THE RELATION OF THE SEMINARY TO THE GENERAL EDUCATIONAL PROBLEM CONSIDERED FROM THE SEMINARY

VIEWPOINT*

The broad character of our subject is manifest from the fact that it alone is to engage the attention of this distinguished body during the several sessions of the convention. The word relation implying a plurality of terms, it is natural that more than one view of the subject should be presented, particularly as there is some difficulty in judging one's own position without aid from others. Outside views are necessary and welcome, but at the same time it is equally important that the inside view be presented. Those who are engaged in seminary work are familiar with its every detail; actual experience enables them to form an accurate estimate of the means and methods of accomplishing their trust, as well as of the difficulties that may interfere with the success of their labors.

In this paper we shall endeavor to give expression to some thoughts on our subject as it appears to those whose life-work is devoted to the training of aspirants to the sacred ministry. No claim is put forth to give an exhaustive treatment, rather, speaking as one less wise, would I merely bespeak your generous attention while I present such thoughts as will serve as a preliminary to a discussion by those better versed and more competent to shed light upon a matter of singular importance to us all.

Yes, the subject is important and for that reason alone it is incumbent upon me at the outset to determine as

*Read before the Seminary Department of the Catholic Educational Association, Chicago, June, 1911.

clearly as may be the exact question at issue. In this I shall be guided by the suggestion accompanying the request that I should write this paper. We who are engaged in seminary work are here primarily to consider from our point of view what the seminary can and should do to further interest in Catholic educational work among those who are about to enter upon their active labors in the Lord's vineyard. What is our responsibility and what our task, that the young priest may go forth in the promotion of Catholic school work?

It is not, then, within the scope of this discussion to determine conditions that make for coordination of Catholic institutions. In a great measure that has been accomplished in other years. Our work is so distinctive that for us this problem is greatly simplified. A definite goal is always before us, much authoritative guidance is at our disposal, many erroneous paths are closed for us and hence, while recognizing the inestimable value and relentless need of coordination in all our work pertaining to education, still I say that such is not the topic presented to us today. Neither are we directly concerned with the questions of a purely internal character, something that concerns ourselves alone. Questions of discipline, of method, of spiritual direction, of uniformity of standard and of conditions for entrance-all these have been ably discussed, and while ever capable of greater advancement, yet they can concern us at present only in so far as they bear on the question as I have already stated it.

This Association stands for organization in the broad field before it, it aims to secure concerted effort, to conserve the vast energies operating in the name and under the inspiration of Catholicity. This general idea underlies our present investigation; it is presumed there is an eagerness amongst us not merely to secure success in our own particular branch, specialty or institution, but that

with wider view and more generous enthusiasm we shall so act as to make our influence and our efforts a potent agency in the general campaign to uplift the hearts and minds of men to the things that are worth while.

Such a disposition exists; there is little reason for complaint, rather may we congratulate ourselves that the very fact of this gathering is ample evidence that the will to spend and be spent is strong amongst us.

Proceeding on this assumption, we are to ask ourselves what we and the institutions we represent can and should be in order that our young priests may be sent out by us, zealous and capable to the fullest measure of carrying on, upbuilding and promoting the work of solving the problems in the field of Catholic education. It may be answered by some that there is nothing of a specific character to be accomplished by the seminary in this respect. Only in so far as it promotes the primary end of its existence does it come into relation with this more general problem. Again, it may be answered that all depends upon the seminary; that the key to success is in its hands; that failure to make the best of our opportunities in the educational world must be imputed to negligence or failure in the seminary. The priest, we are told, is the most potent factor in promoting the welfare of Catholic schools, and the priest will be in a great measure what his seminary training has made him. Hence the question cannot be "sidestepped"; the issue is placed unequivocally before us, and it must be met.

The answers above suggested are too extreme to be wholly true. While the entire responsibility for the success or failure of Catholic educational work cannot be laid at the door of the seminary, yet its influence is real and our problem is to find a means of making it more effective and lasting. Particularly are the early years of one's life in the priesthood inspired by the ideas and habits imbibed and acquired during the formative period.

As we are principally concerned just now with these early years, it is clear that there must be some relation between the seminary and the general educational problem. Yet our responsibility is not unlimited. The seminary is not a normal school, nor is it intended to be a college for the formation of the technical teacher. Its scope is too comprehensive to permit us to devote our time and our energy to the task of equipping our students for the work of a professional instructor. These assertions can be regarded as little more than commonplaces, yet they are serviceable in helping us to define the limits within which our responsibility lies and in consequence will serve as a partial criterion for the adoption of the means we may take to bring about the desired results. Let us then recognize that while other agencies are not to be ignored, there is a measure of responsibility laid upon us, and something can and ought to be done by us to render more efficient the interest of young and zealous priests in educational matters.

At this juncture it may not be amiss to ask the very pertinent question: are we to go on the presumption that we have not been doing enough in this particular? Must we begin with a confession of having disregarded or lost sight of our obligation to train priests who will be ready and eager to enter upon this work? No general answer can be given, but I believe that there is no complete forgetfulness of this feature of our work. A partial remissness may at times be noticed, a tendency to subordinate unduly this particular function may be charged against us, but at the same time Catholic education is going on, it is advancing, it has become aggressive, and the priests of our American Church are the champions that have made it such. And if such be the case, who will deny to the seminaries their meed of recognition for the existence of such a condition?

Our priests are men of education, and educators, not

merely in the broad sense of diffusing enlightened ideas on important soul topics, but in the more restricted conception of the term that implies their personal interest in the proper mental training of their people. Facts are eloquent in proclaiming this truth, this very gathering, this nation-wide Association with its annual sessions, declares in tones most energetic that our priests are wide awake to the importance of our educational problems. We in this Department form an integral element of the Association, and our presence here attests most forcibly our desire to aid in every manner possible the progress of every undertaking that makes for the educational betterment of our brethren in the Faith.

The picture, then, is not all shadow, there is not complete indifference; no, nor is there any great measure of remissness of which to blame ourselves when called upon to face our responsibility with regard to the present subject. Yet, when we examine what we have been doing and when, on the other hand, we consider the urgent necessity of dealing wisely with the living educational problems confronting the Church at the present hour, we ought to find ample room for improvement; perfection is not yet, more can and should be accomplished by us in our Christ-like work to secure a more insistent order in this particular respect.

The relations between the pastor and the school have been discussed in a former session and in another Department of this Association. The discussion bore not upon the existence of such a relation but upon particular features of it, for its existence is no matter of controversy. What was said on that occasion can be applied to the assistant pastor or the young priest with almost the same force as it was applied to the pastor of a normal city parish. There is no need of repeating in this paper what was then said, but it is evident that the newly or