Historical Introductions to the Symbolical Books of the Evangelical Lutheran Church

by F. Bente

The fact that the text of the three chief parts existed long before Luther does not detract from the service which he rendered the Catechism. Luther's work, moreover, consisted in this, 1. that he brought about a general revival of the instruction in the Catechism of the ancient Church; 2. that he completed it by adding the parts treating of Baptism, Confession, and the Lord's Supper; 3. that he purged its material from all manner of papal ballast; 4. that he eliminated the Romish interpretation and adulteration in the interest of work-righteousness; 5. that he refilled the ancient forms with their genuine Evangelical and Scriptural meaning. Before Luther's time the study of the Catechism had everywhere fallen into decay. There were but few who knew its text, and when able to recite it, they did not understand it. The soul of all Christian truths, the Gospel of God's free pardon for Christ's sake, had departed. Concerning "the three parts which have remained in Christendom from of old" Luther said that "little of it had been taught and treated correctly." (CONC. TRIGL. 575, 6.)

In his Warning to My Dear Germans, of 1531, he enlarges on the same thought as follows; "Thanks to God, our Gospel has produced much and great good. Formerly no one knew what was Gospel, what Christ, what Baptism, what Confession, what Sacrament, what faith, what spirit, what flesh, what good works, what the Ten Commandments, what the Lord's Prayer, what praying, what suffering, what comfort, what civil government, what matrimony, what parents, what children, what lords, what servant, what mistress what maid, what devil, what angel, what world, what life, what death, what sin, what right, what forgiveness of sin, what God, what bishop, what pastor, what Church, what a Christian, what the cross. Sum, we knew nothing of what a Christian should know. Everything was obscured and suppressed by the papal asses. For in Christian matters they are asses indeed, aye, great, coarse, unlearned asses. For I also was one of them and know that in this I am speaking the truth. And all pious hearts who were captive under the Pope, even as I, will bear me out that they would fain have known one of these things, yet were not able nor permitted to know it. We knew no better than that the priests and monks alone were everything; on their works we based our hope of salvation and not on Christ. Thanks to God, however, it has now come to pass that man and woman, young and old, know the Catechism, and how to believe, live, pray, suffer, and die; and that is indeed a splendid instruction for consciences, teaching them how to be a Christian and to know Christ." (W. 30, 3, 317.)

Thus Luther extols it as the great achievement of his day that now every one knew the Catechism, whereas formerly Christian doctrine was unknown or at least not understood aright. And this achievement is preeminently a service which Luther rendered. He revived once more the ancient catechetical parts of doctrine, placed them in the proper Biblical light, permeated them with the Evangelical spirit, and explained them in conformity with the understanding of the Gospel which he had gained anew, stressing especially the finis historiae (the divine purpose of the historical facts of Christianity, as recorded in the Second Article), the forgiveness of sins not by works of our own, but by grace, for Christ's sake.

86. Catechetical Instruction before Luther.

In the Middle Ages the Lord's Prayer and the Creed were called the chief parts for sponsors (Patenhauptstuecke), since the canons required sponsors to know them, and at Baptism they were obligated to teach these parts to their godchildren. The children, then, were to learn the Creed and the Lord's Prayer from their parents and sponsors. Since the Carolingian Epoch these regulations of the Church were often repeated, as, for example, in the Exhortation to the Christian Laity of the ninth century. From the same century dates the regulation that an explanation of the Creed and the Lord's Prayer should be found in every parish, self-evidently to facilitate preaching and the examination in confession. In confession, which, according to the Lateran Council, 1215, everybody was required to make at least once a year, the priests were to inquire also regarding this instruction and have the chief parts recited. Since the middle of the thirteenth century the Creed, the Lord's Prayer, together with the Benedicite, Gratias, Ave Maria, Psalms, and other matter, were taught also in the Latin schools, where probably Luther, too, learned them. In the Instruction for Visitors, Melanchthon still mentions "der Kinder Handbuechlein, darin das Alphabet, Vaterunser, Glaub' und andere Gebet' innen stehen—Manual for Children, containing the alphabet, the Lord's Prayer, the Creed, and other prayers," as the first schoolbook. (W. 26, 237.) After the invention of printing, chart-impressions with pictures illustrating the Creed, the Lord's Prayer, and the Ten Commandments came into the possession also of some laymen. The poorer classes, however, had to content themselves with the charts in the churches, which especially Nicolaus of Cusa endeavored to introduce everywhere. (Herzog's Realenzyklopaedie 10, 138.) They were followed by confessional booklets, prayer-booklets, and also by voluminous books of devotion. Apart from other trash, these contained confessional and communion prayers instructions on Repentance, Confession, and the Sacrament of the Altar; above all, however, a mirror of sins, intended as a guide for self-examination, on the basis of various lists of sins and catalogs of virtues, which supplanting the Decalog were to be memorized. Self-evidently, all this was not intended as a schoolmaster to bring them to Christ and to faith in the free grace of God, but merely to serve the interest of the Romish penances, satisfactions, and work-righteousness. Says Luther in the Smalcald Articles: "Here, too, there was no faith nor Christ, and the virtue of the absolution was not declared to him, but upon his enumeration of sins and his self-abasement depended his consolation. What torture, rascality, and idolatry such confession has produced is more than can be related." (485, 20.) The chief parts of Christian doctrine but little taught and nowhere correctly taught,—such was the chief hurt of the Church under the Papacy.

