Grimm's Lexicon defines "Haustafel" as "der Abschnitt des Katechismus, der ueber die Pflichten des Hausstandes handelt, that section of the Catechism which treats of the duties of the household." This verbal definition, suggested by the term, is too narrow, since Luther's "Haustafel" is designed "for various holy orders and estates," magistrates and pastors included. Still, the term is not on this account inappropriate. Table (Tafel, tabula) signifies in general a roster, a list, or index of leading points, with or without reference to the chart form. And such a table suspended in the home and employed in the instruction of the home congregation, is properly termed "Haustafel." Agreeably to this, Andreas Fabricius, in 1569, called the "Haustafel" a domestic table of works, tabula operum domestica. Daniel Kauzmann, in his Handbook (16 sermons on the Catechism) of 1569, says: "It is called 'Haustafel' of the Christians because every Christian should daily view it and call to mind therefrom his calling, as from a table which portrays and presents to every one what pertains to him. It teaches all the people who may be in a house what each one ought to do or to leave undone in his calling." (642.)
In his Catechismus Lutheri of 1600 Polycarp Leyser offers the following explanation: "Why are these passages called a table? Beyond doubt this is due to the fact that, from of old, good ordinances have been written and graven on tables. So did God, who prescribed His Law to the Jews in ten commandments on two tables. Similarly Solon wrote the laws of Athens on tables. The Romans also had their law of twelve tables brought from Athens. And so, when the government to-day issues certain commands, it is customary to suspend them on tables, as also princes and lords suspend on tables their court rules. But why is it called 'Haustafel' when it also treats of preachers and the government? The reason for this is given by St. Paul, I Tim. 3, where he calls the Church a house of the living God. For as the housefather in a large house summons his servants and prescribes to each one what he is to do, so God is also wont to call into certain stations those who have been received into His house by Holy Baptism, and to prescribe to them in this table how each one in his calling shall conduct himself." (641.)
Concerning the purpose of the Table of Duties, Albrecht remarks: "If I am correct, Luther, by these additions, would especially inculcate that Christianity, the essence of which is set forth in the preceding chief parts, must daily be practised." That is certainly correct, for the Catechism must not only be learned, but lived. And the Table of Duties emphasizes the great truth, brought to light again by Luther, that Christianity does not consist in any peculiar form of life; as Romish priests, monks, and nuns held, who separated themselves from the world outwardly, but that it is essentially faith of the heart, which, however, is not to flee into cloisters and solitudes but courageously and cheerfully to plunge into practical life with its natural forms and relations as ordained by Creation, there to be tried as well as glorified. In his Admonition to the Clergy, 1530, Luther says: "Furthermore, by such abominable doctrine all truly good works which God appointed and ordained were despised and utterly set at naught [by the Papists]. For instance, lord, subject, father, mother, son, daughter, servant, maid were not regarded as good works, but were called worldliness, dangerous estates, and lost works." (W. 30, 2, 291.) The Table of Duties is a protest against such perverted views. For here Luther considers not only the calling of preachers and teachers, but also all those of government and subjects, of fathers, mothers, and children, of masters and servants, of mistresses and maids, of employees and employers, as "holy orders and estates," in which a Christian may live with a good conscience, and all of which the Catechism is to permeate with its truths. "Out into the stream of life with the Catechism you have learned!" Such, then, is the admonition which, in particular, the Table of Duties adds to the preceding parts of the Catechism.
115. Symbolical Authority of Catechisms.
The symbolical authority of Luther's Catechisms must be distinguished from the practical use to which they were put in church, school, and home. As to his doctrine, Luther knew it to be the pure truth of the divine Word. Hence he could not but demand that every one acknowledge it. Self-evidently this applies also to the doctrinal contents of the Catechisms. Luther, however, did not insist that his Catechisms be made the books of instruction in church, school, and home; he only desired and counseled it. If for the purpose of instruction the form of his Small Catechism did not suit any one, let him, said Luther, choose another. In the Preface to the Small Catechism he declared: "Hence, choose whatever form you think best, and adhere to it forever." Again, "Take the form of these tables or some other short, fixed form of your choice, and adhere to it without the change of a single syllable." Self-evidently Luther is here not speaking of the doctrine of the Catechism, but of the form to be used for instruction. And with respect to the latter he makes no demands whatever. However, the contents of these books and the name of the author sufficed to procure for them the widest circulation and the most extensive use. Everywhere the doors of churches, schools, and homes were opened to the writings of Luther.
