Quigley Preparatory Seminary - La Petit Seminaire Yearbook (Chicago, IL)

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guished, show1ng the highest lnterest IH every branch of study Philosophy excellent, because he IS a good thinker and acquires not only knowledge but also understanding Latin very good because of a keen understanding good translatlon, and pleaslng style Greek distmgulshed because of broad knowl edge of the grammar and exactness in explaining and translating H1StOfY notable because of clear understanding of events and their historical sequence Mathematics very good has great natural gift 1n this d1rect1on especially apt in Algebra and Geometry Physics notable because of clearness of ideas, exact knowledge and clear demonstra t1ons He continued thus throughout h1s years of study at the sem1nary Even later when he became a teacher each student as far as possible the same degree of scholarship as he himself had attained in the seminary And so too lt was when he became sp1r1tual direc tor for his aim was to imbue lnto that lntellectual foundation the strength of a prayerful life Thus work and prayer are inseparable since both must be com bmed to make a priest Ora et Labora Work and Pray such is the motto of Quigley Later when he became rector of the seminary at Treviso Monsignor Sarto made every effort to further the study of Scripture He knew it well and was determined that every student should likewise take a special interest At uigley the case IS similar Monsignor Schmid our own rector, has arranged in conjuncnon with religion, a special course 1n reading and studying the Scriptures The first year students are offered the writings of the Old Testa ment and in second year a Bible His tory study Third year begins a study of the New Testament through the Epistles and in fourth and fifth year lt conslsts of an analysis of the life of Chr1st Today Monsignor Schmid teaches the senior classmen When he was elevated to the ofiice of bishop, the priesthood in its fullness there continued in Giuseppe Sarto a love and interest for the semlnary and he proceeded in making it one of the chlef duties of his ofiice He realized the importance of the seminary in se curing for the future priest a strong foundation in rel1g1ous and scholarly ways and he was therefore bent on making it the nursery for his future co laborers and a place of piety and 1n the account of the progress of the seminary He visited it often as does our own Cardinal Archbishop today and he d1d everythmg possible to induce the students to improve the1r habits and studles so that they might become pious servants of the altar Never did Gluseppe Sarto fail to help the priest and seminarxan whether It be through advice or example Hls learning did not end ln the seminary but had continued even after he had become curate bishop, and pope He had read extensively Holy Scripture, Theology and History seemed to be the subjects he preferred and even amidst the daily cares and incessant labour of his exalted office he managed, I could see, to pursue many a volume and to keep 1n touch with modern thought These are the words of Cardinal Merry del Val PIUS X s Secretary of State 37 , . . i . 2 , . . 1 I ' 1 . 2 . . . . , . : , . . . , . , - in the seminary he tried to instill into study. The bishop took special delight 7. . . , 5 . S . . I . . . . . ,, 3 D ' P . , .

