and has been much
abused. Abused, not only by its enemies, who have said hard things
against it, but it has been and still is abused, like all good things,
by its professed friends. And doubtless it is the abuse by its friends
that is largely responsible for the neglect and contempt into which it
has sometimes fallen. Thus in the family, it is still too often taught
as a mere task. The home teacher often has no higher aim than that the
children should learn it by rote--learn to rattle it off like the
multiplication table, or the rules of grammar.

Worse than this, it has often been used as an instrument of
punishment. A child has done something wrong. It is angrily told that
for this it must learn a page or two of the Catechism! The task is
sullenly learned and sullenly recited; and the Catechism is hated
worse than the sin committed. Then too, it is slurred over in the
Sunday-schools, without an earnest word of explanation or application.
The learner does not realize that it is meant to change the heart and
influence the life.

This same sad mistake is also made by many pastors in the
catechetical class. Strange as it may seem, this mistake is most
commonly made by those very pastors who profess to be the warmest
friends of and the most zealous insisters on the catechisation of
every lamb in the flock. Thus we find not a few pastors who catechise
their classes after the schoolmaster fashion. They go through the
exercise in a perfunctory, formal manner. They insist on the letter of
the text, and are satisfied if their pupils know the lessons well by
rote! To urge on the dull and lazy pupil they will scold and rage, and
even use the rod! The Catechism becomes a sort of text-book. The
pupils get out of it a certain amount of head knowledge. There are so
many answers and so many proof-texts that must be committed to memory.
And when all this is well gotten and recited by rote, the teacher is
satisfied, the pupil is praised, imagines that he has gotten all the
good out of that book, and is glad he is done with it!

Now we would not for a moment depreciate the memorizing of the
Catechism. It is of the most vital importance, and cannot be too
strongly urged. What we object to--and we cannot object too
strenuously--is the idea that head knowledge is enough! There must of
course be head knowledge. The memory should store up all the precious
pearls of God's truth that are found in the Catechism. The mind must