The tables had hardly been published when catechism instruction already generally was given according to Luther's Explanation. The church regulations, first in Saxony, then also in other lands, provided that Luther's Small Catechism be memorized word for word, and that preaching be according to the Large Catechism. The Church Order of Henry the Pious, 1539, declares: "There shall not be taught a different catechism in every locality, but one and the same form, as presented by Dr. Martin Luther at Wittenberg, shall be observed everywhere." In 1533 the ministers of Allstaedt were ordered "to preach according to Luther's Large Catechism." (Kolde, 63.) The authority of the Catechisms grew during the controversies after Luther's death, when the faithful Lutherans appealed to the Smalcald Articles and especially to Luther's Catechisms. The Lueneburg Articles of 1561 designate them, together with the Smalcald Articles, as the correct "explication and explanation" of the true sense of the Augustana. The Corpus Doctrinae Pomeranicum of 1564 declares that "the sum of Christian and evangelical doctrine is purely and correctly contained in Luther's Catechisms." Their authority as a genuinely Lutheran norm of doctrine increased when the Reformed of Germany, in 1563, made the Heidelberg Catechism their particular confession.
Like the Smalcald Articles, Luther's Catechisms achieved their symbolical authority by themselves, without resolutions of princes estates, and theologians. The Thorough Declaration of the Formula of Concord is merely chronicling actual facts when it adopts the Catechisms for this reason: "because they have been unanimously approved and received by all churches adhering to the Augsburg Confession, and have been publicly used in churches, schools, and homes, and, moreover, because the Christian doctrine from God's Word is comprised in them in the most correct and simple way, and, in like manner, is explained, as far as necessary for simple laymen." (852, 8.) The Epitome adds: "And because such matters concern also the laity and the salvation of their souls, we also confess the Small and Large Catechisms of Dr. Luther as they are included in Luther's works, as the Bible of the laity, wherein everything is comprised which is treated at greater length in Holy Scripture, and is necessary for a Christian man to know for his salvation." (777, 5.)
116. Enemies and Friends of Small Catechism.
In recent times liberal German theologians, pastors, and teachers have endeavored to dislodge Luther's Small Catechism from its position in church, school, and home. As a rule, these attacks were made in the name of pedagogy; the real cause, however, were their liberal dogmatical views. The form was mentioned and assailed, but the contents were meant. As a sample of this hostility we quote the pedagog, philologian, and historian Dr. Ludwig Gurlitt (Die Zukunft, Vol. 17, No. 6, p.222): "At the beginning of the sixteenth century," he says, "a monk eloped from a cloister and wrote a religious book of instruction for the German children. At the time it was a bold innovation, the delight of all freethinkers and men of progress, of all who desired to serve the future. This book, which will soon celebrate its five-[four-]hundredth anniversary, is still the chief book of instruction for German children. True, its contents already are so antiquated that parents reject almost every sentence of it for themselves; true, the man of today understands its language only with difficulty—what of it, the children must gulp down the moldy, musty food. How we would scoff and jeer if a similar report were made about the school system of China! To this Lutheran Catechism, which I would best like to see in state libraries only, are added many antiquated hymns of mystical turgidity, which a simple youth, even with the best will does not know how to use. All outlived! Faith in the Bible owes its existence only to the tough power and law of inertia. It is purely mechanical thinking and speaking which the schoolmaster preaches to them and pounds into them. We continue thus because we are too indolent to fight, or because we fear an enlightened people."
The best refutation of such and similar aspersions is a reference to the enormous circulation which Luther's Small Catechism has enjoyed, to its countless editions, translations, elaborations, and its universal use in church, school, and home for four centuries. Thirty-seven years after the publication of Luther's Catechisms, Mathesius wrote: "Praise God it is said that in our times over one hundred thousand copies have been printed and used in great numbers in all kinds of languages in foreign lands and in all Latin and German schools." And since then, down to the present day, millions and millions of hands have been stretched forth to receive Luther's catechetical classic. While during the last four centuries hundreds of catechisms have gone under, Luther's Enchiridion is afloat to-day and is just as seaworthy as when it was first launched. A person, however, endowed with an average measure of common sense will hardly be able to believe that the entire Lutheran Church has, for four centuries, been so stupid as would have been the case if men of Dr. Gurlitt's stripe had spoken only half the truth in their criticisms.