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# Moments with the consoling Christ/Preface

FOREWORD
DURING the last five centuries men and women, weighed down with the cares of fife, have gathered strength and courage and comfort by reflecting on the thoughts of Thomas a Kempis. So personal is the message which his writings convey that, open them where you will, the passage that first meets the eye seems to be singularly suited to the needs of each individual soul.
With the philosophy, reflections and quotations in the works of this ascetical writer are interwoven beautiful prayers, concealed like hidden treasures, just as in Holy Scripture the prayers which so effectively touched the Heart of Christ when He was on earth are sometimes lost sight of, surrounded as they are by the vivid descriptions and striking illustrations of the Sacred Text.
Doctor Dillon has collected the prayers of a Kempis and arranged them under well-chosen titles into this little volume. The words of the text have not been ​altered. Hence their solidity and efficacy remain.
At no time in the history of the world has prayer been more urgent and imperative. In attendance at Mass, visits to the Blessed Sacrament, preparation and thanksgiving for Confession and Communion, the use of this prayer book will do much to increase fervor and devotion. And when difficulties perplex, temptations assail and sorrow overwhelms, I am confident that troubled souls will find adequate expression of their spiritual wants in "Moments with the Consoling Christ."
✠ John J. O'Connor Bishop of Newark
Feast of All Saints
1918
# Moments with the consoling Christ/Christ Our Safe Refuge

Christ our Safe Refuge
Our God is our refuge and strength — a helper in troubles. — Ps. 45:1.
I BLESS Thee, heavenly Father, Father of my Lord Jesus Christ, because Thou has vouchsafed to be mindful of me, poor as I am.
O FATHER of mercies, and God of all consolation, I give thanks to Thee, that sometimes Thou art pleased to cherish with Thy consolation, me who am unworthy of any consolation.
I BLESS and glorify Thee evermore, together with Thy only-begotten Son and the Holy Ghost the Comforter, forever and ever.
O LORD God, my holy lover, when Thou shalt come into my heart, all that is within me shall be filled with joy.
​THOU art my glory and the exultation of my heart.
THOU art my hope and my refuge in the day of tribulation.
BUT because I am as yet weak in love and imperfect in virtue, therefore do I stand in need of being strengthened and comforted by Thee. Wherefore do Thou visit me often and instruct me in Thy holy discipline.
FREE me from evil passions and cure my heart of all disorderly affections; so that inwardly healed and well purified, I may become apt to love, courageous to suffer, and steadfast to persevere.
O MY God, my Love, Thou art all mine, and I am all Thine.
ENLARGE Thou me in love, that I may learn to taste with the interior ​mouth of the heart how sweet it is to love, and to be dissolved, and to bathe in love.
LET me be possessed by love, mounting up above myself through excess of fervor and ecstasy.
LET me sing the canticle of love, let me follow Thee, my Beloved, on high, let my soul quite lose herself in Thy praises, jubilant in Thy love.
LET me love Thee more than myself, and myself only for Thee, and all others in Thee, who truly love Thee, as the law of love commandeth, which shineth forth from Thee.
# Moments with the consoling Christ

This work is in the public domain in the United States because it was published before January 1, 1929.
This work may be in the public domain in countries and areas with longer native copyright terms that apply the rule of the shorter term to foreign works.
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Moments with the Consoling Christ
PRAYERS SELECTED FROM
THOMAS À KEMPIS
BY
REV. JOHN A. DILLON, LL.D.
WITH FOREWORD BY
Right Rev. JOHN J. O'CONNOR, D.D.
BISHOP OF NEWARK
NEW YORK
SCHWARTZ, KIRWIN & FAUSS
page
Nihil Obstat
Arthur J. Scanlan, S.T.D.
Censor Librorum
Imprimatur
Joseph F. Mooney, V.G.,
Administrator
New York, December 2, 1918
COPYRIGHT, 1918, BY
SCHWARTZ, KIRWIN & FAUSS
page
TO
MARY IMMACULATE
THE VALIANT WOMAN
Mother of the Consoling Christ
EXEMPLAR
OF
HEROIC WOMANHOOD
page
CONTENTS
# Moments with the consoling Christ/Christ Our Bountiful Good

