CHAPTER IV
THE PREFECT OF STUDENTS
The prefect is the person assigned “to the immediate care of the students”[1]. He is a figure of great tradition in the Congregation. Its importance, qualities and functions were outlined by the same P. Founder in the Regulation for Students and the Prefect, and subsequently included with some variations in the Constitutions of the Congregation.
The position and functions of the trainer have been exercised by the prefect for the group of students, normally resident in a school[2]; and by the minister for the brother coadjutors during both the years of temporary and perpetual[3] vows. This practice began very early in the Congregation.
- Importance of the position
The office of prefect has always been given the highest importance in the Congregation. It has been regarded as a difficult task, of great importance both for its purpose and object , the training of suitable ministers of the word, and for the consequences which derive from the exercise of its function, to form “instruments of salvation for many”. [4]
The work of formation is a most divine task , “a work truly glorious”, on which not only the holiness and personal perfection of those who take part in it but also the effectiveness of the apostolic mission depend:[5]
“This is the goal of all the formators in the Congregation; a truly glorious work. It is not only the holiness, enlightenment, ability, ministerial and trade aptitude that depends on him, but also the effectiveness of the ministry, the work of saving souls and the greater glory of God, as our Blessed Father Founder clearly and with precise and considered words says when speaking of the Prefect of Students”[6].
It is divine because it is a collaboration with the Holy Spirit, who as the first agent “forms in the essence of the soul the image of Jesus Christ”[7], and also because it is a work similar to that done by Jesus with his apostles. As He did not abandon them but accompanied them at all times and circumstances:
“Thus all the formators of missionary souls must not leave their own, but always assist them with example, prayer, word, warning, correction, so that Christ may be formed in the conscience of all, until they reach the fullness of the age of Christ (Ephesians., 4, 13)”[8].
Hence the enormous responsibility that prefects have before God, before the Church, before the Congregation, before the trainees and before the world to which they are to evangelize.
“The trainers, we repeat, have great responsibilities if they neglect this obligation. They will be the cause of the Missionaries not yielding in the vineyard of the Lord in fruit that is to be expected; They expose these religious and these communities to the most serious evils of lukewarmness, of imperfections, of loss of God’s graces, to the dangers of imperfect life, with grave harm for the same religious, for the communities and for the Church”[9].
- The Claretian Prefect’s character
The Claretian prefect is a full-sense trainer. He is entrusted with the personal and community animation of the integral and harmonious formation of missionaries. Accompany students to form themselves in religious life and the spirit of the Congregation through personal dialogues, exhortations, lectures, instructions and warnings. For the same reason, it takes care of the overall formation of the person in its physical, intellectual, religious and claretian dimensions; is responsible for the formative and disciplinary organization of the formation centres and is the person offered by the Congregation for spiritual direction. [10]
- Work in communion with the other formators
Although his functions and responsibilities are so broad, he is not a figure who acts alone and without confrontation with other agents of the training process, such as the Superior, the assistant and the teachers.
- First, in addition to the natural relationship and dependence of the Major Superior as the last responsible for formation in the Province or Delegation, the Prefect must be in complete union with the Superior of the training community and in absolute dependence on him. He will be very faithful to his guidelines and precepts, share with him the concerns and progress of formation and ask him for advice on the means of training that are necessary to act to promote science and virtue and eradicate failures and defects . In particular, he shall[11] maintain this relationship with regard to the health of the trainees, the instructions to be given, the particular studies, and the corrections and penances. [12]
2 1. Second, he must work in team with the assistant he is appointed. The prefect may be assisted by an Auxiliary Father in the disciplinary field; If the latter is not necessary, he could be replaced by a student to whom the prefect might delegate some organizational or disciplinary functions[13].
