The Mrs. Bindu Thomas Mrs. Seena Jibin Mr. Bonny Mathew Treasurer Mrs. Merin Anil Mrs. Lissy Eldho Mrs. Maria Seethy Mr. Saju Paulose Mrs. Usha Kuriakose Mrs. Sindhu Baby 7. S t

Volume 1 | December 2017

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St. Mary’s

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n Orthodox Church - MuscatSt. Mary’s Jacobite Syrian Orthodox Church - Muscat

Volume 1 - DEC 2017

Chief Editor & PatronH.G. Paulose Mor Irenious Metropolitan

EditorRev. Fr. Basil P. Varghese

Editorial BoardDr. Sherimon P.C.Mr. Jisso K. AliasMr. Sabu VastholilMr. Kuriachan P. MarkoseMr. Eldhose P.V. (Secretary)Mr. Jibin Peter (Trustee)

Contact:The EditorJacobite VoiceP.O. Box: 2914, PC: 112Ruwi, Sultanate of OmanTel./Fax: +968 24707814GSM: +968 [email protected]

The Jacobite VoiceParish Bulletin of the

St. Mary’s Jacobite SyrianOrthodox Church,Muscat

The Jacobite VoiceVolume 1 December 2017

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Volume 1 - DEC 2017

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Volume 1 - DEC 2017

Managing Committee

PresidentRev. Fr. Basil P. Varghese

Jolly Joseph Jobish Cherian Jogins Kuriakose Issac V V

Regimon Lukose Joby Paul AuditorBijuMon K.P

AuditorSaju P Ulahannan

SecretaryEldhose P V

Vice - PresidentDr. Renchi

TreasurerJibin Peter

Commander Geevarghese John Tharakan

Joint SecretaryBabu N.V

Commander Thomas Alexander

Co- TreasurerBejoy Thomas

Commander Babu Mathew

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Youth Association


Jain Paul

SecretaryBidhun P Babu

Johnson Varghese

Vice - PresidentChacko Abraham

Sijo K V

Joint SecretaryBiju K V

TreasurerJiby Joseph

Bibin ThomasCo- TreasurerLiju K Varghese

Ashish Abraham

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Vanitha Samajam


Mrs. Sindhu Baby

SecretaryMrs.Bindu Bejoy

Mrs.Leelamma Issac

Vice - PresidentMrs.Mini Bijumon

Mrs.Mariamma Seethy

Joint SecretaryMrs. Seena Jibin

Mrs. Shyni Binoj

TreasurerMrs. Lissy Eldho

Mrs. Dhanya Sabu

Co- TreasurerMrs.Ancy Benoy

Mrs. Annamma Thomas

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Sunday School

PresidentRev. Fr. Basil P. Varghese Asst. Head MasterMr. Kuriachen P Markose

Head MasterMr. Mathew V.T.

Mr. Babu N.V.

Mrs. Betty George

Mr. Ajo P. Itty

SecretaryMrs.Bindu Bejoy

Mrs. Elsy Joby

Mrs. Elsy Varghese

Mrs. Bindu Thomas

Mrs. Seena Jibin

Mr. Bonny Mathew

TreasurerMrs. Merin Anil

Mrs. Lissy Eldho

Mrs. Maria Seethy

Mr. Saju Paulose

Mrs. Usha Kuriakose

Mrs. Sindhu Baby

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Friendship withJ E S U S

- Bindu Thomas -

People around the world marvel at what a good, kind person Mother Teresa was and who can deny it. She entered a convent at 18 and taught at the Sisters of Loretos school in India ,but left the school to follow Christ into the slums of Calcutta (Kolkata).She started the

Missionaries of Charity an organizationoforphanages,shelters,hospitals and food centers. She took care of lepers, who nobody else would touch .She won the Nobel Peace Prize in 1979.At the age of 87, she died in Calcutta, among the poor and hurting people she had served for so long.

Mathew; 28:16-20

“And ask God to help you be a committed friend to Jesus and others through your love, service and sacrifice”

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When Pope Paul VI gifted her an expensive car, she immediately auctioned off the car and put the money towards a centre for lepers.

So what was Mother Teresa most interested in? This was her prayer; “Dearest Lord, may I see you today and every day in the person of your sick, and whilst, nursing them minister unto you.

Though hide yourself behind un attractive disguise of the irritable, the exacting, the unreasonable may I still recognize you and say “Jesus, my patient, how sweet it is to serve you.”

Mother Teresa’s desire was an intimate and genuine friendship with Jesus, which led her to nurse the sick, feed the hungry and comfort the hurting. For her serving Jesus meant serving others and to love Jesus meant to love others.

Following her example of commitment may seem unrealistic at best and impossible at worst. But we can also love and serve Jesus in larger than life ways. We may not be able to sell our cars or give away our entire wealth .But we can offer our time, our help and our compassion. A listening ear and an open heart, is all those who are in distress need.

NO WONDER THIS WORLD LOOKED AT THIS HUMBLE NUN WITH ASTONISHMENT!

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ENJOYING a relaxed weekend, I was checking updates on the Facebook page. I came across a beautiful quote that summed up life so beautifully in a few words. “People were created to be loved and things were created to be used. The reason why the world is in chaos is that things are being loved and people are being used”. The quote attracted many likes and shares, the Facebook way of showing consent! I kept pondering over it, recapitulating the classroom lectures emphasizing human life and the related issues.

