Historical Introductions to the Symbolical Books of the Evangelical Lutheran Church Part 10

At the same time Luther also took proper steps toward giving the preachers frequent opportunity for Catechism-work. Since 1525 Wittenberg had a regulation prescribing quarterly instruction in the Catechism by means of special sermons. The _Instruction for Visitors,_ of 1527, demanded "that the Ten Commandments, the Articles of Faith, and the Lord's Prayer be steadily preached and expounded on Sunday afternoons.

... And when the Ten Commandments, the Lord's Prayer and the Creed have been preached on Sundays in succession, matrimony, and the sacraments of Baptism and the Lord's Supper shall also be preached diligently. In this interest the Ten Commandments, the Lord's Prayer, and the Articles of Faith shall be recited word for word, for the sake of the children and other simple and ignorant folk." (W. 26, 230.) November 29, 1528, in an admonition to attend these Catechism-sermons, Luther proclaimed from the pulpit: "We have ordered, as. .h.i.therto has been customary with us, that the first principles and the fundamentals of Christian knowledge and life be preached four times each year, two weeks in each quarter four days per week, at 10 A.M." (W. 27, 444; 29, 146.) In Luther's sermon of November 27, 1530, we read: "It is our custom to preach the Catechism four times a year. Therefore attend these services, and let the children and the rest of the household come." (32, 209.) September 10, 1531, Luther concluded his sermon with the following admonition: "It is the custom, and the time of the Catechism-sermons is at hand. I admonish you to give these eight days to your Lord and permit your household and children to attend, and you yourself may also come and profit by this instruction. No one knows as much as he ought to know. For I myself am constrained to drill it every day. You know that we did not have it under the Papacy. Buy while the market is at the door; some day you will behold the fruit. We would, indeed, rather escape the burden, but we do it for your sakes." (34, 2, 195.)

90. Cooperation of Parents Urged by Luther.

In order to bring the instruction of the young into vogue, Luther saw that church, school, and home must needs cooperate. The home especially must not fail in this. Accordingly, in his admonitions, he endeavored to interest the fathers and mothers in this work. He was convinced that without their vigorous cooperation he could achieve but little. In his _German Order of Wors.h.i.+p,_ 1526, we read: "For if the parents and guardians of the young are unwilling to take such pains with the young, either personally or through others, Catechism [catechetical instruction] will never be established." (W. 19, 76.) In this he was confirmed by the experiences he had while on his tour of visitation. If the children were to memorize the Catechism and learn to understand it, they must be instructed and questioned individually, a task to which the Church was unequal, and for the accomplishment of which also the small number of schools was altogether inadequate. Parents, however, were able to reach the children individually. They had the time and opportunity, too, morning, noon, and evening, at the table, etc. Furthermore, they had the greatest interest in this matter, the children being their own flesh and blood. And they, in the first place, were commanded by G.o.d to provide for the proper training of their children. The fathers and mothers, therefore, these natural and divinely appointed teachers of the children, Luther was at great pains to enlist for the urgent work of instructing the young. They should see that the children and servants did not only attend the Catechism-sermons in church, but also memorized the text and learned to understand it. The Christian homes should again become home-churches, home-schools, where the house-fathers were both house-priests and house-teachers performing the office of the ministry there just as the pastors did in the churches.

With ever-increasing energy Luther, therefore, urged the parents to study the Catechism in order to be able to teach it to their children.

In his sermons on the Ten Commandments, 1516, he admonishes them to bring up their children in the fear and admonition of the Lord. "But alas," he exclaims, "how has not all this been corrupted! Nor is it to be wondered at, since the parents themselves have not been trained and educated." In a sermon of 1526: "Here are two doctrines, Law and Gospel.

Of them we preach frequently, but very few there are who take it to heart. I hear that many are still so ignorant that they do not know the Ten Commandments nor are able to pray. It plainly shows that they are altogether careless. Parents ought to see what their children and family are doing. In the school at home they should learn these three. I hear that in the city, too, there are wicked people. We cannot enter the homes; parents, masters, and mistresses ought to be sufficiently skilled to require their children and servants to say the prayers before retiring. But they do not know any themselves. What, then, avails it that we do a great deal of preaching concerning the kingdom of Christ? I thought conditions had improved. I admonish you master--for it is your duty--to instruct the servants, the mistress, the maids, and the children; and it is publicly preached in church for the purpose that it may be preached at home." (W. 20 485.)

