Keu,€atecbetic$ BX 8068 .AI R413 1918 Reu, Johann Michael, 1869 1943. Catechetics CATECHETICS or Theory and Practise of Religious Instruction by M. REU, D.D. Professor of Theology at Wartburg Seminary Dubuque, I oiv a WARTBURG PUBLISHING HOUSE, CHICAGO 19 18 PREFACE HTHIS textbook on Catechetics was originally published in German, the first edition appearing in 1915. Since it was introduced by three Lutheran seminaries a second edition soon proved necessary and was published in the spring of 1918. Ever since its first publication the desire was often expressed for an English edition. Thanks to the efforts of Rev. C. B, Gohdes, Litt. D. and Professor of History at the Capital University, Co- lumbus, Ohio, this desire is now fulfilled. Dr. Gohdes kindly carried out the very difficult task of translation. In rendering the chapters 21 and 22 he was kindly assisted by Prof. Theo. Mees5 Ph.D., D.D., of Capital University, whose conversance with the psychological terminology of the Herbart Society was placed at his disposal, while Rev. Harry Melcher of Columbus, Ohio, furnished the trans- lation of the Practical Examples. For all such valu- able assistance, especially for the unselfish, assiduous, and successful labors of Dr Gohdes, the author takes this opportunity publicly to express his heartfelt thanks. Although the esteemed translator, under constant collaboration with Rev. S. Salzmann, of Dubuque, Iowa, and myself, gave much time and diligent thought to- ward the production of this English edition, here and there an error may have crept in. May I not ask the IV readers to make a note of these, and kindly to bring them to my attention in order that they might be cor- rected in case a second edition should be necessary? I should likewise be grateful for any other suggestions. This book, however, is not merely a translation of the German edition. For, in its present form, it was not only divested of everything which had special reference to conditions in the German speaking Lutheran congre- gations of our country, but was also recast and ampli- fied, as this seemed necessary for a more general use in our Church. While already in the German edition the psychological, pedagogical, and catechetical literature of our country was drawn upon, especially for chapter 22, this has now been registered and turned to account throughout the book. Chapters 30 and 31 dealing with the educational agencies and the distribution of material has been completely recast and amplified. Chapter 20 appears for the first time. It seemed necessary, in order that the student and pastor might, at least briefly, be informed on the work of religious instruction carried on by the churches round about us. One addition which I had planned, could not be embodied in this print. I had intended to write a sketch of the catechetical work of the Scandinavian Church from the Reformation to the present time, but being somewhat overworked, I had to desist from this plan in the last moment. Should a second edition prove necessary, thfs deficiency will be supplied. To some it might seem as if this Catechetics were too bulky to serve as a textbook; it was, however, pur- posely written in this volume, for it should be of ser- vice also to the pastor and catechist, who have stood in the ministry for years. By omitting the literature and the practical examples about one hundred pages could have been eliminated. But perhaps just the teacher of Catechetics and all who intend later to continue the study of catechetical problems, will thank me for having recorded it with such care. Hardly will they find one so relatively complete. Most of the books mentioned are found in my library, the remainder was at least exam- ined, only a few have been cited on the authority of others. If a large proportion of the literature given is written in German, the reason for this is mainly, be- cause nowhere has such diligent, practical as well as sci- entific, work been done in the catechetical field as in the evangelical church of Germany. How ever much condi- tions may change, it ought to remain a rule with us that the Lutheran pastor or, at least, the Lutheran professor should be able to read and to understand the language in which Luther wrote. The practical examples could, in the interest of the catechist, especially of the student and beginner, not well be omitted. While some of the examples given, in my judgment, can by no means serve as models worthy