Christ our Bountiful Good
I will show thee, O man, what is good, and what the Lord requireth of thee. Verily to do judgment, and to love mercy, and to walk solicitous with thy God. — Mi. 6:8.
O LORD my God, Thou art all my good; and who am I that I should dare to speak to Thee?
I AM Thy most poor servant, and a wretched little worm, much more poor and contemptible than I can conceive or dare express.
YET remember, Lord, that I am nothing, I have nothing, and can do nothing.
THOU alone art good, just, and holy; Thou canst do all things; Thou givest all things; Thou fillest all things, leaving only the sinner empty.
​REMEMBER Thy tender mercies, and fill my heart with Thy grace, Thou who wilt not that Thy works should be void.
HOW can I support myself in this wretched life, unless Thy mercy and grace strengthen me?
TURN not away Thy face from me; delay not Thy visitation, withdraw not Thy comfort, lest my soul become as earth without water to Thee.
O LORD, teach me to do Thy will; teach me to converse worthily and humbly in Thy sight; for Thou art my wisdom; Thou knowest me in the truth, and didst know me before the world was made, and before I was born in the world.
LORD, teach me, I beseech Thee, the way of truth, that I may always seek Thee in simplicity of heart.
​LET Thy Truth teach me, let it guard me, and preserve me unto a happy end.
LET it deliver me from all evil affection and inordinate love, and I shall walk with Thee in great freedom of heart.
# Moments with the consoling Christ/Christ Our Pledge Of Grace

Christ our Pledge of Grace
If I have found favour in Thy sight, show me Thy Face, that I may know Thee, and may find grace before Thy eyes. — Ex. 33:13.
I WILL speak to my Lord, whereas I am dust and ashes.
IF I repute myself greater than this, behold, Thou standest against me; and my sins bear a true testimony, and I cannot contradict it.
BUT if I abase myself, and bring myself down to very nothingness, and divest myself of all self-esteem, and reduce myself, as I really am, to mere dust, Thy grace will be favorable to me, and Thy light will draw nigh to my heart; and all self-estimation, how small soever, will be sunk in the depth of my own nothingness, and there lose itself forever.
​IT is there Thou showest me to myself, what I am, what I have been, and to what I am come; for I am nothing, and I knew it not.
IF I am left to myself, behold, I am nothing, and all weakness; but if Thou suddenly look upon me, I presently become strong, and am replenished with new joy.
AND truly wonderful it is that I am so quickly raised up and so graciously embraced by Thee; I who, by my own weight, am always sinking down to the lowest depths.
IT is Thy love that effects this, gratuitously preventing and assisting me in so many necessities, preserving me also from grievous dangers, and, as I may truly say, rescuing me from innumerable evils.
FOR by a perverse loving of myself, I have lost myself; and by seeking Thee ​alone, and purely loving Thee, I have found both myself and Thee; and by this love have more profoundly annihilated myself.
BECAUSE Thou, most sweet Lord, dost deal with me above all desert, and above all that I dare hope or ask for.
BLESSED be Thou, my God; for though I am unworthy of all good, yet Thy generosity and infinite goodness never cease to do good even to those who are ungrateful, and that are turned far away from Thee.
OH, convert us unto Thee, that we may be humble, thankful, and devout; for Thou art our salvation, our courage, and our strength.
# More Translations from the Chinese/To a Talkative Guest

​[56] TO A TALKATIVE GUEST
[A.D. 836]
The town visitor's easy talk flows in an endless stream; The country host's quiet thoughts ramble timidly on. "I beg you, Sir, do not tell me about things at Ch'ang-an; For you entered just when my harp was tuned and lying balanced on my knees."
# More Translations from the Chinese/Waking from Drunkenness on a Spring Day

​[7] WAKING FROM DRUNKENNESS ON A SPRING DAY
"Life in the World is but a big dream; I will not spoil it by any labour or care." So saying, I was drunk all the day, Lying helpless at the porch in front of my door. When I woke up, I blinked at the garden-lawn; A lonely bird was singing amid the flowers. I asked myself, had the day been wet or fine? The Spring wind was telling the mango-bird. Moved by its song I soon began to sigh, And as wine was there I filled my own cup. Wildly singing I waited for the moon to rise; When my song was over, all my senses had gone.
# More Translations from the Chinese/To Tan Ch'iu