In his sermon of September 14, 1528, Luther declares that the Catechism is the laymen's Bible, which every one must know who wishes to be considered a Christian and to be admitted to the Lord's Supper. He then proceeds: "Hence all children should behave accordingly, and learn. And you parents are bound to have your children learn these things. Likewise you lords, take pains that your family, etc. Whoever does not know these things does not deserve any food. These five points are a brief summary of the Christian doctrine. When the question is put, 'What is the First Commandment?' every one should be able to recite: 'Namely this,'" etc.

(W. 30, 1, 27.) Exhorting the people to attend the Catechism-services, Luther declared November 29, 1528: "Think not, ye housefathers, that you are freed from the care of your household when you say: 'Oh, if they are unwilling to go [to Catechism instruction], why should I force them? I am not in need of it.' You have been appointed their bishop and house-pastor; beware lest you neglect your duty toward them!" (27, 444.) On the following day, beginning the sermons he had announced Luther said: "Therefore I have admonished you adults to have your children and your servants, attend it [the Catechism-sermon], and also be present yourselves; otherwise we shall not admit you to Holy Communion. For if you parents and masters will not help us we shall accomplish little by our preaching. If I preach an entire year, the household comes, gapes at the walls and windows of the church, etc. Whoever is a good citizen is in duty bound to urge his people to learn these things; he should refuse them food unless, etc. If the servants complain, slam the door on them.

If you have children, accustom them to learn the Ten Commandments, the Symbol, the Paternoster, etc. If you will diligently urge them, they will learn much in one year. When they have learned these things, there are everywhere in the Scriptures fine pa.s.sages which they may learn next; if not all, at least some. For this reason G.o.d has appointed you a master, a mistress, that you may urge your household to do this. And this you are well able to accomplish: that they pray in the morning and evening, before and after meals. In this way they would be brought up in the fear of G.o.d. I am no idle prattler: I ask you not to cast my words to the winds. I would not think you so rude if I did not daily hear it.

Every housefather is a priest in his own house, every housemother is a priestess; therefore see that you help us to perform the office of the ministry in your homes as we do in church. If you do, we shall have a propitious G.o.d, who will defend us from all evil. In the Psalm [78, 5]

it is written: 'He appointed a law in Israel, which He commanded our fathers, that they should make them known to their children.'" (30, 1, 57.) In the same sermon: "Able teachers are necessary because of the great need, since parents do not concern themselves about this. But each master and mistress must remember that they are priests and priestesses over Hans and Gretchen," their sons and daughters.

In the same way Luther urges this matter in his Catechisms. For here we read: "Therefore it is the duty of every father of a family to question and examine his children and servants at least once a week and to ascertain what they know of it [the Catechism], or are learning, and, if they do not know it, to keep them faithfully at it." (575, 4.) "Likewise every head of a household is obliged to do the same with respect to his domestics, man-servants and maid-servants, and not to keep them in his house if they do not know these things and are unwilling to learn them.

For a person who is so rude and unruly as to be unwilling to learn these things is not to be tolerated; for in these three parts everything that we have in the Scriptures is comprehended in short, plain and simple terms." (577, 17.) "Therefore let every father of a family know that it is his duty, by the injunction and command of G.o.d, to teach these things to his children, or have them learn what they ought to know. For since they are baptized and received into the Christian Church, they should also enjoy this communion of the Sacrament, in order that they may serve us and be useful to us; for they must all indeed help us to believe, love, pray, and fight against the devil." (773, 87.)

In confession and before visitors, housefathers were also to render account of the manner in which they discharged these duties. In his sermon of July 11, 1529, Luther said: "You will therefore instruct your children and servants according to this Catechism.... For you have the Catechism in small and large books; therefore study it. You had the visitors, and you have furthermore those who will examine you housefathers and your household, that they may see how you have improved.... You should have given money and property for it; yet you neglect it when it is offered freely; therefore you housefathers ought to be diligent students of this preaching, that as you learn you may instruct, _discendo doceatis._" (W. 29, 472; 30, 1, 121.)

91. German Services with German Catechism.

With great emphasis Luther advocated diligent Catechism instruction in his _Deutsche Messe_ (German Ma.s.s, _i.e._, German Service or German Order of Wors.h.i.+p), which he completed toward the end of 1525 and published in 1526. Luther issued this Service "because German ma.s.ses and services are everywhere insisted upon." The demand was made especially in the interest of the unlearned and the children, for whose benefit, according to Luther, all such measures were adopted. "For," says he, "we do not at all establish such orders for those who are already [advanced]

