INSTRUCTION X
NORMS FOR OUR STUDIESPrayer for WisdomO God of my fathers and Lord of mercy,
who hast made all things by thy word,
and by thy wisdom hast formed man,
to have dominion over the creatures
thou hast made,
and rule the world in holiness and righteousness,
and pronounce judgement in uprightness of soul,
give me the wisdom that sits by thy throne,
and do not reject me from among thy servants.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
We can hardly guess at what is on earth,
and what is at hand we find with labour;
but who has traced out what is in the heavens?
Who has learned thy counsel, unless
thou hast given wisdom
and sent thy holy Spirit from on high?
(Wisdom 9:1-4.16-17).
Art. 135. The members should greatly esteem this vow of fidelity to the Roman Pontiff, and,
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bound more strictly by this bond of subjection and devotion towards the Chair of Peter, they should consider it as an efficacious means to preserve more securely the unity of action in the Society, and to feel more deeply the universality of the Apostolate of Communications.
Art. 136. Mindful of the vow of fidelity to the Roman Pontiff, the members should strive with vigilant and constant care that, in exercising the Apostolate of Communications, they think ever more and more with the Church and its Head, the Roman Pontiff; and each one according to his condition, especially Superiors, should take care lest in the works of the Society anything ever be spread which is not in conformity with pontifical documents, the doctrine of the Church, and tradition.
Art. 137. In order that all these things may be deeply impressed on the minds of the members, Superiors and Masters shall take care that, during the entire course of training, namely in the religious, intellectual and apostolic formation of the members, special consideration be given to this bond which subjects the members and the Society itself to the Roman Pontiff, and which is to be considered as a special mark of the Society.
Particular norms
1. In the already mentioned Ratio studiorum there are particular norms that refer to our studies.
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2. The study of the mother tongue is to hold pride of place. If the Aspirants enter just after their primary schooling they are to cultivate their mother tongue and then move on to Latin. In class recitation and in reading they are to learn to train their voice; they are likewise to be trained in the technical apostolate in accordance with the goal of the Institute.
3. The curriculum studiorum comprises:
a) four or five years for the lower liberal arts course;
b) two years for the higher liberal arts course;
c) the year of Novitiate;
d) two-year philosophy course;
e) one year of practical experience in the apostolic Houses;
f) four years for the theology course;
g) Pastoral year.
4. During the liberal arts curriculum a start is to be made on Sacred Liturgy and Patrology, including the translation of some pieces from the Fathers of the Church, as well as History and Ethnology (customs, habits and laws of Oriental peoples and those in mission lands), present-day problems (press, films, television, social issues), the Church (hierarchy, councils, allocutions and speeches of the Pope); and also the first principles of Philosophy.
5. To help improve studies there needs to be a well thought-out program:
a) the scholastic year is to be divided into two semesters, followed by six weeks vacation;
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b) the year is to start and conclude with appropriate solemnity. The feast of Jesus the Teacher is to be celebrated as a feast of the first class;
c) there is to be serious commitment to school and studies in conformity with the timetable;
d) professors are to meet on a regular basis;
e) exam results are to be put on public display, preferably in a holy place.
6. In the lower courses there are to be at least four hours of classes daily, and two hours of study.
Helpful hints for teaching
1. Make use of filmstrips and wall charts in catechism classes.
2. Make use of maps and wall charts for history and Church history, geography, and ethnography.
3. Utilize the physics laboratory, as well as natural history and suitable scientific films for physics, chemistry, and mineralogy.
4. The library is to be well-stocked with books and special interest magazines for each curriculum.
5. Visits to museums, art galleries, and historical monuments can be beneficial.
6. Summaries and outlines of the main books are a help; likewise keep the students abreast of present-day movements - intellectual, political, social and
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religious - and teach them to appraise them correctly in conformity with Catholic principles.
7. Students are to practise writing by taking down notes during classes, or in study time.
8. Debates can be of great help during the philosophy and theology courses.
9. Students are to be trained in writing short articles and book reviews, corresponding to the subjects taught.
Courses and school subjects
1. In the liberal arts curriculum various topics are recommended for school essays: religious, social, topical and everyday issues; plus résumés of books and perhaps critiques (press, films, radio, television).
As far as possible, the correction of homework should be done in front of the class. While the student has to cultivate the study of things ancient, he must also consider them in the light of our apostolate, being mindful that, non scholae, sed vitae discitur.1
Great stock is to be placed on the reading of Church writers; in literature studies the main authors are to be examined in detail, with summaries for the others. Nonetheless, in the study of all classic literature everything is to conform to Catholic doctrine.
2. In the Novitiate the subjects are: Religion, Constitutions, Apostolate (practice and theory), Gregorian chant,
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Ceremonial, History of the States of Perfection, Ascetics, and Liturgy.
The year of experience includes editorial work; the student, under the guidance of the theology students' Spiritual Prefect or Master, is to send a résumé of a book or some other editorial exercise to the Master himself.