​[9] TO TAN CH'IU
My friend is lodging high in the Eastern Range, Dearly loving the beauty of valleys and hills. At green Spring he lies in the empty woods, And is still asleep when the sun shines on high. A pine-tree wind dusts his sleeves and coat; A pebbly stream cleans his heart and ears. I envy you, who far from strife and talk Are high-propped on a pillow of blue cloud.
# More Translations from the Chinese/Visiting the Hsi-Lin Temple

​[32] VISITING THE HSI-LIN TEMPLE
[Written during his exile]
I dismount from my horse at the Hsi-lin Temple; I throw the porter my slender riding-whip. In the morning I work at a Government office-desk; In the evening I become a dweller in the Sacred Hills. In the second month to the north of Kuang-lu The ice breaks and the snow begins to melt. On the southern plantation the tea-plant thrusts its sprouts; Through the northern sluice the veins of the spring ooze. ********* This year there is war in An-hui, In every place soldiers are rushing to arms. Men of learning have been summoned to the Council Board; Men of action are marching to the battle-line. Only I, who have no talents at all, Am left in the mountains to play with the pebbles of the stream.
# More Translations from the Chinese/Watching the Reapers

​[15] WATCHING THE REAPERS
[A.D. 806]
Tillers of the soil have few idle months; In the fifth month their toil is double-fold. A south-wind visits the fields at night: Suddenly the hill is covered with yellow corn. Wives and daughters shoulder baskets of rice; Youths and boys carry the flasks of wine. Following after they bring a wage of meat, To the strong reapers toiling on the southern hill, Whose feet are burned by the hot earth they tread, Whose backs are scorched by flames of the shining sky. Tired they toil, caring nothing for the heat, Grudging the shortness of the long summer day. A poor woman follows at the reapers' side With an infant child carried close at her breast. With her right hand she gleans the fallen grain; On her left arm a broken basket hangs. And I to-day ... by virtue of what right Have I never once tended field or tree? My government-pay is three hundred tons; At the year's end I have still grain in hand. Thinking of this, secretly I grew ashamed; And all day the thought lingered in my head.
# National Policy on Education (1986)/Part 10

PART X
10.1 An overhaul of the system of planning and the management of education will receive high priority. The guiding considerations will be;
* Evolving a long-term planning and management perspective of education and its integration with the country's developmental and manpower needs;
* Decentralisation and the creation of a spirit of autonomy for educational institutions;
* Giving pre-eminence to people’s involvement, including association of non-governmental agencies and voluntary effort;
* Inducting more women in the planning and management of education;
* Establishing the principle of accountability in relation to given objectives and norms.
10.3 A proper management structure in education will entail the establishment of the Indian Education Service as an All-India Service. It will bring a national perspective to this vital sector. The basic principles, functions and procedures of recruitment to this service will be decided in consultation with the State Governments.
10.4 State Governments may establish State Advisory Boards of Education on the lines of CABE. Effective measures should be taken to integrate mechanisms in the various State departments concerned with Human Resource Development.
10.5 Special attention will be paid to the training of educational planners, administrators and heads of institutions. Institutional arrangements for this purpose should be set up in stages.
10.6 District Boards of Education will be created to manage education up to the higher secondary level. State Governments will attend to this aspect with all possible expedition. Within a multi-level framework of educational development. Central, State and District and Local level agencies will participate in planning, coordination, monitoring and evaluation.
10.7 A very important role must be assigned to the head of an educational institution. Heads will be specially selected and trained. School complexes will be promoted on a flexible pattern so as to serve as networks of institutions and synergic alliances to encourage professionalism among teachers, to ensure observance of norms of conduct and to enable the sharing of experiences and facilities. It is expected that a developed system of school complexes will take over much of the inspection functions in due course.
10.9 Non-government and voluntary effort including social activist groups will be encouraged, subject to proper management, and financial assistance provided. At the same time, steps will be taken to prevent the establishment of institutions set up to commercialise education.
10.10 [Educational tribunals, fashioned after Administrative Tribunals, will be established at the national and state levels.]
# National Policy on Education (1986)