I could relate it to the ongoing societal issues as well, where in, many old people are not treated the way they deserve. Human life, the years of one›s existence, as the teachers taught, could be divided into many stages -- infancy, childhood, adolescent years, adulthood, to name a few. Interestingly, the studies on human life generally began with a brief note on conception, the very beginning of human life. From here only, we as students could relate how the relationship between the parents and the offspring dominates all the stages to follow.

Back to infancy they need you!

- Chacko E.V. -

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Parental role across various stages

A stage-wise study of human existence shows the involvement of parents at every step. Beginning with infancy, parents familiarize the child with the environment outside the womb. From a toddler›s attainment of self-awareness to his learning of the expression of emotions, parental role is pivotal. Early childhood brings in more responsibilities as the youngster accomplishes more tasks in the light of the developmental programs. Issues related to school, siblings, play, eating etc. add on to the existing execution of the tasks learnt. Then comes the adolescence, the stage accentuating the disagreements

between the first school (parents) and the student (the teen) regarding career choices, relationship problems and many other issues. Swaying through the turmoil, the teen now becomes an adult. The early adulthood phase brings in new establishments and liabilities that strengthen the bonds between the parents and their grown-up children. Parenthood, marital responsibilities, occupational decisions, relationships, family ties, all require the governance of the experienced ones, the parents. During the middle adulthood, an individual actually gets a chance to be in his parents› shoes but the sane advice of the parents (now the grandparents) is still acclaimed.

Stage where child’s role is pivotal All the above stages define the role played by

parents in their child›s life as mother/father or as grandparents in the long run. A quick review of the above mentioned stages shows that there isn›t a single stage where a parent›s role is not required and there is just ONE stage where a child’s role in a parent›s life is needed the most. Yes! The old age -- the stage that demands utmost care and patience in taking care of the elderly.

old age and the related problemsThe stage is typified by a change in self-

concept, wherein, an individual undergoes a series of physiological and psychological changes. A wide variety of emotional and behavioral problems set in. Physical disabilities coupled with other health issues lead to a wide variety of problems. Anxiety, panic attacks, insecurities, deteriorating health and other problems such as Alzheimer›s disease are very common. Loss of partner and the resulting loneliness is another causative factor that leads to emotional problems. Another change is the increase in dependence on others. This is generally seen among people who require special care due to their medical condition. This also leads to a change on the behavioral and emotional front.

t i P S f o r ca r e g i v e rSCaregivers (whether children and

grandchildren) need to spend quality time with the elderly. Loss of physical strength and mental capabilities may force the person to behave indifferently but this sense of loneliness can be dealt with in an effective manner. One should understand that anxiety and panic attacks are a result of the ageing process that leads to insecurities, health issues etc. Patience is the key to deal with patients who have neurological problems like Alzheimer›s. There is no cure for it. The

elderly may exhibit certain symptoms of diseases which may not be well understood and may go unnoticed. Regular health checkups and following medical advice is recommended in such cases. Thus earnest efforts need to be put in to take care of the elderly. After all, this is the only stage that requires a child’s role in its real terms. This reminds me of another group on FB that encourages children not to put their parents in old age homes and not to forget what they did for them!

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SHIPRA has just completed her XII in the non-medical stream from a small town near the national Capital. She has quite a few entrance exams lined up before her and is busy preparing for these. Her parents -- and even grandparents -- are worried about her career. “She is terribly confused regarding the choice of a good course, and so are we... the kid is working really hard and I pray she succeeds in getting admitted to whatever is good for her,” says her mother. Shipra’s case is a representative one. Most students find themselves on crossroads after passing out from school and/or college. “What next?” is the question that gives many a sleepless night to the students as well as their parents. The vast variety of career and higher education options available add to the confusion, with considerable peer pressure and “valuable” advice from relatives, family-friends and other acquaintances playing their own role in influencing the crucial decision. It is generally seen that instead of going in for aptitude testing of their child to decide his/her choice of discipline, the modern-day parents seek and follow the advice of “successful” acquaintances and parents of already “selected” or “settled” children in their circle.

“Parents usually go by the prevailing trend in the job market, without considering the core competence of their child,” observes Dr Jyotsana, Chairperson, Department of Applied Psychology, Guru Jambheshwar University of Science and Technology, Hisar. She maintains that choosing a discipline in accordance with a child’s innate aptitude would be beneficial in the long run. “A person pursuing the field of his/her core competence will work with more enthusiasm and have fewer adjustment problems and lesser job-related stress and burn-outs which are so prevalent these days,” asserts the psychologist. A scientifically prepared aptitude test brings out the real inclinations, capabilities and skill-set of an individual. It provides one a chance to get acquainted with one’s inner self and tread a path closest to one’s heart.

Dr Jyotsana, who also runs an aptitude-testing and counselling centre at the university, points out that in certain cases, parents complain that they had put their child in the stream of his/her own “interest”, but it did not work out well. “Here, it

should be clearly understood that at such a tender age, a child is not capable of self-assessment. Moreover, the influence of external factors like the compulsion to pick a study area from a limited set of options, line chosen by friends and outside impression of a course or institute are more likely to influence his/her decision,” she explains. Then, in the present era, the career-path adopted by the youngsters has become a status symbol for the parents, who want to realise their own unfulfilled desires through their children or just love to boast about their hefty pay packages and perks. So great is the charm of money that most parents want their wards to pursue a career which offers a high

remuneration. However, in the mad quest, they not only tend to overlook their innate abilities and desires, but also become

willing to compromise on good moral values and ethics, for which they have to pay a heavy

price in the long run. Parents usually take no notice of the basic

principle of psychology, which underlines the concept of individual differences. They need to understand that like all individuals, their ward has also been programmed to chart a distinct course. In the light of the given observations, a standardised and scientific aptitude-testing procedure becomes all the more significant. Apart from helping the students know themselves better, it also guides them as to what track they should take to exploit their potential to the fullest. However, due to lack of awareness, coupled with the limited availability of aptitude-testing centres, very few parents take their wards for aptitude assessment before zeroing in on a field of study. Hence, commissioning of more such centres, along with spreading of awareness about the vital significance of aptitude-testing, is the need of the day.

