind us, not only of how far we have to go, but also of how far we have come. As any young man who has made it through National Service would surely agree, they serve as checkpoints on our earthly pilgrimage, allowing us to acknowledge growth, resilience, and perseverance in having made it thus far.

Personal and historical milestones
Birthdays are occasions for the celebration of life. A baby’s one-month anniversary is a matter of routine – even an obligation – for many young parents, but in circumstances of low infant mortality, this milestone would truly be one of joy and hope. In an era where human life is considered cheap, birthdays – whether celebrated or not – are proof of a human person’s ability to survive, adapt, overcome, and thrive.

In today’s throwaway culture, where love, like life, can also be discarded on a whim, wedding anniversaries honour perseverance, compromise, sacrifice and a love that stands the test of time. Similarly, work anniversaries and career milestones honour the dignity of a person by giving him his due. Celebrating these moments highlights the person’s value to an organisation, boosting morale and self-worth, and motivating continued dedication to contributing to the common good of all.

On the other hand, the anniversaries of a loved one’s passing may be bittersweet. For one still grieving, it can be a day of sorrow, guilt and regret. Yet lighting a candle, visiting a grave or columbarium, or holding a memorial mass or service is a moment of connection, offering us a place for remembrance, reflection, and ultimately, healing.

Historical anniversaries are also bridges spanning the passage of time, inviting recollection of the past, introspection on the present, and inspiration for the future. Celebrations like SG60 – Singapore’s 60th year of independence – not only bind all Singaporeans together to a collective history and a shared past, but also acknowledge lessons learnt from these, and the progress made and still needed. They foster unity, educate future generations, and generate sentiments of pride, gratitude, loyalty and solidarity.

Let us reflect: Can we recall the date of our baptism, our spiritual birthday? Are we aware that our marriages are sacraments of which we, the spouses are the ministers? Do we realise that, in honouring work anniversaries and career milestones, we are living out the principles of Catholic social teaching? Do we believe there is life and hope for our loved ones after death? Are we still convicted, despite all we see around us, that humanity is intrinsically good, made in the image and likeness of God its creator, who is in control of all history?

Sacred milestones
Every Sunday is a spiritual milestone celebrating Christ’s salvation of the world through his passion, death and resurrection. Saints’ feast days honour their exemplary holiness, remember their sacrifices or martyrdom, and seek their intercession – contemplating their lives in witness to the faith renews and reinvigorates our own.

Other milestone anniversaries this year remind us of key Catholic theological and social teachings.

2025 marks the 1,700th anniversary of the Council of Nicaea, which in 325AD refuted the heresy of Arianism which basically taught ‘Jesus Christ, yes – Son of God, no.’ According to Arianism, Jesus was merely an intermediary of God. The Council of Nicaea firmly declared ‘Jesus Christ, yes – Son of God, yes.’

Although the Church recites the Nicene Creed every Sunday, doubt that Christ was indeed more than just another great holy man is growing. “Revitalising the confession of Jesus Christ — to learn once more to see him in all his greatness and beauty — is an urgent task of our time, one that must be undertaken in ecumenical fellowship.” (Cardinal Kurt Koch, Prefect of the Dicastery for Promoting Christian Unity). This historic milestone invites us to examine our own beliefs and calls us to action to work for unity, not just among Christians, but with all of different beliefs.

Of the 10th anniversary of Laudato si’, Pope Francis’ landmark encyclical on care for our common home, Cardinal Michael Czerny, Prefect of Dicastery for Promoting Human Integral Development, exhorted in a recent interview: “In the context of the Jubilee of Hope 2025, this tenth anniversary will be a time to celebrate what has been achieved and to give thanks to God. A time to promote the encyclical among Catholics and people of all faiths who do not know it. A time to mourn – and struggle – with those who suffer, marginalised or impoverished, because of the damage inflicted on the Earth and unjust economic mechanisms.”