31. And finally, he must promote good relations with teachers, particularly the prefect of studies. Both prefects and teachers are asked to maintain perfect intelligence and complete harmony, to support each other before the students and to consult with each other when there are some school difficulties in the pupils. [14]
- Obligations
1ª. One of the first duties of prefects is to take care of the health of trainees. Should be interested in it in their personal dialogues with students; they must be vigilant that spiritual and academic activities do not harm them physically; and together with the Superior they must put in place the necessary remedies to recover it.[15]
The General Chapters and our legislation have consistently insisted on the physical health care of our students. They have therefore effectively recommended to the superiors and prefects of the colleges that they should make every effort to improve it.[16]
2ª. Another very important obligation of the prefects is to instruct trainees. They must give the students the instructions or lectures of piety, education and science that are necessary in agreement with the Superior.[17]
According to Fr. Nicholas, they must give clear, precise and well-founded ideas in Sacred Scripture, in the Holy Fathers and in the teachers of spirit, of spiritual life; Without this solid foundation, the trainees will not have firm ideas and will never safely walk the path to perfection. They are to illuminate theoretically and practically the religious life and its demands (vows, common life, discipline, etc…), paying special attention to the formation of[18] chastity and social education of the missionary. [19]
The prefects must instill in the trainees the missionary dimension of the vocation and engrave it with iron and fire in the soul of the missionary ; the absence of this idea means that many do not fully commit themselves to missionary life because of a lack of detachment and professional preparation. They are to instruct them about the dangers of ministries and their future performance in the world. They must offer a Claretian formation in such a way that the son of the Heart of Mary reflects[20] the mentality, the virtues, the conditions, the way of life of the Founder[21]. The idea, the Claretian form, contained in the Constitutions and traditions of the Congregation
“must be engraved by the formators in the mind, in the heart, in the affections, in the way of proceeding, of presenting itself, of acting, of writing, of preaching, of confessing, of teaching, of dealing socially inside and outside the Congregation”[22].
3ª. Regarding the academic formation, the prefect will take into account as a general criterion that “holiness and intelligence are like the two feet of the missionary, both therefore essential”[23]. At the personal level, he will ensure that trainees study sufficiently, learn what is taught to them in academic centres and that their health is not impaired by inadequate learning. It will help them to supplement their scientific knowledge without strain and will encourage the most gifted to develop their personal qualities through special studies[24]. At the institutional level, he will collaborate actively in union with the teachers, as mentioned above, especially ensuring that the school observes the academic order prescribed by the Holy See and the Congregation.[25] [26]
4ª. Although lectures and academic training are very important for the acquisition of science, which, being necessary, can never be neglected, however, the prefect must always ensure that “virtues are preferred to sciences”[27]. In a general way, he must take the utmost care, day and night[28], to ensure that both the Constitutions and the prescribed practices are faithfully observed. In particular, it will inculcate some Claretian virtues such as obedience, humility, modesty and the mortification of the senses, passions and mainly of the will[29].
The prefects must take special care to form the hearts of students by cultivating the virtues proper to the missionary, on the foundations laid by the probationary year. But it is not enough to inculcate the Claretian virtues indicated in the Constitutions; The training must be carried out either by the trainer’s own will and initiative or through his own efforts[30]. In the same line, Fr. Nicolas reminds us that many good ideas, without conviction and practice, are not enough:
“It is necessary to realize the great principles of spirituality, to work by faith in order to live by faith; to do acts of humility, both external and internal, in order to reach humility; to do acts of self-aggrandizement every day, every hour, on every occasion, with the conviction that this is indispensable, and so one day and another day, one year and another and always[31].
The trainers must encourage personalised training, bringing to the missionary a deep conviction of his or her most pressing obligations . For this purpose, in addition to community instruction, they must have an intimate and frequent personal relationship and accompaniment based on mutual trust; to open up great prospects for the future, to inform them about the nature of their lives so that they can be formed with serious, solid and well-rooted ideas; and motivate them to act always moved by love of God and choose the most committed, demanding and hard-working[32]. They must also exercise the trainees in virtue practice, since ideas are not effective if they are not realized; the prefects who, led by a blurred paternal love, are complacent, do not demand from students and avoid any sacrifice, do not know their mission. And they must implement a pedagogy which, being personalised, must be gradual; as the action of grace, the trainer’s action must take into account the nature of the person, his evolutionary moment; the progression that applies to studies must be applied to the acquisition of virtue. [33][34]
- Qualities and virtues
The person appointed to the office of prefect, in addition to the required personal qualities, must bear witness to life, must “be well-trained in his profession” and perform it with all perfection and diligence.