The students, with the help of aptitude-testing, should try to have a realistic judgment of their capabilities and venture into a field best suited to these.

On their part, the parents should also understand that their child has got a unique identity, psyche and his/her own set of capabilities and limitations.

So, instead of having unrealistic expectations from their wards and pressurizing them to fall in line, they should try to know their children’s bent of mind and play a proactive role in realizing their dreams

aPtitude teSting

She is terribly confused regarding the choice of a good course, and so are

we... the kid is working really hard and I pray she succeeds in getting admitted

to whatever is good for her,

- Chacko E.V. -

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Manna Mega Fest

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Manna Mega Fest

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Carol Night & HomeLand Gettogether

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Charity, Sendoff & Appreciation

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Family Meet

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New Church Construction

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Dr. Babu Paul Visit

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Onam

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Church Festivals

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Hoobo Fest

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Sunday School Anniversary & Sendoff

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Hc-h-[n-¡m-e¯v \m«nÂ F¯n ]pg-¡-c-bn-sebv¡v \S-¡sh Bdp-h-b-ÊpÅ aI³ ]dªp \ap¡v ]pgbnte¡v t]mtI− AXnse shÅw No¯-bm-Wv. sXÃv ]cn-{`-a-t¯msS tZjy-t¯msS Rm³ Ah-t\m Sv tNmZn-¨p. C{X-thKw \o BcpsS IqsS-bmWv ]pg-Xo-c¯v t]mb-Xv. hfsc s]s«¶v Ahsâ D¯cw h¶p. Ignª Ah-[nbv¡v ]pg-bnse shÅw Ie§n InS-¶-Xp-sIm−v ]pg-bnÂ Cd-§msX Xncn¨p t]m¶Xv ad¶p t]mtbm F¶v. CS-h-¸mXn hgn-am-dn-bXpw IÀ¡n-S-I-¯nsâ ImÀ-ta-L-§-fnÂ \n¶v c£-s¸«v BImiw {]Imi ]qcn-X-am-bXpw ]pg-bnse shÅw FÃmw sXfnªv at\m-l-c-ambn Hgp-Ip-¶Xpw \njvI-f-¦-amb B Ipªpa\Êv AdnbmsX-t]mbn. Pohn-X-¯nsâ Ccp-−-h-gn-IÄ {]Im-i-¯n-te-¡pÅ bm{X-bmWv F¶v a\-Ên-em-¡msX \ncm- i-bnÂ Ign-bp-¶-h-sc-t¸mse bYmÀ°-¯nÂ a\pjy Pohn-X-¯nsâ hyXy-kvX-amb apJ-`m-h-§-sf-bmWv Cu ]pgbpw {]Xn-\n-[m\w sN¿p¶-Xv.

]pg-bnse shÅw D]-tbm-K-iq-\y-am-Ip-t¼mÄ

Bcpw AXns\ {i²n-¡p-¶n-Ã. AXnsâ ASp¯v sN¶mÂ Hcp GIm-´X \ap¡v A\p-`-hs¸-Spw. ImcWw AXnsâ Xocw \n i-_v-±-am-Wv. tcmK-§Ä, ZpxJ§Ä, hogvN-IÄ Nne-t¸mÄ a\p-jys\ Hä-s¸-Sp-¯pw. cà-_-Ô-§fpw kplr-Xv_-Ô-§fpw ]Xn-sb-]-Xnsb AI¶p amdp-¶-Xmbn ImWmw. NneÀ ]cn-l-kn-¡pw. aäp NneÀ ssZh-im]w F¶p hn[n Fgp-Xpw. \oXn-am-\mb Ct¿m_v km¯m-\mÂ ]co-£n-¡-s¸«v icocw apgp-h³ ]cp-¡Ä_m-[n¨v thZ\ kln-¡p-I-h-¿msX Hcp Hm«n³ IjWw sIm−v Xs¶-¯m³ Npc−ns¡m−v Nmc-¯nÂ Ccn-¡p-t¼mÄ Ahsâ `mcy-t]mepw Ahs\ Ipä-s¸-Sp-¯p-¶-Xmbn hnip² thZ-]p-kvXIw km£n-bm-Ip-¶p. \o C\nbpw \nsâ `àn apdpsI ]nSn-¨p- sIm-−n-cn-¡p-¶pthm? ssZhs¯ XyPn-¨p-]-dªv acn¨p If-bp-I. (Ct¿m_v 2:9) ssZh-¯nÂ AN-©-e-amb hnizm-khpw B{i-b-t_m-[hpw D−m-bn-cp¶ Ct¿m_v ]s£ ssZhs¯ Dt]-£n-¡p-¶-Xnt\m XÅn-]-d-bp-¶-Xnt\m X¿m-dm-bn-Ã. Ct¿m_v ]d-ªp. \mw

]pg ]Tn-¸n¨ ]mT§Ä

tagvkn k©p

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ssZh-¯nsâ ssI¿nÂ \n¶v \· ssIs¡m-Åp-¶p. Xn·bpw ssIs¡m-Å-cptXm” (Ct¿m_v 2:10)