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But Latxn grammar and syntax must be Studled much more thoroughly than Greek, smce lf IS the ofiicxal language of the Church and must be learned just as thoroughly as the Englxsh language Smce we perfect our l1ves by lmltatmg the sa1nts,so also should we perfect our Latm by lmltatlng the style of these classical scholars Greek on the other hand must by no means be sllghted It xs prescrxbed for all sem 1nar1es by Canon Law not only be cause many works of the Fathers of the Church are wrltten m Greek but because lf sharpens the mmd ln as much as xt IS so dlvergently contrasted wxth the Engllsh and Lat1n language ln alphabet accents, and punctuatlon I fact 8072, of Englmsh words have thelr OI'1gll'1 1n Latm and Greek The semmarlans cultural course does not end here In addltlon to Engllsh Latm, and Greek the thlrd fourth and fifth year students are also requxred to take a Modern Language whether xt be Pollsh Bohemlan Llthuanlan Ger man, French or Itallan Along w1th Greek however all the logic, mathematlcs, and natural sclence courses at Qulgley develop for h1m a keener mmd necessary for ph1losophy theology and problems of everyday l1fe General Sclence, Algebra, Geometry, Trlgonometry and Physxcslmprove h1s power of analys1s and keen perceptlon wh1ch are fundamental 1f the prlest lntends to restore all th1ngs IH Chrlst In the thlrd quarter of fifth year he takes up the study of loglc culm1nat mg the process of quxckenmg the 1n tellect Here he IS taught to bu1ld up arguments loglcally that IS to th1nk correctly and to help h1m ln the major 36 semxnary where he wnll further take lt up rn Latln Loglc therefore, funda mental 1n proving th1ngs to others, IS a necesslty ln the prlests work of restorlng Last but not least IS the study of Hlstory for not only does xt teach the sem1nar1an the m1stakes of the past and help h1m as a future leader of soclety to avold or rather warn others of Slmllaf approachlng sltuatlons, but If a1ds hxm 1n knowmg people thelr culture the causes of thelr mlstakes and how these could have been rem edled SIHCC hlstory IS actually the formatlon of human conduct the prlest as teacher and molder of men must know how people llve ln order to gulde them capably and above all correctly The hlstory course at Qurgley IS ex cellent In first year the sem1nar1an StUd1CS Anclent HlStOfy In second and the first half of third year he learns Amerxcan Hlstory and the final half of th1rd year IS spent 1n CIVICS In fourth and fifth year a Hlstory of Modern Europe and Hlstory of Edu catlon complete the course In all the studles at Qu1gley one purpose remalns evxdent, to bulld for the sem1nar1an a strong foundatlon whxch prepares h1m for the major sem mary and the prlesthood Each sub ject prepares h1m for the work of re stor1ng all th1ngs IH Chrlst Each subject comblned w1th prayers w1ll make h1m a holy and learned prlest able teacher and above all, the Other Self of Chrlst These same qual1t1es were brought out 1n the semlnary at Padua Don Gluseppe Sarto s record proves thls m the varlous subjects Rellglon dlstm , - . .. ., ' KK '31 . . J . , - ' 3 3 . , .n . . - , , , . . . . , - 3 3 D D . 9 I J ' l - . 3 , - . . .... . . . H .. .,, . . ' 3 3 , - . . . . . . . , .. 3 J .. . . . .H 0 l

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3A mI'll1Lf566l,I'lC8 0 udcc HEN Giuseppe Sarto began his seminary life at Padua, he was immediately attracted to the line Gregorian chant class which was an important part of the seminarys curriculum of studies Although quick to acquire an intelligent understanding of the intricacies of the chant, he was at the same time dissatisfied with the type of music commonly heard in the churches, claiming that it did not carry out the true ideals of the liturgy As his semmarian years ended, he be came more proficient in the art of chant, so much so that during the last year of his seminary course at Padua, he was made director of the seminar of experience for his new responsibility he worked and studied even more in tensively than before Yet the more deeply he penetrated into the nature and history of chant and the more profoundly he reverenced its original purity, the more obvious became the defects of the music given him to teach He wished to put into use the true Gregorian which the monks of the French Benedictine Abbey of Solesmes under the leadership of their abbot, Dom Gueranger, had been trying with some success to raise from the decline into which it had begun to fall as far back as the twelfth and thirteenth CCntur1CS After his ordination Don Sarto was appointed curate of a village church in nearby Tombolo Here, he took ad vantage of the first opportunity 38 afforded him for introducing the rudi ments of pure Gregorian to the towns folk Here, too, in serving God s poor with the gifts of divine song his love for music became 1nseparablv linked with his love for God This 7eal for music was manifest at every stage of his priestly ministry It became a key note of his lifes work As pastor at Salzano, he assembled a fine choir of men and boys and taught them true Gregorian Later as a monsignor he encouraged greater attention to beau tiful passages of pure chant bemg sung in the churches of the dioceses W hen Giuseppe Sarto became Bishop of Mantua at the age of only forty nine, works of charity left him little oppor tunity for rest, but even then he occa sionally managed to find some leisure time to devote to music He was a so able to help with the music at t e seminary, and he was happy to dis cover there a gradual return to t e purity of genuine Gregorian The sem 1nary treasured certain musical scores written by the Bishop himself W hen B1shopSarto became Cardinal Patriarch of Venice, he issued a pas toral letter on the reform of church music This letter was sent throughout the archdioceses in the summer of 1895 Church music, wrote His Eminence, ought to stimulate the faithful to med itation and prepare them to receive with greater fervor the fruits of grace That IS its only reason for existence And it must rely on three factors to U O Q . . . . , 3 . . . . . . , - ' x 9 ians' choir. Keenly aware of his lack his ecclesiastical duties and his zealous. , Y V . . . A . . . I 1 . . . h . . h . . p 7 . . ' as ' H ' ' . . U . .