- a) Among the qualities and virtues, the prefect must be endowed with meekness, kindness and modesty. His bearing shall be grave, and his mood adorned with authority. It must inspire, with its virtues and its spirit, confidence and veneration in the trainees, attitudes that positively favor the formative relationship. Within the climate of trust that should reign in the training community, he will always have a lot of respect for the trainees, will attend them with pleasure, interest and without boredom, and will not offend or humiliate them with nicknames or insulting words. In the same corrections that he has to make, he must show much charity in the way of making them, discretion and prudence if he does not get the amendment, asking in this case the advice of the superior[35].
The prefects, says Fr. Nicolas, must have qualities and conditions selected to carry out the training mission satisfactorily. They must therefore be very well selected by their respective superiors. If they, the trainers, are to select the candidates, then they too must be “selected, chosen and trained”. In order to ensure quality training and a low number of drop-outs, among other remedies, good trainers must be chosen and care taken to ensure that they attend to trainees with interest and commitment, especially on the spiritual side[36].[37]
- b) The prefect must be a witness of Claretian life and give examples to the trainees with their lifestyle. This is his best guarantee as an educator, which gives him training authority and makes him credible as a trainer. It must especially be a witness of love for the Congregation, of observance of the Constitutions and fidelity to the superior. [38]
It must be a living reflection of the Claretian project that wants to instill in young missionaries. If they are to form and imprint the form of Christ on their trainees, “it must bear in itself a living, resplendent, active, vital etching of the form of Christ in order to be able to communicate it”[39].
- Prefect training and delivery
1º. Being regarded as a very responsible post, a difficult mission of great importance, the prefect will be well-trained in his office to perform it in the best possible way. To promote personal training, prefects require:
“preparation, constant study, observation and caring and paternal care of the pupils entrusted to them”[40].
In addition to the advice and guidance which he must ask of his superior, he must personally try to be well aware of the pedagogical implications of his mission; The training must be prepared to provide high quality instruction for students and must be updated to promote training in line with the demands of the times[41]. In particular, he must acquire a good pedagogical training, sufficient knowledge of the spiritual life and must know very well the “Claretian form” of missionary life:
“The formators must have a clear, precise, living concept of the Claretian form, of the Claretian asceticism, of the Claretian apostolate, of being and living Claretian”[42].
2º. The prefect, in addition to being personally instructed, will carry out his duties with all perfection and care, that is, putting his soul, life and heart into the mission entrusted to him. The trainer must therefore, as an indispensable condition, love his task with all his heart and accept it with a positive attitude, without complaints or conscious or unconscious rejections; only in this way will he be able to love the trainees without distinction, listen to them without discouragement and know and attend to their “needs and needs”.[43]
As training must be the priority of his concerns, he must therefore devote all his time to the training mission entrusted to him. He should not be entrusted with or personally engaged in other apostolic works which would be detrimental to his task[44].
- Special Trainer: the Prefect of the brothers
The formator of the brothers, as we have already indicated at the beginning of the chapter, is the minister or economo of the community. He is the person destined to take care of the spiritual life and the instruction of them through personal and community attention[45]. Given the importance of their mission, people must be well selected, put in front of good ministers, and encouraged to prepare themselves adequately. [46]
1º. Fr. Xifré in the Rules for some of the Fathers of our Congregation describes very concretely its figure and function . The ministers are responsible for physical health, the joyful experience of vocation, spirituality and good image of the brothers. Therefore, they must be adorned with great zeal, education and knowledge of their function. He will live with them in the breaks and be willing to listen to them with charity. He will offer guidance and advice, meditations, lectures and talks. And he will share the work and housekeeping duties that are to be performed. [47]
2º. He shall be a true father to the brothers; to treat them with charity and education; He will watch over their person, their human and spiritual development, and attend to their physical and moral needs[48]. In particular, he must take great care to complete the formation received by the brothers in the novitiate. He must give them personal and community attention, especially in the spiritual use (acts of piety, spiritual exercises) and instruction (spiritual and doctrinal conferences[49].
3º. As in the case of the prefect of students, the minister, to better fulfill his mission, will abstain from other ministries and to confess in public will have the permission of the superior and in agreement with the P. Provincial[50].