{]Ir-Xn-bpsS shÃp-hn-fn-Isf AXn-Po-hn¨v ]pg Xsâ e£y-¯n-te-bv¡p Å {]bmWw XpS-cp-¶-Xp-t]mse Pohn-X-¯nsâ ASn-Øm\w ssZh-¯n-embn Pohn-¡p-¶-hÀ¡v GsXmcp {]iv\-§-fpsSbpw a[y-¯nÂ {]Xym-i-bpsS Inc-W-§Ä ImWp-hm³ km[n-¡pw.

ag-bpsS Zpcn-X-§-fnÂ \n¶pw DbnÀs¯-gp-t\äv {]im-´-kp-µ-c-ambn ]pg Hgp-Ip-t¼mÄ AXv

a\p-jyÀ¡pw Poh-Pm-e-§Ä¡pw D]-Im-c-{]-Z-ambn amdp-Ibpw AXnsâ Xocw Ft¸mgpw kt´mjw \ÂIp-Ibpw sN¿p¶p. \ap¡v F´v `hn-¡p¶p F¶-X-Ã, Ah-tbm-SpÅ \½psS kao-]\w BWv {][m-\w. ZpxJ§-fp-sSbpw XmgvN-I-fp-sSbpw ASn-a-I-fm-bn Ccn-¡msX lrZ-b-ap-bÀ¯n ssZhs¯ kvXpXn-¡p-t¼mÄ thZ-\-IÄ kt´m-j-§-fmbn amdp-¶p. Zmho-Zp-cm-Pmhv ]mSp-¶p. “Rm³ ssZh-¯nsâ ]oT¯n¦-te¡v Fsâ ]c-am-\-µ-amb ssZh-¯n-¦-sebv¡p sNÃpw. (k-¦oÀ¯\w 43:4). k¦oÀ¯I³ ho−pw sNmÃp-¶p. “\nsâ k¶n-[n-bnÂ kt´mj ]cn-]q-À-®-Xbpw \nsâ he-¯p-`m-K¯v F¶pw {]tam-Z--§fpw D−v. (k¦oÀ¯\w 16:11)

hnip²oI-cW¯nsâ {]m[m\yw BWv ]pg \s½- ]-Tn-¸n-¡p¶ asämcp ]mTw. henb ag-shÅ ]m¨n-enÂ AXnsâ Xoc¯pw ASn-¯-«nepw Ip¶p-IqSn InS¶ amen-\y-§Ä Hgp-In-t]m-hp-Ibpw ]pg hr¯n-bm-hp-Ibpw ip²o-I-cn-¡-s¸-Sp-Ibpw sN¿p¶p. \nc-\n-c-bm-bpÅ Zpc-\p-`-h§-fn-eqsS IS¶p t]mbn ]I¨p \nÂ¡pI-bmtWm \n§Ä. `b-s¸-Sm-

Xn-cn-¡p-I. ssZh-¯nsâ hnip-²n-bnÂ \s½ ]¦p-tNÀ¡m\pÅ Ahn-Sps¯ ]²-Xn-bpsS `mK-amhmw BWv.

“Dcp-¡n-Sp¶p angn-\o-cn-en«p

ap¡p-¶p -apäpw `ph-ss\I inÂ¸n

a\p-jy-lr-¯mw I\I-s¯-tbtXm

]Wn-¯c-¯n-\p-]-bp-à-am-¡m³”

ae-bm-f-̄ nsâ ZmÀi-\o-I\mb Ihn F¶v hnti- jn-¸n-¡-s¸Sp¶ \me-¸m«p \mc-b-W-ta-t\m³ Xsâ “I®p-\oÀXp-Ån-IÄ” F¶ Ihn-X-bn-eqsS Cu {]m]-©n-I-kXyw ae-bmf kmln-Xy-¯n\v \ÂIm³ {]tNm-Z\w BbXv Xsâ ̀ mcy-bpsS tZl-hn-tbmKw D−m-¡nb BLmXw

BWv. hnip² hN\w ]d-bp¶p “Rm³ Fsâ ssI \nsâ t\sc Xncn¨p \nsâ IoSw Xosc Dcn-¡n-I-f-bp-Ibpw \nsâ shÅobw Hs¡bpw \o¡n-I-f-bp-Ibpw sN¿pw”. (sbi¿m 1:25). ]e Dcp-¡-ep-I-fn-ep-sSbpw hmÀ¡-ep-I-fn-eq-sSbpw IS¶v t]mIp-t¼mÄ BWv \mw ssZh-¯n\pw a\p-jyÀ¡pw \ap-¡p-X-s¶bpw D]-Im-c-s¸-Sp¶ ]m{X-§-fmbn `hn-¡p-¶-Xv. “IjvS-X-bn-em-Ip-¶-Xn\p aps¼ Rm³ sXän-t]m- bn. Ct¸mtgm Rm³ \nsâ hN\s¯ {]am-Wn-¡p-¶p.” (k¦oÀ¯\w:119:67). ho−pw k¦oÀ¯I³ sNmÃp¶p “\nsâ N«-§Ä ]Tn-¡m³ X¡-hn[w Rm³ IjvS-X-bnÂ Bbn-cp-¶Xv F\n¡v KpW-am-bn. (k¦oÀ¯\w:119:71).