Christians. ... But we are in need of such orders for the sake of those who are still to become Christians or to grow stronger. Just as a Christian does not need Baptism, the Word, and Sacrament as a Christian, since he already has everything, but as a sinner. Chiefly, however, this is done for the sake of the unlearned and the young people, who should and must be exercised daily and brought up in the Scriptures, the Word of G.o.d, that they may become accustomed to the Scripture, skilled, fluent, and at home in it, in order that they may be able to defend their faith, and in time teach others and help to increase the kingdom of Christ. For their sake one must read, sing, preach, write, and compose. And if it would help and promote this aim, I would have all bells rung, all organs played, and everything that is capable of giving sound to sound forth. For the Catholic services are so d.a.m.nable because they [the Papists] made laws, works, and merits of them, thereby smothering faith, and did not adapt them to the young and unlearned, to exercise them in the Scriptures, in the Word of G.o.d, but themselves clung to them [as works], regarding them as beneficial and necessary for salvation to themselves, that is the devil."

While Luther, in his _German Wors.h.i.+p,_ as well as in other places, favors also Latin ma.s.ses, yet he demands that "for the sake of the unlearned laity" German services be introduced. And since the unlearned could be truly served only by instruction in the fundamental truths of Christianity, the Catechism, according to Luther, was to const.i.tute a chief part in these services. "Very well," says he, "in G.o.d's name!

First of all a clear, simple plain, good Catechism is needed in the German service. Catechism, however, is an instruction whereby heathen who desire to become Christians are taught and instructed in what they must believe, do, not do, and know concerning Christianity. Pupils who were accepted for such instruction and learned the faith before being baptized were therefore called catechumens. Nor do I know how to present this instruction, or teaching, in a form more simple than it already has been presented since the beginning of Christianity, and hitherto retained, to wit, the three parts: the Ten Commandments, the Creed, and the Lord's Prayer. These three parts contain in simple and brief form everything that a Christian must know. And since as yet we have no special congregation (_weil man noch keine sonderliche Gemeinde hat_), this instruction must proceed in the following manner, by preaching from the pulpit at various times or daily, as necessity demands, and by repeating and reading it to the children and servants at home in the houses morning and evening (if one would make Christians of them). Yet not only so that they memorize the words or recite them, as was done hitherto, but by questioning them part for part, and having them state in their answer what each part means and how they understand it. If all parts cannot be asked at one time, take one, the next day another. For if the parents or guardians are unwilling to take such pains with the young, either personally or through others the Catechism will never be established." (19, 76.) German Catechism in German services--such, then, was the slogan which Luther now sounded forth with ever-increasing emphasis.

92. Luther Ill.u.s.trating Method of Procedure.

According to Luther's _German Wors.h.i.+p,_ pastors were to preach the Catechism on Mondays and Tuesdays. To insure the desired results (memorizing and understanding the text), the children should be questioned, especially at home by the parents. Exemplifying such catechization, Luther writes: "For so shall they be asked: 'What do you pray?' Answer: 'The Lord's Prayer,' What do you mean by saying: 'Our Father who art in heaven?' Answer: 'That G.o.d is not an earthly, but a heavenly Father, who would make us rich and blessed in heaven,' 'What does "Hallowed be Thy name" mean?' Answer: 'That we should honor G.o.d's name and not use it in vain, lest it be profaned,' 'How, then, is it profaned and desecrated?' Answer: 'When we who are regarded as His children lead wicked lives, teach and believe what is wrong,' And so forth, what G.o.d's kingdom means; how it comes; what G.o.d's will is, what daily bread, etc. Likewise also of the Creed: 'What do you believe?'

Answer: 'I believe in G.o.d the Father,' etc. Thereupon part for part, as leisure permits, one or two at a time. Thus: 'What does it mean to believe in G.o.d the Father Almighty?' Answer: 'It means that the heart trusts Him entirely, and confidently looks to Him for all grace, favor, help, and comfort, here and hereafter,' 'What does it mean to believe in Jesus Christ, His Son?' Answer: 'It means that the heart believes we should all be lost eternally if Christ had not died for us,' etc. In like manner one must also question on the Ten Commandments, what the first, the second, the third and other commandments mean. Such questions you may take from our Prayer-Booklet, where the three parts are briefly explained, or you may formulate others yourself, until they comprehend with their hearts the entire sum of Christian knowledge in two parts, as in two sacks, which are faith and love. Let faith's sack have two pockets; into the one pocket put the part according to which we believe that we are altogether corrupted by Adam's sin, are sinners and condemned, Rom. 5, 12 and Ps. 51, 7. Into the other pocket put the part telling us that by Jesus Christ we have all been redeemed from such corrupt, sinful, condemned condition, Rom. 5, 18 and John 3, 16. Let love's sack also have two pockets. Into the one put this part, that we should serve, and do good to, every one, even as Christ did unto us, Rom. 13. Into the other put the part that we should gladly suffer and endure all manner of evil." (19, 76.)