of imitation, they have been added, because, in the form given, they have proved valuable for my work in the Seminary. Here, too, criticism of the material offered serves as an aid to find and appreci- ate what is correct. Another reason why the bulkiness of this volume should be no hindrance to its usefulness as a textbook is this : in spite of its unity the several parts are complete in themselves, and can, therefore, also be taken up and studied separately. If time will not allow for a careful study of the historical part, this can be covered by a few summarizing lectures. He who has reasons to believe that his class is sufficiently grounded in the elements of psychology may restrict himself to a VI hasty review of the second part in which stress is laid upon the pedagogical deductions. My experience, how- ever, is that such knowledge of psychology is rather rare among our students of theology. Where this is the case much of the necessary basis for all catechetical work is wanting. The complete indexes were kindly furnished by Prof. Julius Bodensieck of Waverly, Iowa. The proofs were read repeatedly. But on account of an overstrain- ing of my eyes and the fact that the book was to leave the press before the opening of the new school year some errors may have been overlooked. For these I ask the reader's indulgence. I can truthfully say that this textbook has grown out of scientific as well as practical study of catechetical problems extending over many years. Especially what is said concerning the various educational agencies and the distribution of material has been tested as to its practicableness either by myself or by some of my former pupils who perform all their catechetical work in English. Would, that now, when the transition into the American language has made religious instruction much easier in many respects, all would earnestly strive to "redeem the time" and to lay the foundations for a lasting improvement of ways and means of such instruc- tion. The whole future of our Church is at stake. In the same measure in which we succeed in solving the question of the religious instruction of our youth, can we become what we should, a salt for our country. The following resolution was passed by the International Sunday School Convention assembled this summer at Buffalo : "The prize of our religious liberty is the sum VIT required for the building of a system of Church schools which will parallel our system of public schools and be equally efficient. We do not have in this country a sys- tem of public education ; we have only a system of public schools; but this system of schools does not work with the whole child. It is but half an educational arch. We must complete the arch by building a system of Church schools closely co-ördinated with the public schools. These two systems of schools — one supported by the State, with secular leadership, the other supported by the Church, with religious leadership — will form the only system of education that a country can have, in which the Church and the State are a part. The build- ing of this system of Church schools is the task now pressing for completion". At the same time the follow- ing report comes from New York : "The Commissioner of Education for the State of New York declares that there must be some definite plan of religious education for the children of the State, this to be formulated through the co-operation of the schools and the Churches. He proposes three methods: (1) The pre- paration, for use in the schools, of a book of selections from the Bibje by an interdenominational commission appointed by the legislature; (2) the formulation of a plan for co-operation between the school and the vari- ous denominations, that every child may be provided with religious instruction; (3) the granting of regents' credits for serious work in Bible study outside of the schools". I still maintain what has been said in chapters 20, 30 and 31 concerning the establishment of parish schools, but in connection with these latest utterances I would like once more to emphasize the following : Where par- VIII ish schools can not be established, there let us unite and strive with all seriousness that a portion of the regular school periods of our public schools be assigned for re- ligious instruction given by the Church, and let us train teachers for that purpose. To bring this matter before our state legislatures and boards of education would be a very important task for the newly formed Lutheran National Council. In the meantime let no one idly wait for developments which the future might bring, but let him turn to account the educational agencies mentioned on p. 444, or let him choose other ways and means — if only our youth receives that religious instruction which the Church and every pastor is in holy duty bound to give. Dubuque, Iowa, September, 1918. M. REU. CONTENTS Page INTRODUCTION . 