In the higher liberal arts course there is to be the necessary time to study the mother tongue, as well as Latin and Greek; likewise for Oriental languages.
In the theology course an appropriate amount of time is to be given to casuistry, concerning the problems, morals, and ideas of our time especially as regards the press, films, radio and television. To be likewise fostered is the study of apologetics and polemics, both speculative and practical, particularly with respect to today's more openly discussed topics.
In the philosophy course there is to be a broad-based study of Metaphysics, Logic, Psychology, Sociology and Pedagogy.
In both the philosophy and the theology courses consideration is to be given to the natural sciences, examining their provenance, and their relationship with the supernatural.
Since all peoples, especially the more ancient, have their own religious, moral and philosophical systems which have been handed down in various ways, every system is to be presented to the students showing how it either originated from or is a corruption of primitive revelation. When compared with Catholic doctrine the latter will be seen to be eminent and trustworthy in view of eternal
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life. Everything positive to be found in the various systems must be used; all that is negative is to be discarded. Thus the Catholic faith will turn out to be superior, cum omnia in Christo Iesu ad Deum reduci debeat:2 so that you may have power to comprehend with all the saints what is the breadth and length and height and depth, and to know the love of Christ which surpasses knowledge, that you may be filled with all the fullness of God (Eph 3:18-19).
Pastoral curriculum
Pastoralis curriculi programmatis haec sint capita praecipua:3a) Quaestiones selectae ex theologia dogmatica, quarum cognitio sacerdoti, in adiunctis hodierni pastoralis ministerii versanti, maioris momenti pratici esse solent (10 dies).
b) Theologiae moralis principia, normae, causae, quae maioris momenti sunt quaeque continuo vel frequentius occurrere solent in audiendis fidelium confessionibus. Item methodus aptior sequenda cum paenitentibus, pro varia personarum conditione; necnon cauthelae adhibendae ut quodcumque periculum aut spirituale damnum sive paenitentis sive Confessarii arceatur (25 dies).
c) Psychologiae pastoralis praecipua capita et paedagogiae normae potiores (dies 10).
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d) Problemata maiora hodiernae Sociologiae christianae (10 dies).
e) Actionis Catholicae necessitas, principia, modi, necnon methodus in Associationum fidelium, operariorum assistentia, organizatione et apostolatus editionis diffusione (dies 10).
f) Sacra eloquentia et Catechesis (dies 5).
g) Modus et media ad cultum, doctrinam et amorem erga Iesum Christum Divinum Magistrum (dies 15).
h) Munus redactionis et eius conexio cum mediis diffusionis, propaganda et publicitate (dies 10).
i) Ars cinematographica, radiophonica et televisiva (dies 10).(Art. 104, Ratio studiorum)
This
Ratio studiorum is to be followed by everyone. Its authentic interpretation is reserved to the Superior General. Where changes are necessary, recourse is to be had to the Holy See.
Only rarely, and for serious reasons, are Superiors to have recourse to the Holy See for dispensations, whether these be for school subjects or the frequency of classes, or exams.
This
Ratio studiorum is devised not only for the student to be taught but for his intellectual and a pastoral education as well. As such it requires a progressive harmonization of all the student's faculties, his intellect, imagination, and memory, so that he can make skilful judgements, and achieve a correct method of scientific and technical work.
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Prefect and teachers
In every house where there is a student body there must always exist the office of Prefect of Studies. He helps, substitutes for and represents the Superior in so far as regulating studies. He regulates school discipline and makes sure that all teaching is carried out in the spirit of the Constitutions.
The Prefect of Studies prepares the School Calendar, under the direction of the local Superior. Moreover, he is to see
a) that the school year begins and closes on the days prescribed;
b) that the academic grades are published;
c) that the exams are orderly, serious, and impartial;
d) likewise he is to inspect the classes, question the students, and instil wholehearted dedication in teachers and masters.
Teachers in the disciplines of philosophy and theology are reminded that the Holy See desires that they have a degree or licentiate in their respective faculties.
In houses of studies Councillors are to be elected to help the Superior and the Prefect of Studies, in view of promoting religious, intellectual and apostolic formation.
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Aquinate duce et magistro, theologia methodo positiva simul et scholastica tradatur, ita nempe ut, praelucente authentico Ecclesiae Magisterio, Divinae Revelationis fontes, accuratissime congruisque subsidiis adhibitis, perscrutentur indeque hausti veritatis thesauri clare exponantur et efficaciter vindicentur. Cum enim Revelationis depositum soli Ecclesiae Magisterio authentice interpretandum commissum sit, non ratione mere humana et privato iudicio, sed iuxta sensum et ad mentem ipsius Ecclesiae fidelissime explicandum est. Sciant igitur christianae theologiae magistri se non proprio iure ac nomine, sed nonnisi supremi Magisterii nomine et auctoritate ac proinde sub eius vigilantia et moderatione, a quo canonicum veluti munus acceperunt, suo ministerio fungi. Probe meminisse debent sibi factam non esse potestatem docendi ut sua opinionum placita cum alumnis disciplinae suae communicent, sed ut iis doctrinas Ecclesiae probatissimas impertiant (Ratio studiorum, art. 97).4
A wealth of graces
Make use of all the means that Providence has made available for our intellectual progress.