Not so well known is that 2025 is also the 30th anniversary of Evangelium Vitae, St. John Paul II’s encyclical on the value and inviolability of human life, denouncing abortion and euthanasia and the ‘culture of death’. For this occasion, the Dicastery for Laity, Family and Life published a Pastoral Framework calling on all faithful, “in a time marked by extremely serious violations of human dignity, with many countries afflicted by wars and all sorts of violence – especially against women, children before and after birth, adolescents, people with disabilities, the elderly, the poor and migrants,” to continue respecting, safeguarding and defending every human life.

Closer to our hearts, many Catholic schools are celebrating milestone anniversaries in 2025. And as a matter of course, all Catholic schools celebrate their founders’ days every year.

Let us reflect: Are these just opportunities for us to have a big party and raise funds, or events to be participated in out of mere obligation, or dates on a calendar that are passed over with indifference? Or do we grasp the moment to seriously strengthen and build new bonds of communion among current staff, students and alumni, and to collectively ponder upon what might be required to remain committed to continuing our founders’ legacy in the face of new challenges and changing signs of the times? What do Church milestones really mean to us, if they mean anything at all, and what should we then do?

Gratitude
As we pass the halfway mark of the year, perhaps we, as Catholics, could pause and take a moment to ask ourselves: Where and when on our life journey should we have put up altars, memorials or spiritual “stones” to mark God’s hand on our hearts and in our minds?

If we have difficulty answering this question, perhaps now would be a good time to start looking back at our lives thus far, and to thank Him for what He has done for us throughout.

As popular American priest and speaker Fr Mike Schmitz taught in one of his YouTube videos, we should try our best to:

• Notice and be aware of what is happening to, or around, us.
• Take note of its source – does it come from God or not?
• If it is from God, to acknowledge, affirm, appreciate His goodness and watchful care for us.
• Announce it – testify or tell others about it, helping others to see God’s loving hand in their lives too.

Gratitude, thankfulness, thanksgiving and praise should undergird every and any milestone or anniversary. After all, it is only good manners, especially if we anticipate asking God for more help in the future.

“Rejoice always, pray without ceasing, give thanks in all circumstances; for this is the will of God in Christ Jesus for you.” (1 Thessalonians 5:16-18)

As legendary Indian cricketer Sachin Tendulkar described it: “Success is a process… During that journey sometimes there are stones thrown at you, but you just convert them into milestones.”

As Catholic educators, let us therefore help our students turn the ‘stones’ life throws at them into milestones, recognising their steps forward no matter how small or unsteady, acknowledging them, and affirming them for their effort. May we teach our young people how to harness the purpose and power of anniversaries and to see them as God-given stepping stones towards being better versions of themselves.

Credits: Image from smilemoney.com

The feast of the Transfiguration (which the Church will celebrate on 6 August) is mentioned in the three synoptic gospels, by Saints Matthew, Mark and Luke. Across all three, the account is similar. Jesus is in the middle of his ministry in Galilee, but he has also begun to foretell the means of his suffering and death to his disciples. At that time, disciples such as Saint Peter did not have the benefit of hindsight, like us, or the great experience of Pentecost. One day He brings Simon Peter, and the brothers James and John up a high mountain. The three disciples saw Jesus conversing with Moses and Elijah, and as they gazed at him, his face is transformed and his clothes shone with dazzling white. In the gospel of Luke, Peter volunteers to make three tents, one each for Jesus, Moses and Elijah, but he is off-the-mark, because a cloud appears and covers them with its shadow. The disciples are terrified and fall on their face, and God speaks: “This is my Son with whom I am well pleased—listen to him!”

Source: Ministry to Children

How do we come to understand the divinity of God, and by extension, the goodness of God’s creation as it emanates through our world, nation and society? Most of the time, like the disciples, we are concerned with the people we know and meet, and with our own cares and concerns. Appreciating our role in relation to the greater good requires a leap of faith, and also a certain sensibility for larger, longer-term aims. God is in the world, but it is certainly difficult to balance focusing on Him, while also doing his work in the world. Like Peter, we often want our own actions (making tents in his case) to speak louder. In fact, Peter was often chastised by his Master. Just before the Transfiguration, he is first recognised by Jesus as the Rock of the church, for declaring Him the Messiah, and then swiftly rebuked in the next chapter, when Peter reacts with shock and horror, instead of humble acceptance, to Jesus’s foretelling of his suffering and death.

