Features

Feast of St. Anthony of Padua

Published

4 years ago

2022/06/13

By Ridley Casie Chitty

Most people know St. Anthony of Padua as the saint who helps find lost and stolen articles, but have you ever wondered why he is that particular patron saint?

The Patron Saint of Lost Things: The reason for invoking St. Anthony’s help to find lost or stolen things is traced back to an incident in his own life. As the story goes, Anthony had a book of psalms. You have to remember this was before the age of the printing press and so all books were of great value; besides the psalter had the notes and comments he had made to use in teaching students in his Franciscan Order.

A novice who had already grown tired of living a religious life decided to depart the community. Besides going away without official leave, he also took Anthony’s psalter! Upon realising his psalter was missing, Anthony prayed it would be found or returned to him, and after his prayer the thieving novice was moved to return the psalter to Anthony and to return to the Order, which accepted him back. Legend has embroidered this story a bit. It has the novice stopped in his flight by a horrible devil, brandishing an axe and threatening to trample him underfoot if he did not immediately return the book. Obviously, a devil would hardly command anyone to do something good, but the core of the story would seem to be true. The stolen book is said to be preserved in the Franciscan friary in Bologna.In any event, shortly after his death, people began praying through Anthony to find or recover lost and stolen articles. And the “Responsory of St. Anthony” composed by his contemporary and brother friar, Julian of Spires, proclaims, “The sea obeys and fetters break/And lifeless limbs thou dost restore/While treasures lost are found again/When young or old thine aid implore.”

Before he was Anthony of Padua: Anthony of Padua was born Fernando Martins de Bulhões on August 15, 1195 in Lisbon, Portugal. His was from a very rich family of the nobility who wanted him to become educated, and they arranged for him to be instructed at the local cathedral school. Against the wishes of his family, however, at the age of 15, he entered the community of Canons Regular at the Abbey of St. Vincent on the outskirts of Lisbon. Monastery life was neither peaceful for young Fernando nor conducive to prayer and study as his old friends came to visit frequently and engaged in vehement political discussions.

But the Canons were famous for their dedication to scholarly pursuits, and seeing the potential in young Fernando, they sent the youth to their major centre of studies, the Abbey of the Holy Cross in Coimbra. There the young Fernando studied theology and Latin. He began nine years of intense study, learning the Augustinian theology that he would later combine with the Franciscan vision.

Joining the Franciscans: After his ordination to the priesthood, Fernando was named a guest master and placed in charge of hospitality for the Abbey. It was in this capacity, in 1219, that he came into contact with five Franciscan friars who were on their way to Morocco to preach the Gospel to the Muslims there. Fernando was strongly attracted to the simple, evangelical lifestyle of the friars, whose order had been founded only 11 years before. In February the following year, news arrived that the five Franciscans had been martyred in Morocco, the first to be killed in their new order.

Seeing their bodies as they were processed back to Assisi, Fernando meditated on the heroism of those men; inspired by their example, and longing for the same gift of martyrdom, he obtained permission from church authorities to leave the Augustinian Canons to join the new Franciscan Order. Upon his admission to the life of the friars, he joined the small hermitage in Olivais, adopting the name Anthony (from the name of the chapel located there, dedicated to Saint Anthony the Great), by which he was to be known.Brother Anthony then set out for Morocco in fulfillment of his new vocation. Illness, however, stopped him on his journey. At this point, he decided to head to Italy, the centre of his new order.

Finding His Place Among the Franciscans: On the voyage there, his ship was driven by a storm onto the coast of Sicily and he landed at Messina. From Sicily he made his way to Tuscany, where he was assigned to a house of the order, but he met with difficulty on account of his sickly appearance. He was finally assigned, out of pure compassion, to the rural hospice of San Paolo, near Forlì, Romagna, a choice made after considering his poor health. There he appears to have lived as a hermit and was put to work in the kitchen, while being allowed to spend much time in private prayer and study.