In like manner pa.s.sages of Scripture were also to be made the child's property, as it were; for it was not Luther's idea that instruction should cease at the lowest indispensably necessary goal (the understanding of the text of the chief parts). In his _German Order of Wors.h.i.+p_ he goes on to say: "When the child begins to comprehend this [the text of the Catechism], accustom it to carry home pa.s.sages of Scripture from the sermons and to recite them to the parents at the table, at meal-time, as it was formerly customary to recite Latin, and thereupon to store the pa.s.sages into the sacks and pockets, as one puts _pfennige,_ and _groschen,_ or _gulden_ into his pocket. Let the sack of faith be, as it were, the gulden sack. Into the first pocket let this pa.s.sage be put, Rom. 5: 'By one man's disobedience many were made sinners': and Ps. 51: 'Behold, I was shapen in iniquity, and in sin did my mother conceive me,' Those are two Rheinish gulden in the pocket. The other pocket is for the Hungarian gulden, such as this pa.s.sage, Rom. 5: 'Christ was delivered for our offenses, and was raised again for our justification:' again, John 1: 'Behold the Lamb of G.o.d, which taketh away the sin of the world,' That would be two good Hungarian gulden in the pocket. Let love's sack be the silver sack. Into the first pocket belong the pa.s.sages of well-doing, such as Gal. 5: 'By love serve one another'; Matt. 25: 'Inasmuch as ye have done it unto one of the least of these My brethren, ye have done it unto Me.' That would be two silver groschen in the pocket. Into the other pocket this pa.s.sage belongs, Matt. 5: 'Blessed are ye when men shall persecute you for My sake;' Heb.

12: 'For whom the Lord loveth He chasteneth: He scourgeth every son whom He receiveth.' Those are two Schreckenbergers [a coin made of silver mined from Schreckenberg] in the pocket." (19, 77f.)

Believing that understanding, not mere mechanical memorizing, of the Catechism is of paramount import, Luther insisted that the instruction must be popular throughout. Preachers and fathers are urged to come down to the level of the children and to prattle with them, in order to bring the Christian fundamentals home even to the weakest and simplest. In his _German Ma.s.s_ Luther concludes the chapter on instruction as follows: "And let no one consider himself too wise and despise such child's play.

When Christ desired to train men He had to become a man. If we are to train children, we also must become children with them. Would to G.o.d that such child's play were carried on well; then we should in a short time see a great wealth of Christian people, and souls growing rich in the Scriptures and the knowledge of G.o.d until they themselves would give more heed to these pockets as _locos communes_ and comprehend in them the entire Scriptures; otherwise they come daily to hear the preaching and leave again as they came. For they believe that the object is merely to spend the time in hearing, no one intending to learn or retain anything. Thus many a man will hear preaching for three, four years and still not learn enough to be able to give account of his faith in one particular, as I indeed experience every day. Enough has been written in books. True, but not all of it has been impressed on the hearts." (19, 78.)

93. Value Placed on Memorizing.

Modern pedagogs have contended that Luther's method of teaching the Catechism unduly multiplies the material to be memorized, and does not sufficiently stress the understanding. Both charges, however, are without any foundation. As to the first, it is true that Luther did not put a low estimate on the memorizing of the Catechism. In the Large Catechism he says: "Therefore we must have the young learn the parts which belong to the Catechism or instruction for children well, and fluently and diligently exercise themselves in them and keep them occupied with them. Hence it is the duty of every father of a family to question and examine his children and servants at least once a week, and to ascertain what they know of it, or are learning, and, if they do not know it, to keep them faithfully at it." (575, 3f.) Again: "These are the most necessary parts which one should first learn to repeat word for word, and which our children should be accustomed to recite daily when they arise in the morning, when they sit down to their meals, and when they retire at night; and until they repeat them, they should be given neither food nor drink." (577, 15.)

