Anecdotes and Examples Illustrating The Catholic Catechism/Preface
PREFACE
In presenting in the vernacular a work by Francis Spirago, one feels that no apology whatever is needed. This is all the more apparent in view of the hearty reception accorded his two catechetical volumes lately given to the English-speaking world by Rev. Fr. Clarke, S.J., and Bishop Messmer respectively. As to the present product of his pen, its scope and plan cannot be better set forth than in the words of the author’s own preface.
“The great value of examples and illustrations in teaching children and the uneducated is universally acknowledged. The Romans used to say: Verba movent, exempla trahent (Words influence, examples attract). And Seneca said: Longum iter per praecepta, breve et efficax per exempla (The desired end is attained much more quickly and effectually by means of example than by precept). The reason of this is that examples stimulate the imitative instinct, which is strong in most people, especially in the young; consequently they are a powerful factor in education. In imparting instruction, also, examples are of no slight assistance, for they serve to elucidate the teaching, to render the lesson interesting and attractive, and keep the attention of the scholar from wandering. The teacher need only say: Now, children, I am going to tell you a pretty story, and all eyes are forthwith fixed on him.
"In the present day, examples are more necessary than ever, because almost all the catechisms and manuals of religion now in use are written in a dry, concise style, with no other aim apparently than that of intellectual improvement. Thus unless the catechist weaves examples into the instruction given, the heart and the will remain untouched, and religious teaching becomes distasteful to children on account of its being so dull. The use of appropriate examples and illustrations is quite in accordance with Our Lord's method of teaching; we know that He constantly taught by parables.
"It must not, however, be forgotten that judgment is needed in the selection of examples. It is a mistake to make use of too many, and only suitable ones should be chosen. Non multa, sed multum. Let them be few, but good. For the young, none but the best are good enough.
"1. Therefore the narration of improbable occurrences or stories of a ludicrous and marvelous nature, such as are unfortunately met with in some collections of examples, should above all be avoided. Many of these books might be entitled warnings, not examples; since the examples are the very reverse of what they ought to be. In the pages of Holy Scripture a sufficient number of glorious miracles are recorded; it would be nothing short of folly to narrate puerile tales of supposed wonders, which only excite laughter and awaken doubt, and bring religion into contempt. Therefore, examples ought to be true or at least highly probable.
“2. The anecdotes narrated should be free from superfluous or irrelevant matter. It has a ridiculous effect if the account of some trivial and insignificant occurrence begins with a formal statement of the place, the year, the day of the month when it took place, or by the (sometimes grandiose) baptismal and family names of the individuals concerned, the date and place of their birth, etc. In some instances the minutest details are entered into. When, on the other hand, really important historical events are related, it is well to mention date and place.
“3. Furthermore, the examples should be interesting, and of an edifying and elevating character. If this is not so, it is tantamount to giving the children stones instead of bread. Noble deeds, worthy of imitation, should be proposed to them as examples.
“Some persons will perhaps say: ‘When the examples have been once narrated, they are of no further use.’ That is a mistaken idea. Are Our Lord’s parables, I ask, to be set on one side because they have been already related, or read aloud in public? Assuredly not; the Church recalls them to our remembrance year by year in her services. The priest is, of course, expected not to content himself with the simple repetition of the parables; he must expound them, choosing at one time this, at another that, special point to be brought into prominence and proposed for the consideration of his hearers, and drawing practical lessons from it. In this way he will, as Our Lord says, be ‘like to a man that is a householder, who bringeth forth out of his treasure new things and old.’ (Matt. xiii. 52.)
“In conclusion I may add that the examples contained in this book are taken from newspapers, schoolbooks, volumes of sermons, and spiritual works. They have not been copied verbatim, but have been arranged and adapted to serve the desired end.”
In addition to these words of the author, suffice it to say that, with one solitary exception, all his examples and illustrations are given in this English version. In bringing them into line with the Baltimore Catechism, moreover, it was found necessary to add about one hundred and fifty others, in order that under each question of the Catechism at least one appropriate anecdote or example might be placed.
St. James’ Church,
Boston.