For us educators, it is hard to keep the larger outcomes of education in view. We trot out the same tired truths: loyalty, obedience, responsibility and the common good. But what the Transfiguration shows is that apprehension and understanding of what is divine and larger than us, is not a matter of content or skills. Anyone, even us teachers, can repeat these words, but the Transfiguration teaches us that God’s true nature leads us to a sense of awe, wonder and reverence—in other words, a spiritual response. What the world conventionally calls intelligence implies practical and transparent objectives. What is enduring, however, is not something that can be immediately apprehended. Pedagogically, it means that we could consider letting our students be interested in places, stories, lives and experiences that come from another part of our nation or society that they don’t usually encounter. Personally, I believe that when we connect, in an open-hearted way, with something or someone that is different, that sense of curiosity and interest transforms us; not by making us smarter, or better than others, but by restoring us to a child-like sense of humility and play. We don’t and can’t know everything, but we can trust in what is bigger than us, and work towards its eventual, divine good.

Recently, there seems to be a rise in what people deem “doomers.” To put it simply, people are endlessly bogged down by concerns such as climate crises, wars and global politics. This barrage of bad news causes many to internalise the belief that we are living in a world devoid of hope.

When combined with the pressure of tensions at school, conflicts within the family, and the isolation intensified by social media, it’s unsurprising that more and more teens are displaying signs of depression.

Against such insurmountable odds, what are we, as their educators, expected to do? It seems that any efforts of ours are dwarfed by the sheer weight of mis-, dis- and lack of, information endlessly fed to our young people – and us – by social media algorithms.

The answer, however, may be simpler, but harder to accept in a digital world, than we think: As Christians, our hope lies not in earthly powers, but in the eternal promises of Christ.

St Paul, a great educator, reminds us: “May the God of hope fill you with all joy and peace in believing, so that you may abound in hope by the power of the Holy Spirit.” (Romans 15:13)

When we keep our eyes fixed on Christ and his victory over sin and death, we can continue to shine steadfastly as beacons of light and hope in a dark world. We can act as constant reminders that there is more to live for, more than what the world offers or withholds.

As a catechist in a parish Confirmation program, I do my best to impart the precepts of the Church and the foundational truths of our faith to the youth under my stewardship, to convince them that evil has been conquered, and salvation has been won for us by Jesus through his passion, death and resurrection.

Yet in my experience, students are not most impacted by lesson plans, no matter how well crafted, or syllabi, no matter how comprehensive their content. Rather, they are moved by the credible witness and presence of real love and genuine joy.

When our first child was born three years ago, my wife and I were intentional about living out our mission as a family. We brought our toddler to class with us each week. While this sometimes distracted from the lesson, our young family’s simple act of being together in ministry served as a living sign of hope: for two hours a week, our classroom became a space of calm amid chaos.

Some students openly confessed that seeing us like this gave them hope for their own future families.

As Scripture exhorts us: “Therefore, since we are surrounded by so great a cloud of witnesses, let us rid ourselves of every burden and sin that clings to us and persevere in running the race that lies before us, while keeping our eyes fixed on Jesus, the leader and perfecter of faith.” (Hebrews 12:1–2)

This is the invitation for all Christian educators: to witness authentically, to live with joy, and to reflect the hope that God provides, even in the midst of the brokenness of everyday life.

As educators, we may be among the few consistent adult presences in our students’ lives outside their families. The witness we give – through compassion, perseverance, presence, and joy – is the salve to the existential crisis and resulting despair that many young people face today.

In a world that teaches them that they must be hustlers to earn their worth, or filter themselves in order to be loved, we proclaim a different truth: You are loved because you are His.