According to the Preface to the Small Catechism, the teacher is to abide with rigid exactness by the text which he has once chosen and have the children learn it verbatim. "In the first place," says Luther, "let the preacher above all be careful to avoid many kinds of or various texts and forms of the Ten Commandments, the Lord's Prayer, the Creed, the Sacraments, etc., but choose one form to which he adheres, and which he inculcates all the time, year after year. For young and simple people must be taught by uniform, settled texts and forms, otherwise they easily become confused when the teacher to-day teaches them thus, and in a year some other way, as if he wished to make improvements, and thus all effort and labor will be lost. Also our blessed fathers understood this well; for they all used the same form of the Lord's Prayer, the Creed, and the Ten Commandments. Therefore we, too, should teach the young and simple people these parts in such a way as not to change a syllable, or set them forth and repeat them one year differently than in another. Hence, choose whatever form you please, and adhere to it forever. But when you preach in the presence of learned and intelligent men, you may exhibit your skill and may present these parts in as varied and intricate ways and give them as masterly turns as you are able. But with the young people stick to one fixed, permanent form and manner, and teach them, first of all, these parts, namely, the Ten Commandments, the Creed, the Lord's Prayer, etc., according to the text, word for word, so that they, too, can repeat it in the same manner after you and commit it to memory." (533, 7ff.) Thus Luther indeed placed a high value on exact memorizing of the Catechism.

As to the quant.i.ty of memorizing, however, Luther did not demand more than even the least gifted were well able to render. He was satisfied if they knew, as a minimum, the text of the first three chief parts and the words of inst.i.tution of Baptism and the Lord's Supper. (579, 22. 25.) That was certainly not overburdening even a weak memory. Luther was right when he declared in his _Short Form of the Ten Commandments,_ of 1520: In the three chief parts everything "is summed up with such brevity and simplicity that no one can complain or offer the excuse that it is too much or too hard for him to remember what he must know for his salvation." (W. 7, 204.)

Self-evidently, it was not Luther's opinion that instruction or memorizing should end here. In the Preface to the Small Catechism he says: "In the third place, after you have thus taught them this Short Catechism, then take up the Large Catechism, and give them also a richer and fuller knowledge. Here explain at length every commandment, pet.i.tion, and part with its various works, uses, benefits, dangers, and injuries as you find these abundantly stated in many books written about these matters." (535, 17.) Then, as Luther often repeats, Bible-verses, hymns, and Psalms were also to be memorized and explained. Nor did he exclude the explanation of the Small Catechism from the material for memorizing. For this very reason he had written the Small Catechism in questions and answers, because he wished to have it learned, questioned, and recited from memory. "However," says Luther in the Large Catechism "for the common people we are satisfied with the three parts, which have remained in Christendom from of old." (575, 5.) As far, then, as the material for memorizing is concerned, Luther certainly did not demand more than even the least gifted were well able to render.

94. Memorizing to Serve Understanding.

The second charge, that Luther attached no special importance to the understanding of what was memorized, is still more unfounded. The fact is that everywhere he was satisfied with nothing less than correct understanding. Luther was a man of thought, not of mere sacred formulas and words. To him instruction did not mean mere mechanical memorizing, but conscious, personal, enduring, and applicable spiritual appropriation. Says he: "However, it is not enough for them to comprehend and recite these parts according to the words only, but the young people should also be made to attend the preaching, especially during the time which is devoted to the Catechism, that they may hear it explained, and may learn to understand what every part contains, so as to be able to recite it as they have heard it, and, when asked, may give a correct answer, so that the preaching may not be without profit and fruit." (579, 26.) In the Preface to the Small Catechism, Luther instructs the preachers: "After they [the children] have well learned the text then teach them the sense also, so that they know what it means." (535, 14.) Correct understanding was everything to Luther.

Sermons in the churches and catechizations at home were all to serve this purpose.

In the same interest, _viz._, to enrich the brief text of the Catechism and, as it were, quicken it with concrete perceptions, Luther urged the use of Bible-stories as ill.u.s.trations. For the same reason he added pictures to both of his Catechisms. His _Prayer-Booklet_ contained as its most important part the text and explanation of the Catechism and, in addition, the pa.s.sional booklet, a sort of Bible History. To this Luther remarks: "I considered it wise to add the ancient pa.s.sional booklet [augmented by Luther] to the Prayer-Booklet, chiefly for the sake of the children and the unlearned, who are more apt to remember the divine histories if pictures and parables are added, than by mere words and teaching, as St. Mark testifies, that for the sake of the simple Christ, too, preached to them only in parables." (W. 10, 2, 458.) Indeed, Luther left no stone unturned to have his instruction understood. On words and formulas, merely memorized, but not appropriated intellectually, he placed but little value.

Memorizing, too, was regarded by Luther not as an end in itself, but as a means to an end. It was to serve the explanation and understanding.

And its importance in this respect was realized by Luther much more clearly than by his modern critics. For when the text is safely embedded, as it were, in the memory, its explanation is facilitated, and the process of mental a.s.similation may proceed all the more readily. In this point, too, the strictures of modern pedagogs on Luther's Catechism are therefore unwarranted. Where Luther's instructions are followed, the memory is not overtaxed, and the understanding not neglected.