1—7 1. Name and Meaning of Catechetics 3 2. Necessity of Religious Instruction and Catechetics 4 3. Elements of Catechetics 7 I. THE HISTORICAL DEVELOPMENT OF RELI- GIOUS INSTRUCTION 7—219 A. Religious Instruction in the Old Church 7 — 57 4. The Aim of Religious Instruction in the Old Church . . 8 5. Religious Instruction During the Apostolic and Post Apostolic Age 10 6. The Development of the Graded Catechumenate Be- tween 180 and 325 23 7. The Catechumenate in Perfected Form, about 325 — 450.. 28 8. The Catechumenate in its Decay, 450—600 43 9. The Conclusion of the Catechumenate of the Old Church and the Subsequent Care of the Baptized 44 10. Infant Baptism and the Christian Instruction of the Young in the Old Church 50 B. Religious Instruction in the Mediaeval Church 57 — 83 II. Religious Instruction from 600 — 1200 58 12. Religious Instruction from 1200—1517 70 C. Religious Instruction in the Church of Reformation. 83 — 219 13. The Work of the Reformatory Church Until the Ap- pearance of Luther's Catechisms, 1517 — 1529 83 14. The Significance of Luther's Small Catechism 105 15. Religious Instruction from 1530—1600 126 16. Religious Instruction During the Period of Lutheran Orthodoxism, 1600—1676 136 17. Religious Instruction During the Period of Pietism, 1677—1750 144 18. Religious Instruction During the Period of Rationalism, 1750-1830 152 X 19. Religious Instruction Since the Renewal of Faith, About 1830—1918 159 20. Religious Instruction in America 168 II. THE SUBJECT OF RELIGIOUS INSTRUCTION: THE PUPIL AND HIS INNER LIFE 219—303 21. The Inner Life of the Pupil in its General Aspect (the literature on p. 219 f. belongs to chapter 21) 219 a. The Intellect 223 b. The Emotions 242 c. The Will 258 22. The Gradual Unfolding of the Pupil's Inner Life .... 269 a. Infancy 271 b. Childhood 278 c. Adolescence 294 III. THE AIM OF THE CHURCH IN RELIGIOUS IN- STRUCTION 303—313 23. The Aim of the Church in Religious Instruction 303 IV. THE MATERIAL FOR RELIGIOUS INSTRUCTION AND ITS DISTRIBUTION OVER THE SEVERAL EDUCATIONAL AGENCIES 313—481 24. The Catechetical Material as Suggested by the Aim of Religious Instruction 313 25. Biblical History 317 26. The Catechism 340 Hints to a correct understanding of the Small Cate- chism 356 27. Holy Scripture 406 28. The Church Book or Hymnal 414 29. Secondary Material for Instruction 423 30. The Educational Agencies of the Church 428 31. The Distribution of the Material 451 V. THE METHOD OF RELIGIOUS INSTRUC- TION 481—676 32. Principles of Method 481 33. The Method According to its Outward Form 496 34. The Method of Instruction in Biblical History 513 35. The Method of Instruction in the Catechism 549 36. Method of Teaching the Remaining Material 592 XI 37. Method and Period 596 38. Method and Man 600 Practical Examples 606 a. Instruction in Biblical History 606 b. 'Instruction in Catechism 645 c. Instruction in the Hymns of the Church 675 VI. THE CLOSE OF THE RELIGIOUS INSTRUC- TION 676—700 39. The Preliminary Close by Confirmation 676 40. The Final Close of Religious Instruction 699 RE = Realenzyklopaedie fuer protestantische Theologie und Kirche in dritter Auflage herausgegeben von A. Hauck. Page 8, line 16, read Patrologiae. Page 31, line 5, read Tractatus. Page 33, line 15, add Ap. Const. VIII, 6. Page 19, line 19, add 1 John 2, 20. 27. Page 38, line 26, read Chrysologus. Page 45, line 1, read Liturgik. Page 49, line 5, read Cat. 5. Page 64, line 28, read externalities. Page 69, line 3, read was. Page 98, line 28, read Luther. _ Page 107, line 22, read conventional. Page 132, line 26, read Augustana. Page 189, line 2, read A. S. S. U. I»age 190, line 34, read A. S. S. U. Page 214, line 5, i*ad Pontoppidan. Page 240, line 10, read dealing. Page 240, line 14, read connotes. Introduction Henry I. Schmidt, History of Education, Part I : History of Education, Ancient and Modern; Part II: A Plan of Cul- ture and Instruction based on Christian Principles, and designed to aid in the right Education of Youth, Physically, Intellec- tually, and Morally, 1842. — L. Kraussold, Katechetik fuer Schule und Kirche, 1843 (21880).