Consider also the words of the much misunderstood and persecuted prophet Jeremiah: “But this I call to mind, and therefore I have hope: The steadfast love of the Lord never ceases; his mercies never come to an end; they are new every morning; great is your faithfulness.” (Lamentations 3:21–23)

This is the kind of hope we must hand down, not only in word, but in deed, in how we treat our students, our colleagues, and ourselves.

Hope is not wishful thinking, rather it is the courageous conviction that God’s promises are true. In the Church proclaiming her Lord in a fractured world, who among the laity are called to embody this hope if not Catholic educators – parents, godparents, teachers, RCIY sponsors, friends – not only in what we teach, but in how we live and love at home, in Church or in the marketplace.

The joy we shine forth in living our vocation becomes a lighthouse beam in the storms of life for those who are searching for a safe haven. By offering friendship, constancy, and witness, we help students encounter the quiet, unwavering presence of Christ.

Let us remember: “Always be ready to give an explanation to anyone who asks you for a reason for your hope, but do it with gentleness and reverence” (1 Peter 3:15).

In every lesson taught, or hallway conversation, or any moment of listening, may our students glimpse in us the mercy of God, and the promise that they are never alone.

These days, a commonly heard refrain among people of a certain vintage (and that includes educators!) is that the world is degenerating, young people are becoming more entitled, and there is little hope left for the world. But is this really true?

This Easter, record numbers of adults were baptised in the United Kingdom and France – and many of them were young men. In France, the 18–25 age group represented 42% of all adult catechumens.

Fr Daniel Seward of the York Oratory in the UK explained to the Catholic Herald, a British publication:
‘There is a sense of moral chaos and lack of meaning in today’s society. If people can find something that makes sense, provides meaning, and also gives a community, which the Catholic Church does, they are going to be attracted to this, and I think this is particularly true for young men.’

On 18 May 2025, in the United States, a group of eight young people started the 36-day National Eucharistic Pilgrimage across the country, as a public expression of hope and as a witness to the truth that Christ is truly present in the Blessed Sacrament.

Back home, many young people regularly attend daily Masses as well as events organised by the Office for Young People and Catholic groups at the various tertiary institutions.

At the recent Jubilee of Teenagers on 25 April 2025, co-organised by ACCS and Catholic Junior College, the fervour shown by the students of Catholic schools was inspiring.

Fr Reginald Marie, OCD, shared at that event that his experiences going to schools for penitential services had been edifying. Based on some of the very good confessions by students, he remarked that ‘there are saints among us’.

In fact, that was precisely my observation in 2022 while facilitating small-group dialogues in school during the diocesan phase of the synodal process. Listening to the faith stories my students shared convinced me that they were truly saints, or at least well on the way to becoming saints, and that moved me greatly.

True, many young people these days stop going to church altogether after they have been confirmed – the numbers and anecdotal evidence don’t lie. But I think that if that is all we focus on, we miss seeing the bigger picture.

History has shown us time and again that when there is a crisis in the Church or in the world, God raises up saints – it seems to be one of his favourite ways to bring healing and renewal to difficult circumstances. Just think of St Francis of Assisi, St Catherine of Siena, St Teresa of Ávila, St Francis de Sales, St John Paul II and so many more saints who inspired hope in people when times were tough.

But God doesn’t just call the clergy and religious to fulfil his purposes. Among this great ‘cloud of witnesses’ (Hebrews 12:1) are many young people who by all accounts led pretty ordinary lives – such as St Dominic Savio, Bd Pier Giorgio Frassati, Bd Chiara Badano, Bd Carlo Acutis. These youthful saints maintained their focus on Christ while immersed in everyday situations like their studies or work, their hobbies or recreation, and were still well-liked and popular among their friends. Their stories are indeed inspirations for our young people that holiness can be cool and that heaven is a truly attainable goal.

Just as St Dominic Savio benefited from the guidance of St John Bosco, our young people need the guidance of trusted adults – their parents, teachers and mentors. Rather than lamenting or throwing up their hands in frustration at the perceived hopelessness of the world, adults need to inspire hope in young people – that, with the Holy Spirit empowering them, they can live as God desires, they can make the world a better place, they can attain eternal life in heaven.