One day, on the occasion of an ordination, many people visiting Dominican friars were present, and there was some misunderstanding over who should preach. The Franciscans naturally expected that one of the Dominicans would occupy the pulpit, for they were renowned for their preaching; the Dominicans, on the other hand, had come unprepared, thinking that a Franciscan would be the homilist. In this quandary, the head of the hermitage, who had no one among his own humble friars suitable for the occasion, called upon Anthony, whom he thought was most qualified, and entreated him to speak whatever the Holy Spirit should put into his mouth. Anthony objected but was overruled, and his sermon created a deep impression. Not only his rich voice and arresting manner, but the entire theme and substance of his discourse and his moving eloquence held the attention of his hearers.At that point, Anthony was commissioned by Brother Gratian, the local Minister Provincial, to preach the Gospel throughout the area of Lombardy, in northern Italy. In this capacity he came to the attention of the founder of the order, Francis of Assisi.

Public Preacher, Franciscan Teacher: Anthony’s superior, St. Francis, was cautious about education, such as his protégé possessed. He had seen too many theologians taking pride in their sophisticated knowledge leading to an abandonment of their commitment to a life of real poverty. In Anthony, however, he found a kindred spirit for his vision, which was also able to provide the teaching needed by young members of the order who might seek ordination. Francis wrote in 1224, “It pleases me that you should teach the friars sacred theology, provided that in such studies they do not destroy the spirit of holy prayer and devotedness, as contained in the Rule.” He thereby entrusted the pursuit of studies for any of his friars to the care of Brother Anthony. From then on his skills were used to the utmost by the Church. Occasionally, he took another post, as a teacher, for instance, at the universities of Montpellier and Toulouse in southern France, but it was as a preacher that Anthony revealed his supreme gift.Anthony first taught in a friary in Bologna, which became a famous school. The theology book of the time was the Bible. In one extant sermon by the saint, there are at least 183 passages from Scripture. While none of his theological conferences and discussions was written down, we do have two volumes of his sermons: Sunday Sermons and Feast day Sermons. His method included much of allegory and symbolical explanation of Scripture.

Anthony continued to preach as he taught the friars and assumed more responsibility within the Order. In 1226 he was appointed provincial superior of northern Italy, but still found time for contemplative prayer in a small hermitage. Around Easter, in 1228 (he was only 33 years old), while in Rome, he met Pope Gregory IX, who had been a faithful friend and adviser of St. Francis. Naturally, the famous preacher was invited to speak. He did it humbly, as always. The response was so great that people later said that it seemed the miracle of Pentecost was repeated.Despite his efforts, not everyone listened. Legend has it that one day, faced with deaf ears; Anthony went to the river and preached to the fishes. That, reads the traditional tale, got everyone’s attention.

Death: Anthony became ill with edema and, in 1231, went to the woodland retreat at Camposampiero with two other friars for a respite. There, Anthony lived in a cell built for him under the branches of a walnut tree. Anthony died on the way back to Padua on June 13, 1231 at the Poor Clare monastery at Arcella (now part of Padua), aged 36.

Various legends surround the death of Anthony: One holds that when he died, the children cried in the streets and that all the bells of the churches rang of their own accord. Another legend regards his tongue. Anthony is buried in a chapel within the large basilica built to honour him, where his tongue is displayed for veneration in a large reliquary. When his body was exhumed 30 years after his death, it was found to have returned to dust, but the tongue was claimed to have glistened and looked as if it was still alive and moist; apparently a further claim was made that this was a sign of his gift of preaching.

Teacher, Preacher, Doctor of the Scriptures: Among the Franciscans themselves, and in the liturgy of his feast, St. Anthony is celebrated as a teacher and preacher extraordinaire. He was the first teacher in the Franciscan Order, given the special approval and blessing of St. Francis to instruct his brother Franciscans. His effectiveness as a preacher, calling people back to the faith, resulted in the title “Hammer of Heretics.” Just as important were his peacemaking skills and calls for justice.

In canonizing Anthony in 1232, Pope Gregory IX spoke of him as the “Ark of the Testament” and the “Repository of Holy Scripture.” That explains why St. Anthony is frequently pictured with a burning light or a book of the Scriptures in his hands. In 1946, Pope Pius XII officially declared Anthony a Doctor of the Universal Church. It is in Anthony’s love of the word of God and his prayerful efforts to understand and apply it to the situations of everyday life that the Church especially wants us to imitate St. Anthony. While noting in the prayer of his feast Anthony’s effectiveness as an intercessor, the Church wants us to learn from Anthony, the teacher, the meaning of true wisdom and what it means to become like Jesus, who humbled and emptied himself for our sakes and went about doing good.