— Chr. Palmer, Evangelische Kate- chetik, 1844 («1881). — G. v. Zezschwitz, System der christlich- kirchlichen Katechetik : 1. Bd. Der Katechumenat oder die* Lehre von der kirchlichen Erziehung, 1863. 2. Bd. Die Lehre vom kirchlichen Unterricht nach Stoff und Methode. 1. Ab- teilung : Der Katechismus oder der kirchliche Unterrichts- stoff, 1864 (21872). 2. Abteilung: Die Katechese oder die kirchliche Unterrichtsmethode. 1. Haelfte : Der akroamatisch- positive Bibelunterricht, 1869 (21874). 2. Haelfte: Die ero- tematische Unterrichtsform, 1872. — H. Ziegler, Catechetics, His- torical, Theoretical, Practical, 1873.— F. W. Schuetze, Praktische Katechetik fuer evangelische Seminare und Lehrer, 1876 (21883). — R. Kuebel, Katechetik, 1877.— Theod. Harnack, Katechetik und Erklaerung des Kleinen Katechismus, 1882. — G. v. Scheele, Kirchliche Katechetik, 1886. — K. Buchrucker, Grundlinien der kirchlichen Katechetik, 1889. — E. Sachsse, Die Lehre von der kirchlichen Erziehung nach evangelischen Grundsaetzen, 1897. — Fr. Zange, Evangelischer Religionsunterricht, 1897 (21913). — A. Eckert, Der erziehende Religionsunterricht in Schule und Kirche, 1899 (-1915). — M. v. Nathusius, Handbuch des kirchli- chen Unterrichts, 1903. — O. Baumgarten, Neue Bahnen. Der Unterricht in der christlichen Religion im Geist der modernen Theologie, 1903.— E. Thraendorf, Allgemeine Methodik des Re- ligionsunterrichts. 1903 (•-,1912).— G. A. Coe, Education in Re- ligion and Morals, 1904. — J. Gottschick, Homiletik und Kate- chetik, 1908. — Joh. Berndt, Methodik des Unterrichts in der evangelischen Religion, 1909. — J. Smend, Der evangelische Re- ligionsunterricht auf hoeheren Schulen, 1910. — R. Kabisch, Wie lehrt man Religion, 1910 (21912).— C. H. Gerberding, The Lu- theran Catechist, 1910.— J. H. Herzer, Ev.-Luth. Katechetik, 2 Introduction 1911. — C. W. Hertzler, Die religioes-sittliche Erziehung der kirchlichen Jugend, 1911. — K. Knoke, Recht und Pflicht der evangelischen Kirche hinsichtlich der religioesen Unterweisung ihrer heranwachsenden Jugend. 1912. — Chr. Buerckstuemmer, Der Religionsunterricht in der Volksschule, 1913. — J. Steinbeck, Lehrbuch der christlichen Jugenderziehung, 1914. — G. Hodges, The Training of Children in Religion (1911), 1917.— E. Her- shey Sneath, George Hodges, and Henry H. Tweedy, Religious Training in the School and Home, 1917. — Compare also the chapters on Catechetics by G. v. Zezschwitz in : Strack-Zoeck- ler, Handbuch der theologischen Wissenschaften, part 4, 1882 (31890). — K. Knoke, Grundriss der praktischen Theologie, 1886 (41896). — A. Krauss, Lehrbuch der praktischen Theologie, i890 — 1893. — E. Chr. Achelis, Lehrbuch der praktischen Theologie, 1890 (31911). — E. Chr. Achelis, Grundriss der praktischen Theo- logie, 1893 (51903). — Of text-books on Pedagogics we mention: Chr. Palmer, Evangelische Paedagogik. 1853 (41869).— T. Ziller, Vorlesungen ueber allgemeine Paedagogik, 1876 (:>,1892). — G. v. Zezschwitz, Lehrbuch der Paedagogik, 1882. — W. Ostermann- L. Wegener, Lehrbuch der Paedagogik, 1882 (50th thousand. 1910).— J. Chr. G. Schumann-G. Voigt, Lehrbuch der Paedago- gik. about 1882 (121904).— H. Spencer, Education, intellectual, moral, and physical, 1883. — Jos. Payne, Lectures on the Science and Art of Education, 1884. — E. Thring, Theory and Practice of Teaching, 1885.— J. G. Fitch, Lectures on Teaching, 1886.— J. Johonnot, Principles and practice of Teaching, 1886. — Ch. de Garmo, The Essentials of Method. 1889.— D. P. Page, Theory and Practice of Teaching, 1893. — W. James, Talks to Teachers on Psychology. 1900. — K. Knoke, Grundriss der Paeda- gogik, 1.892 (21902).— K. Heilmann, Handbuch der Paedagogik, 1897 021908).— W. Rein, Paedagogik i. Grundriss. 1900 (^1908). English by C. C. and Ida J. Van Liew, 1895.— W. Rein, Paeda- gogik in systematischer Darstellung, 1902 — 1906. — P. Barth, Die Elemente der Erziehungs- u. Unterrichtslehre, 1906 (31911). — F. Paulsen, Paedagogik, 1911. — K. A. Schmid, Geschichte der Erziehung, 5 parts, 11 volumes, 1884 ff. — K. A. Schmid, Encyclo- paedic- des gesamten Erziehungs- und Unterrichtswesens, 2. ed. 8 vols. — W. Rein, Encyclopaedisches Handbuch der Paeda- gogik, 2. ed. 10 vols. — Sonnenschein's Cyclopedia of Education, ed. by Fletcher, 1892. — Monroe's Cyclopedia of Education, 1911 — Introduction 3 1914.