The instruction advocated by Luther differed fundamentally from the mechanical methods of the Middle Ages. He insisted on a thorough mental elaboration, by means of sermons, explanations, questions and answers, of the material memorized, in order to elevate it to the plane of knowledge. With Luther we meet the questions: "What does this mean? What does this signify? Where is this written? What does it profit?" He engages the intellect. The _Table of Christian Life_ of the Middle Ages, which "all good Christians are in duty bound to have in their houses, for themselves, their children, and household," is regarded by Cohrs as a sort of forerunner of Luther's Small Catechism. "At the same time, however," Cohrs adds, "it clearly shows the difference between the demands made by the Church of the Middle Ages and the requirements of the Evangelical Church; yonder, numerous parts without any word of explanation, sacred formulas, which many prayed without an inkling of the meaning; here, the five chief parts, in which the emphasis is put on 'What does this mean?'" (Herzog, _R._ 10, 138.)

It was due to the neglect of Christian teaching that Christendom had fallen into decay. Force on the part of the popes and priests and blind submission on the part of the people had supplanted instruction and conviction from the Word of G.o.d. Hence the cure of the Church, first of all, called for an instructor in Christian fundamentals. And just such a catechist Luther was, who made it his business to teach and convince the people from the Bible. Indeed, in his entire work as a Reformer, Luther consistently appealed to the intellect, as was strikingly demonstrated in the turmoil which Carlstadt brought about at Wittenberg. Instruction was the secret, was the method, of Luther's Reformation. In the Preface to the Small Catechism he says that one cannot and must not force any one to believe nor drive any one to partake of the Sacrament by laws, lest it be turned into poison, that is to say, lest the very object of the Gospel, which is spontaneous action flowing from conviction, be defeated. (539, 24; 535, 13.)

95. Manuals Preceding Luther's Catechism.

When Luther, in his _German Order of Wors.h.i.+p,_ sounded the slogan: German services with German instruction in Christian fundamentals! he did not lose sight of the fact that this required certain helps for both parents and preachers. A book was needed that would contain not only the text to be memorized, but also necessary explanations. Accordingly, in his _German Order of Wors.h.i.+p,_ Luther referred to his _Prayer-Booklet_ as a help for instruction. However, the _Brief Form of the Ten Commandments,_ etc., incorporated in the _Prayer-Booklet,_ was not adapted for children and parents, as it was not drawn up in questions and answers. To the experienced teacher it furnished material in abundance, but children and parents had need of a simpler book.

Hardeland says: "It is certain that Luther in 1526 already conceived the ideal catechism to be a brief summary of the most important knowledge [in questions and answers], adapted for memorizing and still sufficiently extensive to make a thorough explanation possible, at once confessional in its tone, and fitted for use in divine service."

(_Katechismusgedanken_ 2.) But if Luther in 1526 had conceived this idea, it was not carried out until three years later.

However, what Luther said on teaching the Catechism by questions and answers, in the _German Order of Wors.h.i.+p,_ was reprinted repeatedly (probably for the first time at Nuernberg) under the t.i.tle: "Doctor Martin Luther's instruction how to bring the children to G.o.d's Word and service, which parents and guardians are in duty bound to do, 1527."

This appeal of Luther also called forth quite a number of other explanations of the Catechism. Among the attempts which appeared before Luther's Catechisms were writings of Melanchthon, Bugenhagen, Eustasius Kannel, John Agricola, Val. Ickelsamer, Hans Gerhart, John Toltz, John Bader, Petrus Schultz, Caspar Graeter, Andr. Althamer, Wenz. Link, Conr.

Sam, John Brenz, O. Braunfels, Chr. Hegendorfer, Caspar Loener, W.

Capito, John Oecolampad, John Zwick, and others. The work of Althamer, the Humanist and so-called Reformer of Brandenburg-Ansbach, was the first to bear the t.i.tle "Catechism." As yet it has not been ascertained whether, or not, Luther was acquainted with these writings. Cohrs says: "Probably Luther followed this literature with interest, and possibly consulted some of it; the relations.h.i.+p is nowhere close enough to exclude chance; still the frequent allusions must not be overlooked; as yet it cannot be simply denied that Luther was influenced by these writings." On the other hand, it has been shown what an enormous influence Luther exercised on that literature, especially by his _Brief Form_ and his _Prayer-Booklet._ "In fact," says Cohrs, "Luther's writings can be adduced as the source of almost every sentence in most of these books of instruction." (W. 30, 1, 474.) Evidently, Luther's appeal of 1526 had not fallen on deaf ears.