In the course of time, however, even this deficient and false instruction gradually fell into decay. The influence of the Latin schools was not very far-reaching, their number being very small in proportion to the young. Public schools for the people did not exist in the Middle Ages. As a matter of fact not a single synod concerned itself specifically with the instruction of the young. (H. R. 10, 137.) At home, parents and sponsors became increasingly indifferent and incompetent for teaching. True, the reformers of the fourteenth and fifteenth centuries did attempt to elevate the instruction also in the Catechism. Geiler's sermons on the Lord's Prayer were published. Gerson admonished: "The reformation of the Church must begin with the young," and published sermons on the Decalog as models for the use of the clergy. John Wolf also urged that the young be instructed, and endeavored to substitute the Decalog for the prevalent catalogs of sins. The Humanists John Wimpheling, Erasmus, and John Colet (who wrote the Catechyzon, which Erasmus rendered into Latin hexameters) urged the same thing. Peter Tritonius Athesinus wrote a similar book of instruction for the Latin schools. However, all of these attempts proved ineffectual, and even if successful, they would have accomplished little for truly Christian instruction, such as Luther advocated, since the real essence of Christianity, the doctrine of justification, was unknown to these reformers.

Thus in the course of time the people, and especially the young, grew more and more deficient in the knowledge of even the simplest Christian truths and facts. And bishops and priests, unconcerned about the ancient canons, stolidly looked on while Christendom was sinking deeper and deeper into the quagmire of total religious ignorance and indifference. Without fearing contradiction, Melanchthon declared in his Apology: "Among the adversaries there is no catechization of the children whatever, concerning which even the canons give commands. … Among the adversaries, in many regions [as in Italy and Spain], during the entire year no sermons are delivered, except in Lent." (325, 41.)

87. Medieval Books of Prayer and Instruction.

Concerning the aforementioned Catholic books of prayer and edification which, during the Middle Ages, served the people as catechisms, Luther, in his Prayer-Booklet of 1522 (which was intended to supplant the Romish prayer-books), writes as follows: "Among many other harmful doctrines and booklets which have seduced and deceived Christians and given rise to countless superstitions, I do not consider as the least the prayer-booklets, by which so much distress of confessing and enumerating sins, such unchristian folly in the prayers to God and His saints was inculcated upon the unlearned, and which, nevertheless, were highly puffed with indulgences and red titles, and, in addition, bore precious names, one being called Hortulus Animae, the other Paradisus Animae, and so forth. They are in sore need of a thorough and sound reformation, or to be eradicated entirely, a sentence which I also pass on the Passional or Legend books, to which also a great deal has been added by the devil." (W. 10, 1, 375.)

The Hortulus Animae, which is mentioned even before 1500, was widely circulated at the beginning of the sixteenth century. It embraced all forms of edifying literature. Sebastian Brandt and Jacob Wimpheling helped to compile it. The Paradisus Animae had the same contents, but was probably spread in Latin only. The Hortulus Animae contains very complete rosters of sins and catalogs of virtues for "confessing and enumerating sins." Among the virtues are listed the bodily works of mercy (Matt. 25, 35) and the seven spiritual works of mercy: to instruct the ignorant, give counsel to the doubtful, comfort the afflicted, admonish sinners, pardon adversaries suffer wrong, and forgive the enemies. Among the virtues were counted the seven gifts of the Holy Ghost: wisdom, understanding, ability, kindness, counsel, strength, and fear. Furthermore the three divine virtues: faith, hope and charity. The four cardinal virtues: prudence, justice, fortitude, and temperance. The eight beatitudes according to Matt. 5, 3ff. The twelve counsels: poverty, obedience, chastity, love of enemies, meekness, abundant mercy, simplicity of words, not too much care for temporal things, correct purpose and simplicity of deeds, harmony of doctrine and works, fleeing the cause of sin, brotherly admonition. Finally also the seven sacraments. The list of sins contains the nine foreign sins, the six sins against the Holy Ghost, the four sins that cry to God for vengeance, the five senses the Ten Commandments, and the seven mortal sins: pride, covetousness, unchastity, anger, gluttony, envy, and sloth. Each of these mortal sins is again analyzed extensively. The Weimar edition of Luther's Works remarks: "If these catalogs were employed for self-examination, confusion, endless torment, or complete externalization of the consciousness of sin was bound to result. We can therefore understand why the Reformer inveighs against this 'enumerating of sins.'" (10, 2, 336.)