But since the 17th century, we most often find the saint shown with the child Jesus in his arm or even with the child standing on a book the saint holds. A story about St. Anthony related in the complete edition of Butler’s Lives of the Saints (edited, revised and supplemented by Herbert Anthony Thurston, S.J., and Donald Attwater) projects back into the past a visit of Anthony to the Lord of Chatenauneuf. Anthony was praying far into the night when suddenly the room was filled with light more brilliant than the sun. Jesus then appeared to St. Anthony in the form of a little child. Chatenauneuf, attracted by the brilliant light that filled his house, was drawn to witness the vision but promised to tell no one of it until after St. Anthony’s death.

St. Anthony and the Lily: Most images of St. Anthony of Padua depict him holding the Child Jesus and with lilies. It has been a part of tradition in Christian art to use lilies as a symbol of purity when portraying Our Lady or the Saints and even Angels.

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Features

A long-running identity conflict flares into full-blown war

Published

1 hour ago

2026/03/5

Sahan Weerasooriya

Ayatollah Ali Khamenei / President Donald Trump

It was Iran’s first spiritual head of state, the late Ayatollah Khomeini, who singled out and castigated the US as the ‘Great Satan’ in the revolutionary turmoil of the late seventies of the last century that ushered in the Islamic Republic of Iran. The core issue driving the long-running confrontation between Islamic Iran and the West has been religious identity and the seasoned observer cannot be faulted for seeing the explosive emergence of the current war in the Middle East as having the elements of a religious conflict.

The current crisis in the Middle East which was triggered off by the recent killing of Iranian spiritual head of state Ayatollah Ali Khamenei in a combined US-Israel military strike is multi-dimensional and highly complex in nature but when the history of relations between Islamic Iran and the West, read the US, is focused on the religious substratum in the conflict cannot be glossed over.

In fact it is not by accident that US President Donald Trump resorts to Biblical language when describing Iran in his denunciations of the latter. Iran, from Trump’s viewpoint, is a primordial source of ‘evil’ and if the Middle East has collapsed into a full-blown regional war today it is because of the ‘evil’ influence and doings of Iran; so runs Trump’s narrative. It is a language that stands on par with that used by the architects of the Iranian revolution in the crucial seventies decade.

In other words, it is a conflict between ‘good’ and ‘evil’ and who is ‘good’ and who is ‘evil’ in the confrontation is determined mainly by the observer’s partialities and loyalties which may not be entirely political in kind. It should not be forgotten that one of President Trump’s support bases is the Christian Right in the US and in the rest of the West and the Trump administration’s policy outlook and actions should not be divorced from the needs of this segment of supporters to be fully made sense of.

The reasons for the strong policy tie-up between Rightist administrations in the US in particular and Israel could be better comprehended when the above religious backdrop is taken into consideration. Israel is the principal actor in the ‘Old Testament’ of the Bible and is seen as ‘the Chosen People of God’ and this characterization of Israel ought to explain the partialities of the Republican Right in particular towards Israel. Among other things, this partiality accounts for the strong defence of Israel by the US.

For the purposes of clarity it needs to be mentioned here that the Bible consists of two parts, an ‘Old’ and ‘New Testament’ , and that the ‘New Testament’ or ‘Message’ embodies the teachings of Jesus Christ and the latter teachings are seen as completing and in a sense giving greater substance to the ‘Old Testament’. However, Judaism is based mainly on ‘Old Testament’ teachings and Judaism is distinct from Christianity.

To be sure, the above theological explanation does not exhaust all the reasons for the war in the Middle East but the observer will be allowing an important dimension to the war to slip past if its importance is underestimated.

It is not sufficiently realized that the Iranian Islamic Revolution of 1979 utterly changed international politics and re-wrote as it were the basic parameters that must be brought to bear in understanding it. So important is the Islamic factor in contemporary world politics that it helped define to a considerable degree the new international political order that came into existence with the collapsing of the Cold War and the disintegration of the USSR .