96. Luther's Catechetical Publications.

Luther not only stirred up others to bring the Catechism back into use, but himself put his powerful shoulder to the wheel. From the very beginning he was, time and again, occupied with reading the text of the Catechism to the people, and then explaining it in sermons. From the end of June, 1516, to Easter, 1517, he preached on the Ten Commandments and the Lord's Prayer. (W. 1, 394; 2, 74; 9, 122.) In 1518 the explanation of the Ten Commandments appeared in print: "_Decem Praecepta Wittenbergensi Praedicata Populo._ The Ten Commandments Preached to the People of Wittenberg." (1, 398. 521.) Oecolampadius praised the work, saying that Luther had here "taken the veil from the face of Moses."

Sebastian Muenster said: Luther explains the Ten Commandments "in such a spiritual, Christian, and Evangelical way, that its like cannot be found, though many teachers have written on the subject." (1, 394.) Agricola published Luther's sermons on the Lord's Prayer at the beginning of 1518 with some additions of his own, which fact induced Luther to publish them himself. April 5, 1519, his _Explanation of the Lord's Prayer in German_ appeared in print. It was intended for the plain people, "not for the learned." (2, 81 to 130.) July 2, 1519, the Humanist Beatus Rhena.n.u.s wrote to Zwingli that he would like to see this explanation of the Lord's Prayer offered for sale throughout all Switzerland, in all cities, markets, villages, and houses. Mathesius reports: "At Venice Doctor Martin's Lord's Prayer was translated into Italian, his name being omitted. And when the man saw it from whom the permission to print it was obtained, he exclaimed: Blessed are the hands that wrote this, blessed the eyes that see it, and blessed will be the hearts that believe this book and cry to G.o.d in such a manner." (W. 2, 75.) This work pa.s.sed through many editions. In 1520 it appeared in Latin and Bohemian, and as late as 1844 in English. March 13, 1519, Luther wrote to Spalatin: "I am not able to turn the Lord's Prayer [Explanation of the Lord's Prayer in German of 1518] into Latin, being busy with so many works. Every day at evening I p.r.o.nounce the commandments and the Lord's Prayer for the children and the unlearned, then I preach." (Enders 1, 449.) Thus Luther preached the Catechism, and at the same time was engaged in publis.h.i.+ng it.

The _Brief Instruction How to Confess,_ printed 1519, was also essentially an explanation of the Ten Commandments. It is an extract from Luther's Latin work, _Instructio pro Confessione Peccatorum,_ published by Spalatin. Luther recast this work and published it in March, 1520, ent.i.tled: _Confitendi Ratio._ (W. 2, 59. 65.) As a late fruit of his _Explanation of the Lord's Prayer in German_ there appeared, in 1519, the _Brief Form for Understanding and Praying the Lord's Prayer_ which explains it in prayers. (6, 11-19.) In 1519 there appeared also his _Short and Good Explanation Before Oneself and Behind Oneself_ ("vor sich und hinter sich") a concise explanation how the seven pet.i.tions must be understood before oneself ("vor sich"), _i.e._, being ever referred to G.o.d, while many, thinking only of themselves, put and understand them behind themselves ("hinter sich"). (6, 21. 22.) June, 1520, it was followed by the _Brief Form of the Ten Commandments, the Creed, the Lord's Prayer,_ a combination of the revised _Brief Explanation of the Ten Commandments,_ of 1518, and the _Brief Form for Understanding the Lord's Prayer,_ of 1519, with a newly written explanation of the Creed. With few changes Luther embodied it in his _Prayer-Booklet,_ which appeared for the first time in 1522. Here he calls it a "simple Christian form and mirror to know one's sins, and to pray." The best evidence of the enthusiastic reception of the _Prayer-Booklet_ are the early editions which followed hard upon each other, and the numerous reprints during the first years. (10, 2, 350-409.) In 1525 Luther's sermons on Baptism, Confession, and the Lord's Supper were also received into the _Prayer-Booklet,_ and in 1529 the entire Small Catechism.

After his return from the Wartburg, Luther resumed his Catechism labors with increased energy. March 27 Albert Burer wrote to Beatus Rhena.n.u.s: "Luther intends to nourish the weak, whom Carlstadt and Gabriel aroused by their vehement preaching, with milk alone until they grow strong. He daily preaches the Ten Commandments." At Wittenberg special attention was given to the instruction of the young, and regular Catechism-sermons were inst.i.tuted. In the spring of 1521 Agricola was appointed catechist of the City Church, to instruct the young in religion. Lent 1522 and 1523, Luther also delivered Catechism-sermons, Latin copies of which have been preserved. In the same year Bugenhagen was appointed City Pastor, part of his duties being to deliver sermons on the Catechism, some of which have also been preserved.