In his Bull of Indiction of the Jubilee Year 2025, Pope Francis listed groups of people in need of signs of hope – the sick, the migrants and the elderly. But he also included a surprising category: young people.

‘Signs of hope are also needed by those who are the very embodiment of hope, namely, the young. Sadly, they often see their dreams and aspirations frustrated. We must not disappoint them, for the future depends on their enthusiasm… With renewed passion, let us demonstrate care and concern for adolescents, students and young couples, the rising generation. Let us draw close to the young, for they are the joy and hope of the Church and of the world!’ (Spes Non Confundit, 12)

Yes, God wants to raise up saints among the youth of today to lead the Church and the world forward to a brighter tomorrow – and, to inspire hope in them, he is counting on those he has called to form and mould them. Will we cooperate with him in this work of saint-making?

The Holy See’s Teaching on Catholic Schools, 2006 mandates that “The Church must have schools that are recognisably Catholic.” (Page 7)

What instantly identifies our schools as Catholic if not the celebration of the Sacraments, especially Holy Mass?

The Eucharistic celebration is integral to the life of a Catholic school because it deepens faith, nourishes spiritual growth, builds community, forms Christian moral values, preserves the culture and traditions of the Catholic Church, provides space for personal prayer and reflection, enables true encounters with God, and witnesses to the world the riches of the Catholic faith.

The Miracle of the Mass

How is this so? Let us begin by refreshing our understanding of the Mass. It is:

• The memorial of Christ’s sacrifice on the cross: According to Church teaching, the Mass does not merely remember or symbolise the sacrifice of Christ, the Lamb of God, on the cross. By a mystery of faith, it takes us all back to Calvary and makes present “the same Christ who offered Himself once in a bloody manner on the altar of the cross offered in an unbloody manner” on the altar of the sanctuary (The Catechism of the Catholic Church, 1994, CCC 1367).
  This happens when, in obedience to Christ’s command to His apostles at the Last Supper, “Do this in memory of me” (Luke 22:19), “we offer to the Father what He has Himself given us; the gifts of His creation, bread and wine which, by the power of the Holy Spirit and by the words of Christ, become the Body and Blood of Christ.” (CCC 1357)
• The real presence of Jesus through the miracle of transubstantiation: “In the Eucharist, Christ gives us the very body which He gave up for us on the cross, the very blood which He poured out for many for the forgiveness of sins.” (CCC 1365). This is not a chemical, physical or other natural transformation but a supernatural phenomenon.
  As such, “it cannot be apprehended by the senses but only by faith, which relies on divine authority.” (St. Thomas Aquinas) Therefore, “Do not doubt whether this is true, but rather receive the words of the Saviour in faith, for since He is the Truth, He cannot lie.” (St. Cyril of Jerusalem, CCC 1380)
• Holy Communion with the Lord: “To receive communion is to receive Christ Himself who has offered himself for us.” (CCC 1382).
  “He who eats my flesh and drinks my blood abides in me, and I in him.” (John 6:56) Anywhere and everywhere Mass is celebrated, Emmanuel God-with-us comes down from heaven to dwell within all who partake of Holy Communion with faith and in a state of grace.
  As the Church is also the mystical Body of Christ, “in the Eucharist, the sacrifice of Christ becomes also the sacrifice of the members of His Body: our lives, our praise, our sufferings, prayer and work, are united with those of Christ” (CCC 1368). Our sacrifice is similarly united with those of all other members of the Church, whether here on earth, in purgatory or in heaven (CCC 1370, 1371).

