Upgrading the Seminaries

"Despite occasional heroic efforts, the Episcopal Church as a whole has been unexpectedly remiss in its concern for theological education." So concludes a special committee set up by the church in 1964 to study the Episcopal ministerial education program. Titled "Ministry for Tomorrow," the committee's 160-page report was published this week by the Seabury Press.

Headed by Harvard President Nathan Pusey and Dr. Charles Taylor, former executive director of the American Association of Theological Schools, the committee found a striking lack of quality in Episcopal candidates for the priesthood. Roughly 43% of the 1,042 students at the church's eleven accredited seminaries had college averages of C+ or lower; more than half had come to theology after having tried some other way of life. The quality of the seminaries them selves was also inadequate. The report found that students are overloaded with a bewildering patchwork of courses, and develop little sense of community with fellow seminarians. Most find chapel so boring and irrelevant that they frequently skip services.

Stifled by Conformity. "Seminary teaching," the report sums up, "often lacks contact with life -- it is too far from where the world is; its methods are antiquated, its concerns circumscribed, its outlook timid and unimaginative. Also, too much seminary teaching is stifled by conformity to canonical requirements, which encourages routine repetition, dogmatism, evasion of current issues and lack of reflection on matters of profound concern."

Citing a need for "significant action," the committee proposed reforms that will be considered at the triennial General Convention of the church in Seattle later this month. Among the recommendations :

> Consolidation of existing faculties. The report noted that eight of the church seminaries have fewer than 100 students each -- a wasteful duplication of effort that is partially responsible for the almost eightfold rise in the cost of seminary operations since 1940.

> A "radical reorientation of the entire seminary course," including some substitution of small seminars and discussion groups for lectures, more field work in social agencies, hospitals, and jails and industry, perhaps also an addition al fourth year for the introduction of new courses on contemporary life.

> Tighter admissions procedures and higher academic standards, but at the same time the opening of all seminary doors to more women as well as to men who are not fully committed to ordination. >More contact with neighboring universities and seminaries of other denominations.

>Creation of a new executive board to guide seminary reform.

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