— W. S. Monroe, Bibliography of Education, (1897), 1907. — P. Monroe, Textbook in the History of Education, 1905. — F. P. Graves, History of Education before the Middle Ages, 1909; History of Education during the Middle Ages and the Transition to Modern times, 1909 — 1910. 1. Name and Meaning of Catechetics. G. v. Zezschwitz I, pp. 10—34; II, 1, pp. 27— 43.— Achelis II, pp. 278—281; 383— 386.— Sachsse, pp. 301—302. The word Catechetics {Kar-qxnriKT) rix^n) 1S a deri- vative of the composite verb Kar^'w. This, in turn, is derived from the simple verb rjx€LVy n°t from the noun •fa™, the equivalent of our English echo. The etymology of Catechetics, therefore, suggests a descending, not a reverberating, sound. For this reason, and in conse- quence of the essential difference between Kar-qxtlv and avrrjxtiv, the explanation, not originating with Melanch- thon, but widely spread by him, that the word signi- fies instruction by means of questions and answers,*) proves inacceptable. Originally intransitive, the verb subsequently received transitive force, in that KaTYjxuaOat came to mean "to receive information", while Karrjxdv rtva (to reach one by sound from above, as from a desk) has come to signify an impartation of knowledge by the transmission of sound from lip to ear. The term is also used to connote the superficial, the commonplace, the inchoate, the elementary. In the general sense of imparting oral information the word is used in Luke's Gospel (1, 4), also in Acts (18, 25; 21, 21). In the more definite sense of giving oral instruction in re- ligion, we find the term used by Paul (Rom. 2, 18; *) Compare M. Reu, Quellen zur Geschichte des kirchlichen Unterrichts, I, 2 p. 17; F. Cohrs, Evangelische Katechismus- versuche vor Luthers Enchiridion, III, p. 20. 4 Introduction I Cor. 14, 19; Gal. 6, 6). Inasmuch as oral instruction in the fundamentals of Christianity was the principal feature of the preparation for baptism, Kar-qxelv was used as an expression of the mode of preparation for the sac- rament, and, subsequently, of fundamental religious in- struction in general as imparted by the Church. Cate- chetics is therefore an exposition of the principles of religious instruction and a practical method of equip- ping the catechist. 2. The Necessity for Such Instruction and a Correct Exposition of its Principles. Th. Harnack, pp. 1— 8.— Achelis, II, pp. 281— 282.— Buch- rucker, pp. 64 — 65. — Kabisch, pp. 1 — 102. — Religionsunterricht? 80 Gutachten. Ergebnis einer von der Vereinigung fuer Schul- reform in Bremen veranstalteten allgemeinen deutschen Um- frage, 1905. — W. Rein, Stimmen zur Reform des Religionsunter- richts, 1904. 1906. — G. A. Coe, Education in Religion and Mor- als, pp. 21 — 32. — Sneath, Hodges, and Tweedy, Religious Train- ing in School and Home, pp. 1 — 33. The character and task of the Church suggest the necessity of imparting religious instruction. The Church is to spread and grow. While, through her missionary activity, she endeavors to arouse in those without the longing and willingness for salvation that result in a desire for membership, her character as the communion of saints prevents her from receiving into fellowship any but those who share her faith and confession. The duty to give all applicants careful instruction in regard to the faith and its confession thus becomes self-evident. A further necessity for such instruction results from baptism as the divinely ordained sacrament of initia- tion into the Church. Baptism requires instruction con- cerning its character and import, no matter whether instruction precedes the sacrament or vice versa. In introduction 5 the case of adults, whether they are Pagans, Jews, or sectarians hostile to baptism, the activity of the mis- sionary must merge into that of the catechist, and con- clude with instruction in regard to baptism and the con- fessions, whereas the baptism of infants dare not take place at all, unless subsequent instruction be guaranteed. Finally, religious instruction is explicitly required by Holy Writ. The missionary commission involves the preparation of those who, by preaching and baptism, have already become members of the Church for a con- versation in consonance with discipleship (Matth. 