Maundy Thursday, 1523, Luther announced that instead of the Romish confession, abolished during the Wittenberg disturbances, communicants were to announce for communion to the pastor and submit to an examination in the Catechism. As appears from Luther's _Formula Missae_ of this year, the pastor was to convince himself whether they were able to recite and explain the words of inst.i.tution by questioning them on what the Lord's Supper is, what it profits, and for what purpose they desired to partake of it. (12, 215. 479.) To enable the people to prepare for such examination, Luther (or Bugenhagen, at the instance of Luther) published a few short questions on the Lord's Supper, culled from one of Luther's sermons. This examination became a permanent inst.i.tution at Wittenberg. In a sermon on the Sacrament of 1526, Luther says: "Confession, though it serve no other purpose, is a suitable means of instructing the people and of ascertaining what they believe, how they learn to pray, etc., for else they live like brutes. Therefore I have said that the Sacrament shall be given to no one except he be able to give an account of what he receives [in the Sacrament] and why he is going. This can best be done in confession." (19, 520.)

Furthermore, on Sundays, after the sermon, the Catechism was read to the people, a custom which likewise became a fixture in Wittenberg.

According to a small pamphlet of 1526, ent.i.tled, "What Shall be Read to the Common People after the Sermon?" it was the text of the five chief parts that was read. (Herz., _R._ 10, 132.) These parts came into the hands of the people by means of the _Booklet for Laymen and Children,_ of 1525, written probably by Bugenhagen. He also reorganized the Wittenberg school which the fanatics had dissolved; and, self-evidently, there, too, Catechism instruction was not lacking. In a similar way religious instruction of the young was begun at other places, as appears, for example, from the _Opinions on Reformation_ by Nicolaus Hausmann (Zwickau), of 1523 and 1525. Melanchthon's _Instructions for Visitors_ (Articuli de quibus egerunt per visitatores), drawn up in 1527, and used in the visitation of 1528 and 1529 as the guide by which pastors were examined, and pointing out what they should be charged to do, provide, above all, for Catechism-preaching on every Sunday, and give instructions for such sermons. (_C. R._ 26, 9. 48.)

Thus Luther's strenuous efforts at establis.h.i.+ng the Catechism were crowned with success. In the Apology of 1530 Melanchthon declares triumphantly: "Among the opponents there is no Catechism, although the canons require it. Among us the canons are observed, for pastors and ministers instruct the children and the young in G.o.d's Word, publicly and privately." (526, 41.)

97. Immediate Forerunners of Luther's Catechisms.

Luther's entire pastoral activity was essentially of a catechetical nature and naturally issued in his two Catechisms, which, more than any other of his books, are the result of his labor in the congregation.

Three writings, however, must be regarded as their direct precursors, _viz._, the _Short Form of the Ten Commandments, the Creed, and the Lord's Prayer,_ of 1520, the _Booklet for Laymen and Children,_ of 1525, and the three series of Catechism-sermons of 1528, delivered in Bugenhagen's absence. True, they are not yet real catechisms, but they paved the way for them. The _Short Form_ is a summary and explanation of the three traditional chief parts. In the preface to this work, Luther expresses himself for the first time on the value and the coherence of these parts, which he considered to be the real kernel of the Catechism.

In the _Short Form_ he also abandoned the traditional division of the Creed into twelve parts, choosing, instead, the threefold division of the later Small Catechism. In 1522 he embodied the _Short Form_ into his _Prayer-Booklet,_ in consequence of which it was given extended circulation. It has been called Luther's first catechism, and Luther himself regarded it so for in his _German Order of Wors.h.i.+p_ he recommends its use for catechetical instruction. In it are summed up Luther's catechetical efforts since 1516.

The _Booklet for Laymen and Children_ appeared at Wittenberg in 1525, at first in Low German (_Ein Boekeschen vor de leyen unde Kinder_), but done into High German in the same year. Though Bugenhagen is probably its author, no doubt, the book was written at the suggestion and under the influence of Luther, parts of whose earlier explanations it contains, and who also since 1526, made use of it in his public services. Besides the three traditional parts, it offered for the first time also those on Baptism (without the baptismal command) and on the Lord's Supper. The wording of the text was practically the same as that of Luther's Enchiridion. Several prayers, later found in Luther's Enchiridion, were also added. Hence the _Booklet for Laymen and Children_ is properly considered a forerunner of Luther's Catechisms.