BI-bmÂ \½psS ]m]-§-sfbpw sXäp-I-sfbpw Ipdn-¨pÅ ]Ým-¯m-]hpw ]m]-t_m-[hpw \½nÂ \nd-b-s«. Bßm-hnepw ico-c-¯nepw \mw hnip-²n-I-cn-¡-s¸-Ss«. Zmhn-Zp-cm-Pm-hn-t\msSm¸w \½p¡pw {]mÀ °n¡mw. “Rm³ \nÀa-e-\m-tI−Xn\v Cutkm¸p-sIm−v Fs¶ ip²o-I-cn-¡-W-ta. Rm³ lna-s¯-¡mÄ shfp-t¡-−-Xn\v Fs¶ Igp-I-W-sa. kt´mjhpw B\-µhpw Fs¶ tIÄ¡pam-dm-I-s«. \o HSn¨ AØn-IÄ DÃ-kn-¡s«”. (k¦oÀ¯\w:51:8)

ssZhw \s½ A\p-{K-ln-¡-s«.

Ce-sIm-gnbpw Ime-§Ä¡-¸pdwXfn-c-Wnbpw Ime-ap-−-tXmÀ¡WwIhn-fn-eq-sS HgpIp¶ I®o-cn-\-¸pdw

]p©n-cn-bp-s−-¶Xpw HmÀ¡Ww

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(tdma³kv 10-:9) “{InkvXp ssZh-]p-{X³ F¶v Gäp ]d-bp-Ibpw ssZhw Ahs\ acn-¨-h-cnÂ \n¶v DbnÀs¯-gp-t¶Â]n¨p F¶v lrZbw sIm−v hnizkn-¡p-Ibpw sNbvXmÂ \o c£-{]m-]n¡pw”. H¶m-a-Xmbn {InkvXp ssZh- ]p-{X-s\¶v \mw hniz-kn-¡p-Ibpw A[cw sIm−v Gäp-]-d-bp-Ibpw sN¿Ww. c−m-a-Xmbn {InkvXp Ipcn-inÂ acn-s¨-¶pw, aq¶mw Znhkw ac-Ws¯ Pbn¨v DbnÀ¯p-sh¶pw \mw hniz-kn-¡-Ww. AXn-\mÂ {InkvXp-hn-epÅ hnizm-k-amWv {InkvXob hnizm-k-¯nsâ ASn-Øm\w F¶v \ap¡v a\-Ên-em-¡mw.

hnizm-k-sa-¶tXm Bin-¡p-¶-Xnsâ Dd¸pw ImWm¯ Imcy-§fpsS \nÝbhp-am-Wv. (F{_m-bÀ 11-:1)

]cnip²m-ßm-hnsâ A`n-tjIw IqSmsX BÀ¡pw {InkvXp ssZh-]p-{X-\m-sW¶v hniz-kn-¡phm\pw Gäp-]-d-bm\pw km[n-¡p-I-bn-Ã. Hcp-h³ {InkvXp-hn-em-bmÂ Ah³ ]pXn-b-kr-jvSnbmbn.

]g-b-Xp- amdn-t¸mbn (2tImcn 5-:17) AXm-bXv \½n-epÅ PUoI kz`m-h-¯n\v amäw hc-Ww. \½psS ]t©-{µn-b-§-fp-sStaÂ Bßm-hn\v kzm[o\w sNep-¯p-hm³ km[n-¡-W-sa-¦nÂ \½nÂ ]cn-ip-²m-ßmhv hkn-¡-Ww. (1 tPm¬ 4:7þ8) kvt\lw ssZh-¯nÂ \n¶v hcp-¶p, kvt\ln-¡m-¯-h³ ssZhs¯ And-bp-¶n-Ã. {InkvXp Xsâ injy-tcmSv ]d-ªp. Rm³ \n§sf kvt\ln-¨-Xp-t]mse \n§fpw ]c-kv]cw kvt\ln-¡-Ww. {InkvXp-hnsâ Cu kz`mhw \½psS lrZ-b-¯nÂ DÄs¡m-Åm³ \ap¡v Npäp-apÅ FÃm-h-scbpw kvt\ln-¡m³ \ap¡v km[n-¡-Ww.

\n§Ä ssZh-¯nsâ Be-b-am-sW¶pw, ssZh-¯nsâ Bßmhv \n§-fnÂ hkn-¡p-¶p-sh¶pw And-bp-¶n-tÃ. \ap¡v Npäp-ap-Å-h-cnÂ, \½psS amXm-]n-Xm-¡-fnÂ, ktlm-Z--cnÂ, a¡-fnÂ, AbÂ¡m-cnÂ ssZhs¯ ImWp-hm³ \ap¡v km[n-¡-Ww. (hn. eq¡v 6:29,30) \nsâ Hcp sNIn-«¯v ASn-¡p-¶-h\v atä-Xp-IqSn ImWn-¨p-sIm-Sp-¡-W-sa-¶pw, \nsâ ]pX¸p FSp-¡p-¶-h\v hkv{Xhpw IqSn sImSp-¡pI” F¶ hN\w \½psS \nXy-Po-hn-X-¯nÂ {]mhÀ¯n-I-am-¡m³ \ap¡v {ian-¡mw.

