d 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 illustrations. 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 passional booklet, a sort of Bible History. To this
Luther remarks: "I considered it wise to add the ancient passional
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 assimilation 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 ans