Chapter,  Paragraph, Number

 1  IV, 0,41|           be 'as it were, a first seminary' (Optatam Totius, 2) in
 2  IV, 0,41|        the priests working in the seminary in particular), for inasmuch
 3   V, 0,42|    salvation. In this sense, the "seminary" in its different forms --
 4   V, 0,42|          say that "To live in the seminary, which is a school of the
 5   V, 1,44|         the community life of the seminary can provide help.( 131)~
 6   V, 1,50|        life among priests. In the seminary, that is, in the program
 7   V, 1,55|       experienced especially when seminary studies are entrusted to
 8   V, 1,58|          pastoral techniques. The seminary which educates must seek
 9   V, 1,58|           role, in union with the seminary program, in showing the
10   V, 2,60|                         The Major Seminary - A Formation Community~
11   V, 2,60|            The need for the major seminary -- and by analogy for the
12   V, 2,60|          institution of the major seminary, as the best place for formation,
13   V, 2,60|        over the world."( 189) The seminary can be seen as a place and
14   V, 2,60|          its deepest identity the seminary is called to be, in its
15   V, 2,60|        ideal which stimulates the seminary in the many diverse forms
16   V, 2,60|           needs of the times.~The seminary is, in itself, an original
17   V, 2,60|        The various members of the seminary community, gathered by the
18   V, 2,60|          point of view, the major seminary should strive to become "
19   V, 2,60|        Christian institution, the seminary should become -- as the
20   V, 2,60|           ecclesial aspect of the seminary is confirmed and concretized
21   V, 2,60|            or even religious, the seminary should nourish the meaning
22   V, 2,60|     nature is ecclesial, that the seminary should be experienced not
23   V, 2,61|                           61. The seminary is, therefore, an educational
24   V, 2,61|          educating community, the seminary and its entire life -- in
25   V, 2,61| educational work require that the seminary should have a precise program,
26   V, 2,61|    justifies the existence of the seminary: preparation of future priests.~
27   V, 2,61|       educational community, (the seminary) should follow a clearly
28   V, 2,61|      justify the existence of the seminary, and it should do so without
29   V, 2,62|     educational form of the major seminary demand that candidates for
30   V, 2,62|          the style of life of the seminary with its formational demands.~
31   V, 2,62|           of preparation prior to seminary formation: "It is a good
32   V, 2,62|           candidates to the major seminary. These candidates should,
33   V, 2,62|    preparation prior to the major seminary, there are different ideas
34   V, 2,62|          formation offered by the seminary.~In this sense I take up
35   V, 2,63|                         The Minor Seminary and Other Forms of Fostering
36   V, 2,63|           who decide to enter the seminary later on it is not infrequent
37   V, 2,63|          on the path of the major seminary with an adequate and solid
38   V, 2,63|          the purpose of the minor seminary as indicated by the Council
39   V, 2,63|        families."( 199)~The minor seminary can also be in the diocese
40   V, 2,63|           to delay entry into the seminary for various family or educational
41   V, 2,64|  educative itinerary of the major seminary. Rather, after a careful
42   V, 2,64|        the community of the major seminary can be a way of guaranteeing
43   V, 3,65|         only because it helps the seminary community live its insertion
44   V, 3,66|                               The Seminary as an Educational Community~
45   V, 3,66|      educational community of the seminary is built round the various
46   V, 3,66|        the pastoral action of the seminary is always maintained under
47   V, 3,66|           rule should live in the seminary community. They should be
48   V, 3,68|          the new community of the seminary in which they are gathered
49   V, 3,68|           and the teachers in the seminary, abandoning themselves with
50  VI, 0,71|        began and developed in the seminary or the religious house with
51  VI, 0,71|         formation acquired in the seminary, simply reviewed or expanded
52  VI, 0,71|         formation received in the seminary -- calls for adaptations,
53  VI, 0,71|           take place in the major seminary, where encouragement needs
54  VI, 0,71|         formation received in the seminary, its aim cannot be the inculcation
55  VI, 0,76|         they have received in the seminary, will gradually lead young
56  VI, 0,76|         have just come out of the seminary, a certain sense of "having
57  VI, 0,76|         on the day one leaves the seminary is false and dangerous,
58  VI, 0,76|         have imbibed during their seminary years. At the same time,