Source: National Policy on Education, 1986 (As modified in 1992)
NATIONAL POLICY ON EDUCATION 1986
(As modified in 1992)
with
National Policy on Education, 1968
Government of India
Department of Education
Ministry of Human Resource Development
New Delhi
1998
CONTENTS
This work is the work of Government of India. Section 52(1)(q) of the Indian Copyright Act, 1957 allows for the reproduction or publication of
* any matter which has been published in any Official Gazette except an Act of a Legislature;
* any Act of a Legislature subject to the condition that such Act is reproduced or published together with any commentary thereon or any other original matter;
* the report of any committee, commission, council, board or other like body appointed by the government if such report has been laid on the Table of the Legislature, unless the reproduction or publication of such report is prohibited by the government;
* any judgement or order of a court, Tribunal or other judicial authority, unless the reproduction or publication of such judgement or order is prohibited by the court, the Tribunal or other judicial authority, as the case may be.
The decision of the Supreme Court of India in "Eastern Book Company & Ors vs D.B. Modak & Anr" on 12 December, 2007 interpreted this section of the Act as making the material public domain.
This work is also in the public domain in the U.S. because it is an edict of a government, local or foreign. See § 313.6(C)(2) of the Compendium II: Copyright Office Practices. Such documents include "legislative enactments, judicial decisions, administrative rulings, public ordinances, or similar types of official legal materials" as well as "any translation prepared by a government employee acting within the course of his or her official duties."
Public domainPublic domainfalsefalse
# National Policy on Education (1986)/Part 0

STATEMENT BY SHRI ARJUN SINGH, MINISTER OF HUMAN RESOURCE DEVELOPMENT REGARDING MODIFICATIONS TO THE NATIONAL POLICY ON EDUCATION (NPE) 1986
The National Policy on Education (NPE) was adopted by Parliament in May 1986. A committee was set up under the chairmanship of Acharya Ramamurti in May 1990 to review NPE and to make recommendations for its modifications. That Committee submitted its report in December 1990. At the request of the Central Advisory Board of Education (CABE) a committee was set up in July 1991 under the chairmanship of Shri N. Janardhana Reddy, Chief Minister of Andhra Pradesh, to consider modifications in NPE taking into consideration the report of the Ramamurti Committee and other relevant developments having a bearing on the Policy, and to make recommendations regarding modifications to be made in the NPE. This Committee submitted its report in January 1992. The report of the Committee was considered by the CABE in its meeting held on 5–6 May, 1992. While broadly endorsing the NPE, CABE has recommended a few changes in the Policy.
The NPE has stood the test of time. Based on an in-depth review of the whole gamut of educational situation and formulated on the basis of a national consensus, it enunciated a comprehensive framework to guide the development of education in its entirety. That framework continues to be of relevance. However, the developments during the last few years and experience in the implementation of the Policy have necessitated certain modifications. The modifications required have been specified in the paper “National Policy on Education, 1986 — Revised Policy Formulations” laid on the Table of the House. I also lay on the Table of the House the report of the CABE Committee on Policy.
(7 May1992)
# National Policy on Education (1986)/Part 12

PART XII
12.1 The future shape of education in India is too complex to envision with precision. Yet, given our tradition which has almost always put high premium on intellectual and spiritual attainment, we are bound to succeed in achieving our objectives.
# National Policy on Education (1986)/Part 2

PART II
THE ESSENCE AND ROLE OF EDUCATION
2.1 In our national perception education is essentially for all. This is fundamental to our all-round development, material and spiritual.
2.2 Education has an acculturating role. It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution.
​ 2.4 In sum, Education is a unique investment in the present and the future. This cardinal principle is the key to the National Policy on Education.
# National Policy on Education (1968)