28, 18 etc.). Even more, Jesus impresses upon Peter not only the guarding and feeding of the sheep (Trpoßara, TrpoßaTta) , but also the feeding of the lambs (apvta) be- longing to the fold (John 21, 15 etc.), a process to which instruction of its youth by the Church belongs as an essential part. Since Rousseau (f 1778), the require- ment has indeed frequently been made that children should be given no instruction in religion till the age of sixteen. However, the pretext that an independent deci- sion in the premises should not be forestalled, is merely the equivalent of a demand for an irreligious education, inasmuch as congenital evil is given an opportunity for unimpeded development, and parents and Church are expected to withhold from the children that which is their own greatest treasure, and this at a time when the foundation is laid for the future in every respect. E. H. Sneath, George Hodges and H. H. Tweedy in "Re- ligious Training in the School and Home" (Macmillan, 1917) : To postpone the work of religious education until the prepara- tory school and college is as rash as it is foolish. "Let a child wait until he is grown and then choose his own reli- gion," said an English statesman in the hearing of Coleridge. Coleridge made no reply, but led the speaker out into his 6 introduction garden. Looking around upon the bare ground he said quietly : "I have decided not to put out any flowers and vegetables this year, but to wait till August and let the garden decide for itself whether it prefers weeds or strawberries". The blind optimism which seems to feel that the moral and religious training of the child will care for itself, ends all too soon in disaster. The business of growing good men and women will no more care for itself than the business of making a fortune or winning a success in any profession will care for itself (p. 19). Nor is it the mere principle of instruction as such that is in question, but rather purposeful instruction and education. Instruction bearing a general Christian im- press might be conceivable as the result of Christian as- sociation and a life in the shadow of the Church. But quite aside from the failure of many Christians to pos- sess an adequate understanding of the Way of Salvation or to give proper ethical expression to it, such inci- dental instruction would leave a complete and connected teaching of essential truth a matter of chance. Gaps, misunderstandings, and aberrations would be all but inevitable, while purposeful influence and coherent effort would be absent altogether. Therefore it is the duty of the Church to be a unit in her advocacy of an object inextricably interwoven with her very future, to pre- scribe an orderly process of instruction, to gain greater clearness concerning the aim, the matter, and the method of such instruction, and most conscientiously to prepare her future servants, in both theory and practise, for a successful performance of the teaching activity. The history of the Church is witness of the great effect ever produced upon her inner development through the faith- ful discharge of this duty, and of the baneful effects wherever it has been neglected. Introduction 7 3. The Elements of Catechetics: Inasmuch as the Church has had to give spiritual instruction from the time of her origin, the first element of the catechetical discipline is likely to be an excursion into its history, in order to make the experience of the past available for the present and to render possible a clearer and ampler apprehension and discharge of the teaching function. Moreover, in order to a proper mu- tual adjustment, the pupil must be viewed from the standpoint of his mental faculties and his complete psychic development. Clearness is also to be gained in regard to the aim to be reached, in regard to the materials necessary thereto, in regard to the distribution of such materials over the educational institutions today accessible, in regard to the method which best insures the attainment of the aim, and, finally, in regard to the time when such instruction is to be concluded, and the form which this conclusion is to take. I. The Historical Development of Religious Instruction A. RELIGIOUS INSTRUCTION IN THE OLD * CHURCH. J. W. F. Hoefling, Das Sakrament der Taufe nebst den andern damit zusammenhaengendcn Akten der Initiation I, 1846. — Th. Harnack, Der christliche Gemeindegottesdienst im apostolischen und alt-katholischen Zeitalter. 1854.— v. Zezsch- witz, Katechetik I und II. 1.— J. Mayer, Geschichte des Katechu- menats und der Katechese in den ersten sechs Jahrhunderten, 1868. — Fr. Probst, Lehre vom Gebet in den drei ersten christ- lichen Jahrhunderten, 1871.