Since the latter developments ‘political Islam’ could be seen as a chief shaping influence of international politics. For example, it accounts considerably for the 9/11 calamity that led to the emergence of fresh polarities in world politics and ushered in political terrorism of a most destructive kind that is today disquietingly visible the world over.

It does not follow from the foregoing that Islam, correctly understood, inspires terrorism of any kind. Islam proclaims peace but some of its adherents with political aims interpret the religion in misleading, divisive ways that run contrary to the peaceful intents of the faith. This is a matter of the first importance that sincere adherents of the faith need to address.

However, there is no denying that the Islamic Revolution in Iran of 1979 has been over the past decades a great shaper of international politics and needs to be seen as such by those sections that are desirous of changing the course of the world for the better. The revolution’s importance is such that it led to US political scientist Dr. Samuel P. Huntingdon to formulate his historic thesis that a ‘Clash of Civilizations’ is upon the world currently.

If the above thesis is to be adopted in comprehending the principal trends in contemporary world politics it could be said that Islam, misleadingly interpreted by some, is pitting a good part of the Southern hemisphere against the West, which is also misleadingly seen by some, as homogeneously Christian in orientation. Whereas, the truth is otherwise. The West is not necessarily entirely synonymous with Christianity, correctly understood.

Right now, what is immediately needed in the Middle East is a ceasefire, followed up by a negotiated peace based on humanistic principles. Turning ‘Spears into Ploughshares’ is a long gestation project but the warring sides should pay considerable attention to former Iranian President Mohammad Khatami’s memorable thesis that the world needs to transition from a ‘Clash of Civilizations’ to a ‘Dialogue of Civilizations’. Hopefully, there would emerge from the main divides leaders who could courageously take up the latter challenge.

It ought to be plain to see that the current regional war in the Middle East is jeopardising the best interests of the totality of publics. Those Americans who are for peace need to not only stand up and be counted but bring pressure on the Trump administration to make peace and not continue on the present destructive course that will render the world a far more dangerous place than it is now.

In the Middle East region a durable peace could be ushered if only the just needs of all sides to the conflict are constructively considered. The Palestinians and Arabs have their needs, so does Israel. It cannot be stressed enough that unless and until the security needs of the latter are met there could be no enduring peace in the Middle East.

Features

The art and science of communicating with your little child

Published

1 hour ago

2026/03/5

Sahan Weerasooriya

The two input gateways of communication, sight and sound, are quite well developed at birth. In fact, the auditory system becomes functional around 24 weeks in the womb, and the normal newborn can hear quite well after birth. However, the newborn’s vision is a little blurry at birth, and the baby sees the world in shades of grey, while being able only to focus on things 20 to 30 cm (8–12 inches) away. Coincidentally, this is perhaps the exact distance to a mother’s face during breastfeeding. By 2-3 months, there are colour vision capabilities and the ability to track. By 5-8 months, there is depth perception, and by 12 months, there is adult clarity of vision.

By the time a child turns five, his or her brain has already reached 90% of its adult size. This astonishing physical growth is not just happening on its own; it is, to a certain extent, fuelled by experience, and the most vital experience a young child can have is communication with his or her parents.

Modern developmental neuroscience has shifted our understanding of how children learn. We used to think babies were passive sponges, slowly absorbing the world. We now know they are active characters from day one, constantly seeking interaction to build the architecture of their minds. This architecture is not built by apps, vocabulary flashcards, or educational television. It is built through simple, loving, back-and-forth interactions with anyone they come across, but mostly their parents.

The Foundation: Serve and Return (0–12 Months)

Communication with an infant from birth to one year of age begins long before they speak their first word. In the first year, the goal is to master a phenomenon called Serve and Return. This is a basic scenario picked up from the game of tennis. At the start of each game of a set in tennis, a player serves, and the opponent returns the serve. Just imagine a tennis match, where a baby “serves” by making a sound, making eye contact, reaching for a toy, or crying. The job of anyone in the vicinity, who very often are the parents of the baby, is to “return” the ball. If they babble, you babble back. If they point at a cat, you look and say, “Yes, that’s a furry cat!” This simple act does two things. The first is Brain Building, which creates and strengthens neural pathways in the language and emotional centres of the brain. The other is Emotional Security, a thing which teaches a baby that he or she has some help in the learning processes. The baby absorbs the notion that when he or she signals a need, his or her world will respond. This forms the basis of a secure attachment. Scientists have advocated that during this stage, people, especially the parents of a baby, should embrace what is called ‘parentese’. It is the use of a somewhat high-pitched, exaggerated voice. Research has shown that babies pay more attention to parentese than to regular adult speech, helping them to map the sounds of their native language more quickly.