£a-bmWv Gähpw henb {]Xn-Im-c-sa¶v hn.-{KÙw ]Tn¸n¡p-¶p. \mw BßmÀ°-ambn £an-¡p-t¼mÄ ssZhw \½psS Imcy-¯nÂ CS-

s]-Sp-hm³ \nÀ_ÔnX-\m-Ip-¶p. At¸mÄ \mw \½psS {]Xn-tbm-Kn-IÄ¡v hnNn-´-\-¯n-\p-Å, am\-km-´-c-¯n-\pÅ amÀ¤w Xpd¶p sImSp-¡p-I-bm-sW¶v \mw hnkva-cn-¡-cp-Xv. \½psS Nn´-I-fnÂ \n¶p t]mepw {]Xn-Imc Nn´-Isf amän \nÀt¯−Xv Bh-iy-am-Wv. \ap-¡-dnbmw alm-ßm-KmÔn Alnw-km-X-Xz-§-fnÂ ASn-bq-¶n-bmWv Xsâ kzmX{´ kac t]mcm«w hnP-bn-¸n-s¨-sX¶v. ssk\nI iàn-bn-eqsS temIw Iog-S-¡ob ]e `c-Wm-[n-]-·m-cpw, hwi-§fpw C¶v \ap¡v Ncn-{X-am-Wv. Alnw-k-bn-eqsS kzmX{´yw t\Snb C´y C¶v 70 hÀjw ]n¶n-«n-cn-¡p-¶p.

Hcp {InkvXym-\n-bpsS Bbp-[-§Ä {]mÀ°\, t\m¼v, D]-hm-kw, £a F¶n-h-bm-sW¶v \ap¡v ad-¡m-Xn-cn-¡mw. {InkvXob hnizm-k-¯n-\p-th−n kl-\-§-tf-sä-Sp-¡m³ \ap¡v X¿m-dm-Imw. ktlm-Z-c-kvt\lw \ne-\nÀ¯m \pw, kap-Zmb kvt\lw \ne-\nÀ¯m\pw \ap¡v Cu B[p-\nI Ime¯pw £a-bp-sSbpw hn«p-ho-gvN-bp-sSbpw hgntb k©-cn-¡mw. \mw £an-¡p-t¼mÄ {InkvXp Pbn-¡p-¶p. hn«p-hogvN sN¿pt¼mÄ Hcp ]t£ km¼-¯nI \-jvStam Øm\-\-jvStam kw`-hn-t¨-¡mw. ]t£ \mw {InkvXp \ma-¯nÂ hn«p-ho-gvN¡p X¿m-dm-hp-t¼mÄ, £an-¡p-t¼mÄ, {InkvXp-\m-Y-\mWv hnP-bn-¡p-¶-sX¶ t_m[yw \ap¡v D−m-hp-t¼mÄ, Hcn-¡epw £an-¡p-hmt\m, hn«p-hogvN sN¿mt\m \ap¡v km[n-¡msX hcn-I-bn-Ã.

\½psS a\-ÊnÂ \ap¡v {InkvXp-hnsâ Poh- \pÅ hN\§sf Znh-khpw ]p\x{]Xn-jvTn¡mw At¸mÄ ssZh-h-N\w \½psS a\-ÊnÂ hfÀ¶v ]´-en-¨v, ̂ ew Imbn-¡pw. hN\w aqew \½psS a\-ÊnÂ \n¶v hntZz-jw, Akq-b, shdp¸v F¶nh Hgnªp t]mhp-I-bpw, a\-ÊnÂ hN\w hf-cm-\m-h-iy-amb \Ã \new ]mIs¸Sp-Ibpw sN¿pw.

{InkvXp-hnsâ ZÀi-\-§fpw amÀ¤-§fpw ad-¶p-t]m-Im-sX, {]Xn-k-Ôn-Isf {InkvXp-amÀ¤-¯nÂ AXn-Po-hn-¨v, {InkvXp injy·m-cmbn Pohn-¡p-hm³ avinlm X¼p-cm³ \s½ A\p-{K-ln-¡s«sb¶v Biw-kn-¡p-¶p. {]mÀ°\tbmsS

kvt\l-]qÀÆw

sdPn-tam³ eqt¡m-kv.

{InkvXo -bhn-izmkwB[p-\n -I-Im-e¯v

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ssZh-¯nsâ c£m-I-c-amb ]²-Xn-tbmSv DÅ BZ-c-hmWv \oXn-am-\mb tPmk-^nsâ Cl-tem-I-hm-kw. tbip-hnsâ A½-bmb ]cn-ip² I\yI-a-dnbw Ign-ªmÂ tbiphnÂ Gähpw A[nIw kzm[o\w sNep-¯nb hyàn, Xsâ hfÀ¯-Ñ-\mb tPmk-^mWv F¶v, \ap¡v Xncp-h-N-\-¯n-eqsS a\-Ên-em-¡p-hm³ km[n-¡p-¶p. tPmk-^nsâ sNbvXn-I-sf-¸än kphn-ti-j-IÀ ]d-ªn-«p-s−-¦nepw tPmk-^n-s\-¸än Hcp hmIy-ta -Xn-cp-h-N\w ]d-bp-¶p-Åq. “ Ah³ \oXn-am-\m-bn-cp¶p”(hn. a¯mbn 1:19). tPmk^nsâ PohnXw Ipä-a-ä-Xm-bn-cp-¶p, AXn-\m-emWv X\n¡v hnhmlw \nÝ-bn¨ adnb F¶ s]¬Ip-«n, hnhm-l-¯n\v ap³]v Xs¶ KÀ`n-Wn-bm-sW¶v Ad-nªn«pw tNÀ¯psImÅp-hm³ X¿m-dm-b-Xv. ssZhw Xnc-sª-Sp¯ adn-b-s¯, Xm³ F§s\ kz´-am¡pw F¶ kwibw D−mbn F¦nepw, tPmk^v adn-bsb kwi-bn-¡-b-Ã, ]n s¶tbm ssZhs¯ `bs¸SpI-bmWv sNbvX-Xv.