[1] ? Cf. CC 1865, I, 104; 1870, I, 104; The European Commission, DG XIII. The local training prefect is referred to in this commentary. Concerning the prefect of general and provincial formation (cf. CIA, 1953, n. 158; GSO, 1959, nos. 33-34; 39).
[2] ? CC 1865, I, n. 104; 1870, I, n. 104; 1924, I, No. 131133.‑
[3] ? Cf. CC. 1857, nos. 152-153 (we speak of an administrator); 1865, III, Nos. 2, 3, 35-37; 1870, III, Nos. 2, 3, 35-37; 1923, III, Nos. 2, 3, 35-37; XIFRÉ, circular on The Surveillance, Annals, 5 (1895-1896), pp. 373-385. ColCC., pp. 834-843 and reference in ColCC, p. 836; VI General Chapter, Appendix, p. 13; General Chapter XIV, p. 53.
[4] ? Cf. CC 1865, I, 104; 1870, I, 104; The European Commission, DG XIII.
[5] ? Cf. N. GARCIA, FRMC, p. 96.
[6] ? N. GARCIA, FRMC. p. 96.
[7] ? Ib. pp. 117-117; cf., also, N. GARCIA, circular Sobre algunos acuerdos capitula, Annalesres, 34 (1938), pp. 3-9; Colc., pp. 858-866; reference on p. 860.
[8] ? Ib., pp. 116-117.
[9] ? N. GARCIA, FRMC, p. 101; cf. also, pp. 34-36. 117.
[10] ? Cf. CC 1865, I, 104; 1870, I, 104; 1924, I, 131‑133; CIA, 1924, n. 454, 456; 1940, n. 366.2, 367, 371; 1953, 367.2, 368, 372; Epitome, nn. 367-368, 373; GSO., 1929, nos. 40-43; 1959, nos. 48-52.
[11] ? Cf. CC 1865, I, 104, 21; 1870, I, 104, 21; The European Commission, DG XIII, Luxembourg, DG XII, Luxembourg, DG XI, Belgium.
[12] ? Cf. CC 1865, I, 104, 41, 81, 91; 1870, I, 104, 41, 81, 91; 1924, I, 132, 41, 81, 91; 133; cf. also, Ordinances, 1900, n. 97; 1905, n. 139; 1912, No 131; CIA, 1925, Nos. 453 and 459.
[13] ? Cf. Disp. 1900, nos. 98, 100; 1905, nos. 142, 145; 1912, No. 132; CIA, 1924, n. 454; 1940, n. 369; 1953, n. 369.
[14] ? Cf. J. XIFRÉ, Regulations for some Fathers of the Congregation, Annals, 3 (1892), p. 277, and in E.C.circulares, p. 45; Provisions, 1900, 99; 1905, 141; 1912, n. 130; CIA, 1924, n. 457, II; 1940, n. 372. 3; 1953, 373.3; OSG 1929, nn. 49; 1953, n. 56.
[15] ? Cf. CC 1865, I, 104, 81, 101 ; 1870, I, 104, 81, 101; The European Commission, DG XIII, has published a report on the European Union’s research programme for the Mediterranean region.
[16] ? Some General Chapters were very concerned about the poor health of students, which caused death in some cases. Hence the insistence that care be taken to clean and ventilate, and avoid excesses in physical exercises, study and the way of studying (cf. VI General Chapter, Ses. 14 and 16, Appendix, pp. 32-34, 36; VII General Chapter EXTR., ses. 70, Appendix; IX General Chapter, (Selva del Campo, 1904) ses. 3, 4 and 5: Annals, 9 (1803-1804), Appendix, pp. 28-3o; Alphabetical summary of the Provisions in Force contained in the General Chapters and in the Circulars, RDV, Madrid 1897, pp. 216. nn. 366-368, 370, 423. ; Ordinances, 1900, n. 98: 1905, n. 142: 1912, n. 132; CIA, 1924, n. 458; 1940, n. 373; 1953, n. 375).
[17] ? Cf. CC 1865, I, 104, 41; 1870, I, 104, 41; 1924, I, 132, 41; CIA, 1924, n. 456; 1940, no. 367.1; 371; nn. 368.1, 372.