The Language Explosion: Toddlers (1–3 Years)

When a child starts speaking words, the game changes considerably and quite profoundly. This period is defined by a rapid increase in his or her vocabulary and the beginning of grammar. It is very important to narrate everything. The people around, especially the parents, need to become kind of sports commentators for your life. While dressing them, one could say, “First we put on the red sock. After that, we put the other red sock on your left foot.” What we are doing by this is to give them the labels for the world they see.

It is also important to expand, but not truly correct, whatever the child says. If a toddler points to a car and says “Car!”, don’t just say “Yes.” Expand on it: “Yes, that is a big, fast, red car!” You are adding a new vocabulary and grammatical structure through a natural process. If the child says “Me go,” respond with, “Yes, you are going!” rather than correcting and saying “No…, you should say ‘I am going’.”

Toddlers love reading the same book, even one hundred times. While it may be tedious for those around the baby, it is important to realise that such repetition is vital for their learning. They are predicting what comes next, which is a core cognitive skill.

The Preschooler: Building Stories and Logic (3–5 Years)

By age three, the focus shifts from “what” to “why.” Preschoolers are beginning to understand complex emotions, time, and causality. This is the age at which it is best to ask questions which require thought and understanding. Such indirect open-ended questions would sound like “What was the best part of the park today?” or “How do you think that character in the story is feeling?“

A preschooler’s world is full of “big feelings” they cannot yet manage. When they are upset because they cannot have a cookie, avoid saying “Don’t cry over nothing.” Instead, name the emotion: “Don’t cry, you can have a cookie after dinner“. This teaches them emotional literacy. Parents and others around in the home could share stories about when they were little, or make up fantasy tales together. Storytelling teaches sequential logic (beginning, middle, end) and strengthens their imagination.

The Absolute Master Class: Learning Through Play

If communication is the fuel for brain development, play is the engine. For a child under five, play is not a break from learning; play is learning. It is how they explore physics (stacking blocks), mathematics (sorting shapes), social dynamics (sharing toys), and language (pretend play). We can boost their development exponentially by weaving communication into their play.

When a child is playing with blocks, dough, or puzzles, they are building fine motor skills and spatial awareness. It is also useful to use three-dimensional words: “Can you put the blue block on top of the red one?” “The puzzle piece is next to your knee.” One could also ask them to describe the texture: “Is the dough soft or hard?“

Pretend play, such as acting as a doctor, an engineer, a chef, or a superhero, is one of the most cognitively demanding things a child can do. It requires them to understand symbolic thought and to take on another person’s perspective. Join their world as a supporting character, not the director. If they are the doctor, ask, “Doctor, my teddy bear’s tummy hurts. What should I do?” This encourages them to use vocabulary relevant to the scenario and practice complex social problem-solving.

Playing with water, sand, slime, or safe food products allows children to process sensory information. This is the perfect time for descriptive vocabulary. Use contrasting words: wet/dry, hot/cold, sticky/smooth, loud/quiet.

A few special words for parents. You do not need an expensive degree or specialised toys to build your child’s brain. The most powerful tool you have is your own responsiveness. Modern science tells us that the basic recipe for a thriving child is simple: Look at them when they signal you. Respond with warmth and words. Narrate their world and Join their play.

You are not just talking to your child; you are building his or her future, even via just one conversation at a time. So, go on talking to your child and even make him or her a real-life chatterbox.

Dr B. J. C. Perera

MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paediatrics), MRCP(UK), FRCP(Edin), FRCP(Lond), FRCPCH(UK), FSLCPaed, FCCP, Hony. FRCPCH(UK), Hony. FCGP(SL)

Specialist Consultant Paediatrician and Honorary Senior Fellow, Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.