X¨-\mb tPmk-^v, s]mXp-P-\-§-fpsS CS-bnepw kz´-¡m-cpsS CS-bnepw Ipä-an-Ãm¯ \S-¸p-

Å-h-\m-bn-cp-¶p. tPmk^pw ad-nbhpw hnhm-l-\n-Ýbw Ign-ª-hÀ Bbn-cp-¶p. km[m-cW KXn-bnÂ \nÝbw Ign-ªmÂ Hcp hÀj-¯n-\Iw hnhmlw \S-¡pI ]Xn-hp−v. ]t£ Cu ImeL«¯nÂ hnhmlw \nÝ-bn¨ s]¬Ip«n, hnhm-l-¯n\p ap³]v KÀ`n-Wn-bm-bmÂ, ]«-W -hm-XnÂ¡Â sh¨v IsÃ-dn-bpI ]Xn-hm-bn-cp-¶p. ]t£ \oXn-am-\mb tPmk-^v, adn-bbv¡v A]-hmZw D−m-Im-Xn-cn-¡p-hm³ Ahsf KqV-ambn Dt]-£n-¡p-hm³ Xocp-am-\n-¡p-I-bm-bn-cp-¶p. \oXn-am³ ssZhs¯ `b-s¸-Sp-¶-h-\m-Wv. hm¡mtem {]hr-¯n-bmtem aäp-Å-hsc thZ-\n-¸n-¡m-¯-h-\mWv \oXn-am³. asäm-cp-hn-[-¯nÂ ]d-ªmÂ adnbtbmSv Icp-W-Im-«n-bXv sIm−v \oXn-am³ Icp-W-bp-Å-h-\p-am-Wv.

tPmk^v F¶ hm¡n\v hfÀ¯p-¶-h³ F¶m-WÀ°w. tPmk^v FÃm-h-scbpw hfÀ¯n. Ah-tl-fn-¡-s¸« kv{XoXz-s¯- am-\n¨v adnb F¶ hyànsb hfÀ¯n-sb-Sp¯ ]pWym-ßm-hmWv tPmk-^v. {]k-h-Imew XnIªv, tbip-Ip-ªn\v P·w \ÂIp¶ kabw, tbip-Ip-ªnsâ apJw XpS-¨v, -X-temSn s]m¡nÄ sImSn-ap-dn¨v sI«n, BZy-Npw-_\w \ÂIn-b-tijw, adn-bbpsS ssII-fnÂ GÂ¸n¨ Ipªns\ ]n¶oSv Xtem-Sn, Xmcm«v ]mSn, ]n¨-h-bv¸n¨v, ]Wn-im-e-bnÂ sIm−n-cp-¯n, ]cn-io-e\w \ÂIn, hfÀ¯n hep-Xm-¡n, blq-Z-\n-b-a-§Ä ]Tn-¸n-¨v, hnt[-b-Xzhpw hnÚm-\hpw ]dªv sImSp-¯v, a\p-jy-Xz-¯nsâ BZy- ]m-T-§Ä tbip-hn\v a\-Ên-em-¡n-sIm-Sp¯ B ]pWym-ßm-hv, C¶s¯ ]nXm-¡³amÀ¡pw, F¡m-ehpw A\p-I-c-Wo-b³ Xs¶.

Hcn-S¯pw tPmk^v kwkm-cn-¡p-¶-Xmbn ImWp-¶nÃ. \ni_vZX Hcp _e-lo-\-X-b-Ã, adn¨v AXv Hcp Bßob Ah-Ø-bm-Wv. \ni- _vZ\mbn \·-{]-hÀ¯n¡p¶ tPmk-^v, Xn·bpw Im]-Syhpw hmNm-e-Xbpw Ac§v XIÀ¡p¶ C¶s¯ kaq-l-¯nÂ, [\y-amb PohnXw ImgvN-h-bv¡p-¶p.

tPmk^v F¶ \oXn-am-\mb hfÀ¯-Ñ³

ssj\n jn_p tP¡_v

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\nXykva-c-WmÀl-\mb Ing-¡nsâ henb sa{Xm-t¸m-eo-¯mbpw, Iv\m\mb kap-Zm-b¯nsâ A[n-]-\pambn-cp¶ F{_mlw amÀ ¢oaokvv Xncp-ta\n Imew sNbvXn«v, sk]väw-_À 29- -þmw XobXn 15 hÀjw ]n¶n-Sp-I-bm-Wv.

1980 Pqsse amkw 18- -mw XobXn akv¡-änÂ F¯n hnip² IpÀºm\ AÀ¸n¨v \½psS ssZhm-e-b-¯n\v XpS¡w Ipdn-¨, B ]pWy ]nXm-hnsâ Bßm-hn\v \nXy-imń t\À¶p-sIm−v \nXy kvac-WmÀl-\mb Xncp-ta-\n-bpsS Pohn-X-¯n-te¡v Hcp Xncn-ªp-t\m-«w.

i_-cn-Kn-cnbpsS Xmgvhc-bnÂIqSn HgpIn F¯p¶ ]pWy-\-Zn-bmb ]¼-\-Zn-bpsS Xoc¯v dm¶n Ic-bnse ]pcm-X-\-amb hbe Xd-hm-«nÂ CSn-¡p-f-bp-tSbpw A¨p-Ip-«n-bptSbpw Bdm-as¯ ]p{X-\mbn 1918 G{]nÂamkw 22-þmw XobXn P\n-¨p.