​Page:NPE-1968.pdf/1 ​Page:NPE-1968.pdf/2 ​Page:NPE-1968.pdf/3 ​Page:NPE-1968.pdf/4 ​Page:NPE-1968.pdf/5 ​Page:NPE-1968.pdf/6 ​Page:NPE-1968.pdf/7 ​Page:NPE-1968.pdf/8
This work is the work of Government of India. Section 52(1)(q) of the Indian Copyright Act, 1957 allows for the reproduction or publication of
* any matter which has been published in any Official Gazette except an Act of a Legislature;
* any Act of a Legislature subject to the condition that such Act is reproduced or published together with any commentary thereon or any other original matter;
* the report of any committee, commission, council, board or other like body appointed by the government if such report has been laid on the Table of the Legislature, unless the reproduction or publication of such report is prohibited by the government;
* any judgement or order of a court, Tribunal or other judicial authority, unless the reproduction or publication of such judgement or order is prohibited by the court, the Tribunal or other judicial authority, as the case may be.
The decision of the Supreme Court of India in "Eastern Book Company & Ors vs D.B. Modak & Anr" on 12 December, 2007 interpreted this section of the Act as making the material public domain.
This work is also in the public domain in the U.S. because it is an edict of a government, local or foreign. See § 313.6(C)(2) of the Compendium II: Copyright Office Practices. Such documents include "legislative enactments, judicial decisions, administrative rulings, public ordinances, or similar types of official legal materials" as well as "any translation prepared by a government employee acting within the course of his or her official duties."
Public domainPublic domainfalsefalse
# National Policy on Education (1986)/Part 11

PART XI
11.1 The Education Commission of 1964-66, the National Education Policy of 1968 and practically all others concerned with education have stressed that the egalitarian goals and the practical, development-oriented objectives of Indian society can be realised only by making investments in education of an order commensurate with the nature and dimensions of the task.
11.2 Resources, to the extent possible, will be raised by mobilising donations, asking the beneficiary communities to maintain school buildings and supplies of some consumables, raising fees at the higher levels of education and effecting some savings by the efficient use of facilities. Institutions involved with research and the development of technical and scientific manpower should also mobilize some funds by levying a cess or charge on the user agencies, including Government departments, and entrepreneurs. All these measures will be taken not only to reduce the burden on State resources but also for creating a greater sense of responsibility within the educational system. However, such measures will contribute only marginally to the total funding. The Government and the community in general will find funds for such programmes as: the universalisation of elementary education; liquidating illiteracy; equality of access to educational opportunities to all sections throughout the country; enhancing the social ​relevance, quality and functional effectiveness of educational programmes; generating knowledge and developing technologies in scientific fields crucial to self-sustaining economic development and creating a critical consciousness of the values and imperatives of national survival.
11.3 The deleterious consequences of non-investment or inadequate investment in education are indeed very serious. Similarly, the cost of neglecting vocational and technical education and of research is also unacceptable. Sub-optimal performance in these fields could cause irreparable damage to the Indian economy. The network of institutions set up from time to time since Independence to facilitate the application of science and technology would need to be substantially and expeditiously updated, since they are fast becoming obsolete.
11.4 [In view of these imperatives, education will be treated as a crucial area of investment for national development and survival. The National Policy on Education, 1968, had laid down that the investment on education be gradually increased to reach a level of 6 per cent of the national income as early as possible. Since the actual level of investment has remained far short of that target, it is important that greater determination is shown now to find the funds for the programmes laid down in this Policy. While the actual requirements will be computed from time to time on the basis of monitoring and review, the outlay on education will be stepped up to ensure that during the Eighth Five Year Plan and onwards it will uniformly exceed 6 per cent of the national income.]
# Mould and Vase

GREEK POTTERY OF AREZZO. HERE in the jealous hollow of the mould, Faint, light-eluding, as templed in the breast Of some rose-vaulted lotus, see the best The artist had -- the vision that unrolled Its flying sequence till completion's hold Caught the wild round and bade the dancers rest -- The mortal lip on the immortal pressed One instant, ere the blindness and the cold.
And there the vase: immobile, exiled, tame, The captives of fulfillment link their round, Foot-heavy on the inelastic ground, How different, yet how enviously the same! Dishonoring the kinship that they claim, As here the written word the inner sound.