The Fruits of the Mass

Through the celebration of Holy Mass, a Catholic school fulfils its vocation to be “a genuine instrument of the Church’s evangelising mission” (Page 8):

1. It deepens faith and nourishes sacramental life.
   If we earnestly help our students and staff understand the significance of what happens during Mass, they will surely be led to encounter Christ more meaningfully, not just during Mass in school (where there may be many distractions), but also in church and in their personal lives.
2. It builds communion and community:
   Celebrating Mass together fosters a sense of belonging and family among students, teachers, and staff. It reminds everyone that they are part of the larger Body of Christ, sharing the Catholic values and charisms of the founders of the school, and living out the mission and vision of the school in communal praise and thanksgiving.
   Celebrating Mass also helps students connect with the rich culture, traditions and history of the Catholic Church, fostering a sense of identity with the People of God who have gone before them.
3. It offers opportunities for catechesis:
   Mass is a time when Catholic educators can unveil the riches of the liturgy, the liturgical calendar, the sacraments, and the teachings of the Church to students and staff alike, complementing the religious education curriculum in school, and catechism classes in church. The homilies, para-liturgies and prayers during Mass can also guide students on how to live a moral and Christ-centred life.
   Since ‘faith is caught, rather than taught’, Catholic educators, staff and students who participate in the liturgy can role-model reverence and “fear” of the Lord, proper worship and prayer dispositions, and express their faith in action through serving others and respecting their human dignity, especially when trying to maintain order and a prayerful environment during the bigger, school-wide Masses.
4. It offers a sacred time and space for encountering God:
   If time permits and the school environment is conducive, Mass provides a structured time for staff and students to rest collectively in the Lord amidst their packed timetables.
5. It is missionary:
   Catholic schools witness to non-Catholics at large and unveil the beauty of the liturgy and Catholic culture to them at large by living out their faith and worship of God in the public celebration of the Mass.

This is why the Church teaches that “The Eucharist is the source and summit of the Christian life” (CCC 1324). It should be the source and summit of Catholic school life too for it seals us with the 5 Essential Marks:

• The first Essential Mark of a Catholic School is that it is inspired by a supernatural vision. (Page 20) Today, the Risen Lord is present in our schools where two or three are gathered in prayer in His name (Matthew 18:20), in our FINs (Friends In Need) (Matthew 25:40, 45), and in the Word of God (John 1:1) displayed on our school buildings. But above all, He is present among us in the Sacraments, especially the Holy Eucharist. The Mass inspires by giving us a vision of the supernatural!
• The second Essential Mark respects the intrinsic human dignity of the person created in the image and likeness of God. The Holy See calls us to be schools “for the human person and of human persons”, tasked with “being the living and provocative memory of Christ.” (Page 26) What better way to do this than through the celebration of the Holy Eucharist?
• The third Essential Mark is that a Catholic school should be animated by communion and community. (Page 28) As we have seen, the entire People of God are united with Christ and each other around the table of the Lord at Mass.
• The fourth Essential Mark is that a Catholic school’s curriculum emphasises the integral human development of its students: it develops “gradually every capability of every student, whether intellectual, physical, psychological, moral and religious capabilities.” (Page 42). To do so “it must foster love for wisdom and truth and must integrate faith, culture and life.” (Page 45). In the Mass, the real presence of Christ who is Wisdom, Truth and Life Himself works wonders.
• The fifth Essential Mark is that the Mass enables Catholic educators, Catholic staff and Catholic students (Page 53), to witness to their faith, especially in modern times when students encounter fewer religious or clergy in their schools.

Our call to action

Yet despite the above, “All too many schools fall into the trap of a secular academic success culture, putting their Christological focus and its accompanying understanding of the human person in second place. Christ is ‘fitted in’ rather than being the school’s vital principle.” (Page 26)

During Mass, the same God who created the universe and parted the Red Sea; the same Jesus who raised Lazarus from the dead, drove out demons and healed the lame, deaf and blind; and the same Holy Spirit who empowered 12 fearful apostles to sow the seeds of the Church that number 1.4 billion Catholics worldwide today, walks among us and our students, to love, liberate, heal, restore, uplift and empower us.

Jesus told His disciples who prevented little children from coming to Him, “Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these. Truly I tell you, anyone who will not receive the kingdom of God like a little child will never enter it.” (Mark 10:13-16)

Will we keep our young people from Him just because we don’t have the time, the unavailability of physical spaces or financial and human resources, or simply the sheer lack of willpower to organise meaningful Masses in our schools?

