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 institution 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,
petition, 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 devote