Page:Jesuit Education.djvu/460

440 branch of study, in which they can distinguish themselves, spend more time in this branch," – certainly for no other reason than that they should use this knowledge for teaching, or if circumstances require, writing on this special subject. Specialization is, accordingly, no new invention of modern times, but was recognized as important centuries ago, but a specialization which presupposes the solid foundation of general culture. Unless this be done, the educational structure becomes "top-heavy"; "time, money, and labor are put on the superstructure at the expense of the foundation," as an American writer complains of modern educational systems. The specialties to be provided for by the selection and fostering of special talents, are, in the terms of the second last general assembly of the Order (in 1883), "ancient languages, philosophy, ethnology, history, higher mathematics, and all the natural sciences." The Institute emphasizes the necessity of selecting the teachers according to their abilities: "In universities and colleges learned and able professors are to be appointed," and the Provincial Superior is exhorted "to consider in due time what teachers are to be taken for the single branches, and look out for those that seem best fitted, who are learned, studious, and assiduous (docti, diligentes, assidui), and intent upon the progress of the pupils." Now, there is scarcely any studiousness or