[18] ? Cf. N. GARCIA, circular on the training of our students, Analestes , 28 (1932), pp. 225-224; ColCC, pp. 513-533 y referencia en pp. 520-522; also the Reserved Circular of 5 June 1938 on the conduct of superiors, confessors and those responsible for training in our colleges dealing with problems of chastity (AGCMF, 9, 8, 54); It refers to the one written by Fr. Alsina on the same subject (M. ALSINA, circular reserved on The education and training of our young missionaries (15 August 1919). AGCMF: BC, 1, 6, 6).
[19] ? Cf. N. GARCIA, circular to Los Rdos. Prefect Parents of Professed Students, Annals, 38 (1945-1946), pp. 106-107; cf. también, Formación de…, ColCC, pp. 530-531.
[20] ? Cf. N. GARCIA, FRMC, pp. 72-75; cf. también, Formación de…, ColCC, pp. 532-533; Agreements…, ColCC, p. 860.
[21] ? Cf. N. GARCIA, Formación de…, ColCC, p. 529.
[22] ? N. GARCIA, FRMC, p. 70; cf. también pp. 76, 79.
[23] CC 1865, I, 104, 41; 1870, I, 104, 41; The European Commission, DG XIII, Luxembourg.
[24] ? Over time the study regime was organized in the centers of the Congregation. The immediate responsible for the academic formation of the priestly career was the prefect of studies (cf. CIA, 1940, 366.1; 1953, 367.1; GSO, 1929, nos. 44-50; 1959, nos. 53-57). The prefect of general and provincial studies was also created (cf. CIA, 1925, 178.I, 179, 291.II; 1940, n. 153; GSO, 1929, nos. 24-26, 31); later, their functions would be taken over by the prefect of general and provincial training (cf. CIA, 1953, n. 158; GSO, 1959, nos. 33-34; 39).
[25] ? Cf. CC 1865, I, 104, 61. 91. 101; 1870, I, 104, 61. 91. 101; 1924, I, 132, 61. 91. 101; CIA, 1924, n. 457, I and II; 1940, n. 372, 1 and 2; 1953, No. 373, 1 and 2; Epitome, n. 373. On the intensity of study and the breadth of lessons, the General Chapters have given adequate interpretations to the times based on understanding and dialogue between the prefects and teachers and accompanying the students (cf. VI General Chapter, Ibid. 30, Appendix, p. 9; XVI Capítulo General, (Roma, 1949) Annales, 46 (1961-1962), p. 75; RDV, n. 662).
[26] ? Cf. J. XIFRÉ, circular, 3 January 1892, Annals , 3 (1892), p. 277 and circulars, E.C.,p. 44; también, RDV, n. 663; Disposiciones, 1905, n. 136; 1912, n. 128; OSG 1929, n. 42; 1959, n. 51. The prefect is also assigned some specific collaborations such as: attending and participating in study meetings, etc. (cf. Dispositions, 1905, n. 137: 1912, n. 129).
[27] ? Cf. CC 1865, I, 104, 41; 1870, I, 104, 41; The European Commission, DG XIII, Luxembourg.
[28] ? Cf. CC 1865, I, 104, 3; 1870, I, 104, 31; 1924, I, 132. 31.
[29] ? Cf. CC 1865, I, 104, 51; 1870, I, 104, 51; The European Commission, DG XIII, Luxembourg.
[30] ? Cf. Ordinances, 1905, n. 138.
[31] ? N. GARCIA, Formation de…, ColCC, p. 524.
[32] ? Cf. N. GARCIA, Formation de…, ColCC, pp. 524, 529-530; circular on the Decree declaring the heroic, Analysis of the virtues of our Father Founder, 22 (1926), pp. 97-108; Colcc., pp. 194-205; reference on p. 200.
[33] ? Ib., p. 524.
[34] ? Ib., p. 525.
[35] ? Cf. CC 1865, I, 104, 111; 1870, I, 104, 111; 1924, I, 133; cf. also, Ordinances 1900, nos. 96-97; 1905, nos. 139-140; 1912, No. 131; CIA, 1924, n. 453.