Features

Promoting our beauty and culture to the world

Published

1 hour ago

2026/03/5

Sahan Weerasooriya

Tourism is very much in the news these days and it’s certainly a good sign to see lots of foreigners checking out Sri Lanka.

With this in mind, Ruki’s Model Academy & Agency recently had a spectacular event to select Mrs. Tourism Sri Lanka in order to promote Sri Lanka in the international scene.

Nimesha Premachandra was crowned Mrs. Tourism Sri Lanka 2026.

She says she owes her success to Ruki (Rukmal Senanayake), the National Director and model trainer, and personality and advocacy trainer Tharaka Gurukanda.

Nimesha is a school teacher by profession, an actress and TV presenter by passion, and an entrepreneur by spirit.

She believes in balancing grace with purpose, and using her platform to inspire women, while promoting the beauty and culture of Sri Lanka to the world. And this is how our Chit-Chat went:

Nimesha Premachandra: Mrs. Tourism Sri Lanka 2026

01. How would you describe yourself?

I am a passionate, disciplined, and people-oriented person. I love learning, performing, and guiding others, especially young minds, through education.

02. If you could change one thing about yourself, what would it be?

I would probably try to be less self-critical and allow myself to celebrate achievements more often.

03. If you could change one thing about your family, what would it be?

Nothing major. I am grateful for my family’s love and support, which has shaped who I am today.

04. Is Mrs. Tourism Sri Lanka your very first pageant?

No. I have been part of pageants before, but Mrs. Tourism Sri Lanka is very special because it represents purpose, culture, and global representation.

05. What made you take part in this contest?

I wanted to represent Sri Lanka internationally and use this platform to promote tourism, culture, and women’s empowerment.

06. Obviously, you must be excited about participating in the grand finale, in Vietnam; any special plans for this big event?

Yes, I am extremely excited. My focus is to showcase Sri Lankan elegance, hospitality, and authenticity, while building meaningful connections with participants from around the world.

07. How do you intend promoting tourism, in Sri Lanka, during your rein?

I plan to highlight Sri Lanka’s diverse experiences in culture, heritage, wellness, nature, and local hospitality through media appearances, digital storytelling, and tourism collaborations.

08. School?

Kaluthara Balika. School life played a big role in shaping me. I actively participated in sports and performing arts, which later helped me build confidence as an actress and presenter.

09. Happiest moment?

Being crowned Mrs. Tourism Sri Lanka 2026 and seeing the pride in my family’s eyes – definitely one of my happiest moments.

10. What is your idea of perfect happiness?

Peace of mind, good health, and being surrounded by the people I love while doing work that has meaning.

11. Which living person do you most admire?

I most admire Angelina Jolie because she beautifully balances her work as an actress with meaningful humanitarian efforts. She uses her global platform to support refugees, advocate for human rights, and inspire women to be strong, compassionate, and independent.

12. Which is your most treasured possession?

My memories and experiences because they remind me how far I’ve come, and keep me grounded.

13. Your most embarrassing moment?

Like everyone, I’ve had small on-stage mishaps, but they always taught me to laugh at myself and move forward confidently.

14. Done anything daring?

Participating in pageants while balancing teaching, media work, and family life has been one of the boldest and most rewarding decisions I’ve made.

Keen to use her title to promote Sri Lanka globally

15. Your ideal vacation?

A peaceful destination surrounded by nature; somewhere I can relax, reconnect, and experience local culture.

16. What kind of music are you into?

I enjoy soft, soulful music because it helps me relax and stay inspired.

17. Favourite radio station:

I enjoy stations that blend good music with meaningful conversation and positive energy.

18. Favourite TV station:

Sri Lanka Rupavahini Corporation. It’s where it all began for me. It played a significant role in my journey as a TV presenter and helped shape my confidence and passion for media.

19 What would you like to be born as in your next life?

Someone who continues to inspire others because making a positive impact is what matters most.

20. Any major plans for the future?

I hope to expand my work in media and entrepreneurship while continuing my role as an educator and using my title to promote Sri Lanka globally.