]tc-X-\mb ap³ dm¶n Fw.-FÂ.F hbe CSn¡pf Xncp-ta-\n-bpsS tPyjvT ktlm-Z-c-\m-Wv. {]mY-anI hnZym-`ymkw dm¶n Fw.-F-kv. kvIqfnepw, sslkvIqÄ hnZym-`ymkw Bephm skâv tacokv sslkvIq-fneqw, Câ-ao-Un-bäv tIm«bw kn.-Fw.-F-kv. tImtf-PoÂ \n¶pw, _n.F Un{Kn ]mfbwtImSv skâv tkthygvkv tImtf-PnÂ \n¶pw ]mÊm-bn. NnZw-_cw A®m-ae bqWn-th-gvkn-än-bnÂ \n¶pw, \yqtbmÀ¡v sImfw-_nb bqWn-th-gvkn-än-bnÂ \n¶pw Hmtcm Fw.F _ncp-Z-§fpw Ic-Ø-am-¡n.

Beph Xr¡p-¶¯v skan-\m-cn-bnÂ ]utemkv amÀ A¯m-\m-tkymkv Xncp-ta-\n-tbm-sSm¸w Xma-kn¨v {]mY-anI sshZnI ]T-\-hpw, aª-\n-¡c Zb-dm-bnÂ Xm-a-kn¨v sshZoI ]T-\-hpw, kpdnbm\n ]T-\hpw ]qÀ¯nbm¡n, Cdm-¡nse aqkÂ t]{Sn-bmÀ¡Â Xntbm-f-Pn-¡Â skan-\m- cn-bnÂ Xma-kn¨v D]-cn-]-T\w \S-¯p-Ibpw \yq tbmÀ¡v bqWnb³ Xntbm-f-Pn-¡Â skan-\m-cn-bnÂ \n¶pw Fkv.än.Fw _ncpZw Ic-Ø-am-¡p-

Ibpw sNbvXp.

14-þmwas¯ hb-ÊnÂ ]cn-ip² Atým-Jym- ]m-{Xo-bÀ¡okv CKv-\m-¯n-tbmkv Gen-bmkv XrXn-b³ _mh-bnÂ \n¶pw 1932Â si½m-i-]-«hpw, 1947 P\p-hcn 15\v Atým-Jym, {]Xn-\n[n amÀ bqen-tbmkv Geo-bmkv _mh-bnÂ \n¶pw sshZoI ]«hpw, dm¶n henb ]Ån-bnÂ h¨v kzoI-cn-¨p. XpSÀ¶v dm¶n skâv tXmakv ]Ån hnIm-cn-bmbpw, dm¶n Fw.-Fkv kvIqfnÂ A²ym-]-I-\mbpw tkh\w A\p-jvTn-¨p.

1951 G{]nÂ amkw 8-þmw XobXn ]cn-ip² CKv-\m- ¯n-tbmkv At{]w- {]-Y-a³ ]m{Xn-bmÀ¡okv _mh d¼m³ Øm\hpw, G{]nÂ 15-þ\v amÀ ¢oaokv F¶ \ma-¯nÂ taÂ¸«Øm\hpw \ÂIp-Ibpw sNbvXp.

Ac iXm-_vZ-¯n-tesd ae-¦c k`-bnse FÃm Ncn{X kw`-h-§Ä¡pw `mK`m¡m-Ip-¶-Xn\v CS-bm-bn. ]cn. AtýmJym knlm-k-\-¯n\v IognÂ ae-¦c k`sb Dd-¸n¨v \nÀ¯p¶-Xn\v Xncp-ta\n \ÂIn-bn-«pÅ t\XrXzw Ahn-kva-c-Wo-b-am-Wv. kpdn-bm\n k`m Ncn-{X-¯nÂ Ahn-kva-c-Wo-b-amb Beph t{Käv amÀ¨n\v t\XrXzw \ÂIn AdÌv hcn-¨p. Xncp-ta-\n-bpsS t\Xr-Xz-ssh-`hw IW-¡n-se-Sp¯v "Iq_À\o¯n lm¡otam' F¶ _lp-aXn 1982 epw kpdn-bm\n k`-bnse ko\n-bÀtamÌv sa{Xm-t¸m-eo¯ F¶ \ne-bnÂ 1989þÂ Ing-¡nsâ henb sa{Xm-t¸m-eo-¯m-Øm-\hpw ]cn-ip² ]m{Xn-bÀ¡okv _mh \ÂIn.

kXy-hnizm-k-¯nsâ IÀ½-tbm-Kn-bmb ]nXmhv ssZho-I-Im-cp-Wy-¯nsâ 52 hÀjw ]qÀ¯n bm¡n 2002 sk]väw-_À amkw 29þ-mw XobXn cm{Xn 11:10\v kzÀ¤-I-hmSw Xpd¶v ¢oaokv Xncp-ta-\n-bpsS B´-cm-ßmhv ]dp-Zo-k-bn-se¯n. ]pWy- ]n-Xm-hnsâ ùXn-I-i-cocw Nn§-h\w skâv tPm¬kv Zb-dm-]-Ån-bnÂ I_-d-S-¡n.

_nPp tP¡_v sh®n-¡pfw

F{_mlw tamÀ ¢oaokv Ing-¡nsâ henb sa{Xm-t¸m-eo -¯

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Documents

The Mrs. Bindu Thomas Mrs. Seena Jibin Mr. Bonny Mathew Treasurer Mrs. Merin Anil Mrs. Lissy Eldho Mrs. Maria Seethy Mr. Saju Paulose Mrs. Usha Kuriakose Mrs. Sindhu Baby 7. S t