[36] ? Cf. N. GARCIA, FRMC, p. 104.
[37] ? Cf. XII General Chapter, p. 930.
[38] ? Cf. CC 1865, I, 104, 11y 21; 1870, I, 104, 11and 21 ; The European Commission has published a report on the European Union’s research programme for the Third Framework Programme.
[39] ? N. GARCIA, FRMC, p. 105.
[40] P. SCHWEIGER, De Vocationibus…, p. 201
[41] ? Cf. CC 1865, I, 104, 21, 41; 1870, I, 104, 21, 41; The European Commission, DG XIII, has published a report on the Community’s research programme for the European Union in the field of education and training.
All must “with great effort take the necessary formation to the missionary of the Congregation in our days” (M. ALSINA, circular on La formazione de los nuestros, Anales, 13 (1911-1912), pp. 333-336; ColCC, pp. 501-504; citation on p. 503)
“Pray therefore the (training) directors, study and reflect on good training methods” (M. ALSINA, circular on Solid training of our people in virtue, Annals, 17 (1919-1920), pp. 65-68; citation p. 504; cf., also, circular on Character formation, Annals, 17 (1919-1920) pp. 161-166; ColCC, pp. 507-513; cited on p. 513).
[42] ? N. GARCIA, FRMC, p. 75; cf. XIII General Chapter, (Rome, 1934) Annals, 30 (1934), p. 529. The Albano Chapter deals extensively with the selection and training of trainers, giving some practical guidelines for this (cf. XIV General Chapter p. 54).
[43] ? Cf. CC 1865, I, 104-81, 111; 1870, I, 104-81, 111; The European Commission, DG XIII, has published a report on the European Union’s research programme for the Mediterranean region.
[44] ? Cf. J. XIFRÉ, E.C., p. 174; circular on Solution to various difficulties, Religious Bulletin, 4 (July 1887-December 1888), pp. 345-366; ColCC., pp. 795-821. referencia en p. 819; Disposiciones, 1905, n. 143; 1912, n. 133: CIA, 1924, n. 455; 1940, n. 370; 1953, n. 371; Epitome, n. 371.
[45] ? Cf. CC. 1857, nos. 152-153 (we speak of an administrator); 1865, III, Nos. 2, 3, 35-37; 1870, III, Nos. 2,3, 35-37; 1923, III, Nos. 2, 3, 35-37. For some specific formative activities (conferences, spiritual direction, etc…), our legislation provides for the help of another priest (cf. Ibid. III, n. 2; cf., also, Epitome, nn. 574-575).
[46] ? Cf. VII Capítulo General, ses. 60; VIII Capítulo General, (Vich, 1899), ses. 8; RDV, n. 483.
[47] ? Cf. J. XIFRÉ. Circular of 3 January 1892, Annals, 3 (1892), p. 277 and circulars in E.C., p. 44; cf. also, circular of 3 July 1887, Boletín Religioso, 4, (July 1887-December 1888) p. 361 and ciculares in E.C., p. 171; circular, 26 February 1889, Annals, 1, p. 277 and circulars in E.C., p. 176; RDV, Nos. 418, 491 and 492.
[48] ? Cf. VIII Capítulo General, (Vich, 1899), Anales, 7 (1899-1900), ses. 8; Disposiciones, 1900, n. 50; 1905, Nos. 66, 338; 1912, n. 61.
[49] ? Cf. XII General Chapter, pp. 931-932; XIV CAP. General, p. 54; XV GENERAL CHAPTER, (Castel Gandolfo, 1949), Annales, 40 (1949-1950), p. 130; CIA 1925, n. 625.II; 1940, No. 576; 1953, Nos. 574 and 575; Epitome, nn. 574, 575.
[50] ? Cf. P. XIFRE, circular of 3 July 1887 on Solution to various difficulties, Bulletin Religioso, 4 (July 1887-December 1888), pp. 345-366, reference on p. 364; in E.C., p. 174; in ColCC., pp. 795-821; reference on p. 819; VI CAP. General, Apéndice, ses. 19, p. 41; RDV, nn. 485, 494; Disposiciones, 1900, n. 127; 1905, n. 168; 1912, n. 154.