— Fr. Probst, Die kirchliche Dis- ziplin in den drei ersten Jahrhunderten, 1873. — Fr. Probst, Kate- 8 The Historical Development of Religious Instruction chese vom Anfang des vierten bis zum Ende des sechsten Jahr- hunderts, 1884. — Fr. Probst, Geschichte der katholischen Kate- chese, 1886. — H. J. Holtzmann, Die Katechese der alten Kirche, 1892.— E. Sachsse, Katech. pp. 4— 115.— F. Wiegand, Die Stel- lung des apostolischen Symbolums im kirchlichen Leben des Mittelalters, I. Symbol und Katechumenat, 1899.— F. Cohrs, Katechumenat, RE, 1901.— W. Moeller-Schubert, Lehrbuch der Kirchengeschichte I, 21902. — J. H. Kurtz-Bonwetsch, Lehrbuch der Kirchengeschichte I, 141906. — G. Hodgson, Primitive Chris- tian Education, 1906. — J. C. Ayer, Catechumenal and catecheti- cal Schools (Monroe's Cyclopedia, vol. 1). — A. F. Leach, Bis- hop's Schools and Cathedral Schools (Monroe's Cycl., vol. 1). — G. Krueger, Handbuch der Kirchengeschichte I. 1911. — E. Chr. Achelis, Pr. Theol. II, 31911.— H. Achelis, Das Christentum in den ersten drei Jahrhunderten, 1912. — J. Steinbeck, Kate- chetik, pp. 1 — 9. — Migne Patriologiac Cursus completus (MSG zrrGreek Series; MSL=Latin Series). — Corpus Scriptorum Ecclesiasticorum Latinorum, Vindebonae (CSEL). — Die griech- ischen christlichen Schriftsteller der ersten drei Jahrhunderte, Berlin (GBSchr). — Bibliothek der Kirchenvaeter, Kempten, ed. by Thalhof er (KB1). — Bibliothek der Kirchenvaeter, Kempten, ed. by Bardenhewer, Scherman and Weyman (KB2). — The Ante- Nicene Fathers (ANF). — Nicene and Post-Nicene Fathers, ed. by Schaff, first and second series (NPNF1 NPNF2).— A. Har- nack, Geschichte der altchristlichen Literatur bis Eusebius, 1893 — 1904. — Bardenhewer, Geschichte der altkirchlichen Litera- tur, 1902 ff. — H. Jordan, Geschichte der altchristlichen Litera- tur. 1911. 4. The Aim of Religious Instruction in the Old Church. G. Thomasius-Bonwetsch, Christliche Dogmengeschichte I, 2 1886. — M. v. Nathusius, Handbuch des kirchlichen Unterrichts nach Ziel, Inhalt und Form I, 1903. — F. Loofs, Leifaden zum Studium der Dogmengeschichte, 41906. — A. Harnack, Mission und Ausbreitung des Christentums in den drei ersten Jahr- hunderten, - 1906.— F. Kattenbusch, Taufe, RE, 1907.— R. See- berg, Lehrbuch der Dogmengeschichte I, 21908— A. Harnack, Lehrbuch der Dogmengeschichte I, 41909.— A. v. Stromberg, Studien zur Theorie und Praxis der Taufe in der christlichen Kirche der ersten zwei Jahrhunderte. 1913. The Aim of Religious Instruction in the Old Church 9 In view of the fact that the Old Church was a missionary organization to a degree never attained since, the candidates for reception were primarily adults. In conformity with the commission according to Matth. 2$, 19 and apostolic usage, reception into the Church took place through the act of baptism. In proportion as the Church vitally realized the unique character of Christianity, baptism was estimated on a high plane. It was received as the agency that worked forgiveness of sins and terminated the old life, as the channel for the Holy Spirit and the beginning of man's renewal. It was viewed as the door through which access was afforded to all the blessings and gifts in possession of the Church of God on earth. And when this consciousness had largely begun to fade, the praise of the teachers of the Church for baptism as an agency of salvation became particularly marked. However, since mo saving power was predicated of baptism, except as it was received in faith; moreover, since baptism was viewed as the strongest incentive to a godly life, the urgent necessity arose for the Old Church to instruct and train its disciples with a view to the performance and saving reception of the baptismal sac- rament. The function of the missionary had to give place to that of the catechist, in order to prepare those for baptism who were willing to join the congregation of Christian believers. In this way specific forms of a catechumenate, or a baptismal discipline, gradually de- veloped, which, notwithstanding minor local differences, commonly possessed the same fundamental features. Rooted deeply in the apostolic era, this catechumenate attained its highest development in the fourth century, presently, in the fifth, to fall a prey to decadence. IG The Historical Development of Religious Instruction 5. Religious Instruction During the Apostolic and Post Apostolic Age. G. v. Zezschwitz I, § 11. 12; II 1, § 16. 17. 19. 20. 26. 