1. Prayer: God is truth and the source of all knowledge: scientiarum Dominus; he is the giver of wisdom.
Holy Scripture attests to wisdom in many ways; not least in the Wisdom books: Ecclesiasticus, Ecclesiastes, Psalms, Proverbs, Wisdom, Canticle of Canticles. Solomon asked frequently
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for the gift of wisdom. Such a request is often repeated in the Psalter.
Jesus Christ sent the Holy Spirit to enlighten the Apostles. He had told them: When [the Spirit] comes down on you, he will suggest everything to you, will make you understand what I have told you [cf. Jn 14:26]. And so it was; the listeners marvelled that the Apostles, uneducated men, should speak so accurately of such lofty matters, and in so many tongues.
All the Fathers and Doctors of the Church, Saint Thomas Aquinas in particular, learnt more from their conversations with God than from study. Have trust! To those who pray and commit themselves to study the Lord will give the graces necessary for their vocation. One such important grace is knowledge. Pray with trust for God's enlightenment, particularly when studying the sacred sciences.
Before study always invoke the Divine Teacher, the Queen of the Apostles, and Saint Paul the Apostle.
2. Experience: History is life's teacher. We can benefit from other people's experiences, but our own experiences teach us much more.
Keep the company of learned people, seek out opportunities for discussing and communicating, for advice and guidance.
The wise person favors the best talks, conferences, and books. He chooses the best schools, the best teachers, the best centres of learning.
He discerns his choice of newspapers, magazines, periodicals and films.
What goes into our mind and our spirit is decisive in forming our personality.
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3. The Institute itself is a source of teaching: There is our serene and recollected life, the Ratio studiorum, a wealth of preaching and conferences; there is the editorial, technical, and distribution apostolate which sees books, periodicals and films passing continually through our hands; we live, for the most part, among people who study; we have many opportunities for learning what is true, beautiful, good and useful.
Let us not waste such a wealth of grace but exploit it always for our spiritual life and for knowledge.
For how long? Right up to the end of life.
To always have a book to read in our free time can be a great help to keep us updated and to store up useful knowledge.
There are countries where almost everyone reads on the train or on the plane. Elsewhere it is the opposite. It is a sign of greater or lesser intellectual depth.
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1 “We learn not for school but for life.”
2 “Seeing that everything, in Christ Jesus, must be led back to God.”
3 What is set out in these “main chapters of the pastoral curriculum program” is substantially quoted further ahead by the Author himself, although the number of days to be given to each subject is omitted (cf. II:232):
“a) revise particular questions of dogmatic theology, knowledge of which is particularly necessary in ministry today; b) deepen the principles of moral theology, the rules, cases, the difficulties more likely to be met in the confessional. Formulate practical methods for dealing with the various types of penitents, so as to be on guard when dealing with individual cases, and thus avoid moral dangers, either on the part of the penitent or on that of the confessor; take steps to be well informed when consulting with the various types of people, whether the faithful or those opposed to the faith; c) study pastoral psychology and the rules of pedagogy, at least what could be beneficial; d) study the most serious problems facing Christian sociology today; e) be informed about the needs and the principles that regulate Catholic Action, the various lay associations, aid to workers, organization and distribution through the publications' apostolate; f) sacred eloquence and catechesis; g) ways and means for knowing, loving and expanding devotion to Jesus the Teacher; h) the editorial role and its connection with the means of distribution, promotion and publicity; i) study of the arts: film-making, radio and television.”
4 The present article 97 of the Ratio studiorum quotes practically to the letter a paragraph (32) of the Apostolic Constitution Sedes Sapientiae issued by Pius XII on 31 May 1956 (AAS 48, 1956, 354-365): “With Thomas Aquinas as teacher and guide, theology is taught by a method at once positive and scholastic, as it is called. This must be done in such a way that, with the authentic Magisterium of the Church serving as a beacon light, the sources of divine revelation will, with the help of suitable auxiliary sciences, be subjected to a minute investigation and the objective results clearly presented and effectively defended. Since the deposit of divine revelation has been committed solely to the Magisterium of the Church for authentic interpretation, it is not to be explained solely by human reason or by private judgement, but must be interpreted with most faithful attention to the mind and understanding of the Church. Professors of Christian philosophy and theology must consequently realize that they do not teach in their own right, nor in their own name, but only in the name of the Supreme Magisterium, and by its authority. Hence, they are subject to the supervision and guidance of the Magisterium, from which they have received, as it were, a canonical office. Thus, they must ever be mindful that the faculty has not been given them to teach so as to spread their pet theories among their students, but that they might teach them the approved doctrines of the Church.”