As we begin the school holidays, let us make good use of the time we are given to attend Mass more often (even when we are overseas) and ponder on what the Mass means to us as Catholic educators, and how much it matters to our Catholic schools.

May we implore the Father, Son and Holy Spirit on the great feast of Pentecost (8 June) and the Solemnity of the Holy Trinity (June 15) to give us the strength and goodwill to fortify the Catholic identity of our schools with regular celebrations of Holy Mass, thereby inspiring Catholic parents to enrol their children in our Catholic schools, and thus ensuring the institutions’ survival and continuing the mission and vision of their founders for the glory of God and His Church.

And may our celebration of the Solemnity of the Body and Blood of Christ (June 22) fill us with the divine graces and blessings we need to build up the Kingdom of God in our own hearts, homes and schools as we enter Ordinary Time in the life of the Church once more.

Reference

oThe Holy See’s Teaching on Catholic Schools, 2006 by Archbishop J. Michael Miller, CSB

This June, we celebrate six great solemnities: Pentecost, The Most Holy Trinity, Corpus Christi, The Nativity of St. John the Baptist, The Most Sacred Heart of Jesus, and Saints Peter and Paul. At the heart of each of these celebrations is the Eucharist. Without it, they lose their deepest meaning. The Eucharist is the source and summit of the Christian life (CCC 1324); it is from this sacred mystery that our lives must flow.

In Christ, we behold the fullness of both humanity and divinity. His human nature is made manifest in the Solemnity of the Sacred Heart, where his heart, pierced by a spear, was opened for us in love. His divine nature is revealed in the Solemnity of the Most Holy Trinity, where he stands as the Second Person of the eternal Godhead. Each time we receive the Eucharist, we partake in his Body, Blood, Soul, and Divinity. As baptised Catholics, we bear an indelible mark on our souls—an ontological transformation, not of superiority, but of consecration. We are set apart for a mission: to live as children of God, witnessing to the Gospel. The Eucharist is our strength, shaping and transforming us, little by little, into Christ.

We become what we receive—but only if we recognise who we are receiving. To partake in the Eucharist is to be drawn into Christ’s vision, seeing the world through eyes of love. Our Catholic worldview must reflect this same love, one that recognises and upholds the dignity of every person, for all are made in the image and likeness of God. Jesus himself demonstrated this in his encounters with tax collectors and sinners (Mt 9:10-17; Lk 7:48, 50), restoring their dignity not by condemnation, but by love. As educators, we are called to do the same, forming our students not only in knowledge but in love and respect for the human person.

We do not have all the answers, nor are we expected to. Just as students do not demand infallibility from their teachers but rather sincerity and care, so too must we embrace humility in our discipleship. Striving to be better witnesses is itself a form of witness. We see this in the example of Saints Peter and Paul—Peter, who faltered and was rebuked by Paul at Antioch (Gal 2:11-14), yet continued to seek the right path. Even in his final moments, tradition tells us, Peter was fleeing persecution in Rome when he encountered Christ walking in the opposite direction. “Quo vadis, Domine?” he asked. “I am going to Rome to be crucified again,” Jesus replied. This encounter moved Peter to turn back, embracing his martyrdom. Like Peter, may we always seek to course-correct, growing ever more faithful in our witness to Christ.

At Pentecost, the disciples received the Holy Spirit, and even now, God continues to pour out his Spirit upon us—most tangibly in the Eucharist. Through it, he grants us the strength to see as he sees, to live lives that radiate hope, peace, and love. Our mission is ultimately to lead others to Christ, just as St. John the Baptist did—of whom St. John the Evangelist wrote, “He was not the light, but came to testify to the light” (Jn 1:8). As educators, we hold a position of profound trust; our students come to us not only for knowledge but for guidance in their struggles and uncertainties. Like Philip, sent by the Spirit to guide the Ethiopian eunuch (Acts 8:29-31), we too are sent to accompany those entrusted to us. And when our task is complete, we will be sent again, to others who need our presence.

Above all, we must lead by witness. And for that, we must be nourished by the Eucharist, the wellspring of our strength and our faith.