31.— Th. Zahn, Glaubensregel und Taufbekenntnis in der alten Kirche, 1881 (Skizzen aus dem Leben der alten Kirche n1908; compare his article "Glaubensregel" in RE, 1899). — W. Bacher, Die Agada der Tannaiten, I 1884 (21903), II 1900.— R. Harris, The Teaching of the Apostles and the Sibyll. Books, 1885. — C. Taylor, The Teachings of the 12 Apostles with Illustrations from the Talmud. 1886. — W. Bacher, Die Agada der palaest. Amoraeer, 1892 — 1899. — A. Harnack, Das apostolische Glaubens- bekenntnis, 1892 C2'1896).— H. J. Holtzmann, pp. 62— 66.— Th. Zahn, Das apostolische Symbolum, 1893. — F. Kattenbusch, Das apostolische Symbolum, I 1894, II 1900.— A. Harnack, Aposto- lisches Symbol. RE, 1896. — A. Harnack, Die Apostellehre und die juedischen beiden Wege, -1896 (compare Apostellehre, RE, 1896). — A. Hahn, Bibliothek der Symbole und Glaubensregeln der alten Kirche, 31897. — J. Kunze, Glaubensregel, Heilige Schrift und Taufbekenntnis, 1899. — C. Weizsaecker, Das apo- stolische Zeitalter der christlichen Kirche, 21902. — A. C. Mc- Giffert, The Apostles' Creed, 1902.— W. Heitmueller, Im Na- men Jesu, eine sprach- und relig.-geschichtliche Untersuchung, spez. zur altchristlichen Taufe, 1903. — A. Seeberg, Der Kate- chismus der Urchristenheit, 1903. — A. Seeberg, Das Evangelium Christi, 1905. — F. W. Rendtorff, Die Taufe im Urchristentum, 1905.— R. Knopf, Das nachapostolische Zeitalter, 1905.— E. v. Dobschuetz, Proselyten, RE, 1905. — A. Harnack, Mission und Ausbreitung des Christentums, 21906. — A. Seeberg, Die beiden Wege und das Aposteldekret, 1906. — A. Seeberg, Die Didache des Judentums und der Urchristenheit, 1908. — R. Seeberg, Dog- mengeschichte I. eh. 6. 8. — A. Harnack, Dogmengeschichte I, pp. 172 ff. ; 225 ff.— M. Reu, Der katechetische Unterricht in der apostolischen Zeit (Kirchliche Zeitschrift), 1909.— E. Schuerer, Geschichte des juedischen Volks im Zeitalter Jesu III, 41909. — G. Klein, Der aelteste christliche Katechismus und die juedi- sche Propagandaliteratur, 1909.— W. Brandt, Die juedischen Baptismen, 1910. — J. Kunze, Das apostolische Glaubensbekennt- nis und das Neue Testament, 1911. — J. Behm, Handauflegung im Urchristentum, 1911. — W. Heitmueller, Taufe und Abendmahl Instruction During Apostolic Age 11 im Urchristentum, 1911. — O. Moe, Paulus und die evangelische Geschichte, 1912. — A. Seeberg, Die Taufe im Neuen Testament, -1912.— H. Achelis, Das Christentum etc. I. pp. 121 ff.— A. v. Stromberg, Studien etc. 1913. — H. Lietzmann, Symbole der alten Kirche. 1914.— Sources : Patrum apostolicorum opera, rec. Ose. de Gebhardt, Ad. Harnack et Theod. Zahn, editio minor ^»1906; German by I. Chr. Mayer, 1869 (KB1); English in ANF, vol. 1. — The Didache or Teachings of the 12 Apostles : Didache mit kritischem Apparat, ed. by H. Lietzmann, 31912. English in ANF, vol. 7, p. 369 ff. ; Greek and German, ed. by Harnack, 1896. — Writings of the Apologets: E. J. Goodspeed, Die Apologeten, die aeltesten Texte mit kurzen Einleitungen, 1914; English in ANF, vol. 1 and 9; German by Rauscher, Julius a. o. in KB2, vol. 1 and 2. — The Apologies of Justin: Justins des Maertyrers Apologien, ed. G. Krueger. '1904; English in ANF, vol. 1; German by Rauscher in KB2, vol. 1. To induce others to become disciples like them- selves, had been made by Jesus the vocation of the twelve from the beginning (Matth. 4, 19; Lk. 5, 10). Nor did they fail to exercise its functions during the life- time of Jesus (John 4, 12; Matth. 9, 36—10, 15; Mark 6, 7—13; Lk. 9, 1—6). After the restoration of the dis- ciples to the apostolate by the risen Christ, in spite of their failure to meet the test during His passion, (Matth. 28, 19; Lk. 24, 47; John 20, 21—23; 21, 15—23; Acts 1, 8), whatever remnant of doubt in the premises may have lingered is dispelled by the assignment to them, in language too clear for misunderstanding, of all nati.ons, Jews and Gentiles, as object of their missionary activity. To make them sure of their ground, the Sa- vior designated the means of discipling the nations, viz., the testimony concerning Him, baptism in the name of the Father, the Son, and the Holy Ghost, and the en- joining of all His commands upon all men. Preparation for baptism through specific instruc- tion was not especially named by the Lord ; for the 12 The Historical Development of Religious Instruction verbs K-qpvaaeiv, Lk. 24, 27, and /xapTvpelv, Acts 1, 8, are expressions of the missionary proclamation, whereas the ß6