Now that catechism classes are drawing to a close, I want to make a few comments on this important topic. I do so on the basis of a bit of experience of my own and on things I’ve seen and heard in some of our churches. And on that basis I must immediately say that I’m not nearly as optimistic about the “new curriculum” (Bible Way) as some appear to be. Based on my experience and observation, I dare say that catechism instruction in our churches is at a low ebb, and in some cases it is a dismal failure. I really fear that in many respects we are raising a generation of ignoramuses when it comes to a knowledge of our Reformed confessions. And that does not augur well for a strong, creedally-informed church in the future. If I think back to my own parents and to many others of the older generation (many of whom had a very limited formal education) and take note of their knowledge of the Scriptures and of the Reformed confessions, then I am both amazed and ashamed. Amazed at their knowledge and understanding of the Reformed faith, and ashamed at how comparatively little the present generation (most of whom have far more formal education) understands of that faith.

A Sick Society

That has something to do with the whole of society, of course. Homes, schools and catechism classes have all been affected by our easy-going, pleasuremad, entertainment-seeking society. The spirit of the age has infiltrated the church far more than we often realize. We are always “on the go” (but don’t ask where) and seem to have so little time for quiet, concentrated study and Bible reading. We want everything to be easy, short, instant and entertaining. Television has helped make us that way.

New Curriculum

But now to more specifics. I believe the adoption of the new curriculum was in itself a partial capitulation to the spirit of the age around us. Catechism had to be more “interesting” and “entertaining.” Who wanted to memorize any longer? What we needed was more discussion and debates, and various other activities that would make for a more “lively” class.

Abetting this shift was the trend in our churches away from having the minister do most of the teaching and toward having all kinds of other people doing it for him. This necessitated matenal which would fill the hour without too much “lecturing.” And that’s precisely what we have today, particularly in the Bible Guide & Bible Crossroads series. The “catechism” hour is largely taken up by reading and discussing a story (ostensibly illustrative of some doctrinal point), filling in the blanks, doing crossword puzzles, having “plays,” etc. In no t ime the hour has disappeared, but don’t ask what the students have learned. Generally it’s precious little! When a mother asked her son what he had learned in catechism that day, he answered, “How to survive in a plane crash”! (That’s what the story was about that session.) Somehow the “illustration” rather than the point it was supposed to illustrate stood out in this boy’s mind. And I’m sure that wasn’t the only time it happened. I’ve looked at some of these papers and lessons, and then I almost despair: Is that what we’re teaching our children nowadays m catechism?

Concerned Mothers

We think we are doing our children a favor by having this kind of material, but we’re not. Many don’t even like it; it doesn’t challenge them at all. As one mother said to me, “It’s an insult to their intelligence.” Some students feel the same way. They thought they were going to catechism class to learn something, but they found out it was just another “Sunday School story.” One twelve-year-old boy actually came home crying because he was so disappointed.

One sensitive and concerned mother from a neighboring congregation talked to me about this matter. She showed me some of the material her sons had to learn. Nothing at all was done with the catechism itself (notwithstanding Art. 64c of the Church Order). The time was spent in reading and discussing a story, filling in the blanks, etc. (The question and answer of the Catechism, was, after all, placed in some innocuous corner of the paper, where it could easily be ignored.) This mother went and sat in on one of the classes, and it only made her more upset. Most of the class time was spent in playing a game (role-playing). Nothing of substance was learned. She went home disgusted. One of the older teachers admitted to her that all he was really doing in catechism was “baby–sitting.” Everything was laid out for him, and he just had to keep the process going. No learning was taking place. Here is just a sample of some of the material used in the lessons:

Remember how Tom was tempted by the stranger and eventually became lost? Remember how his relationship to Mr. Simms, his boss, was ruined? In somewhat the same way, Adam & Eve _________ (Tom was a truckdriver for Mr. Simms, J.T.)

Invent one “authority-obedience” situation. Tell who the person in authority is; what responsibility that person has, and how and why that person ought to be obeyed.

a. Suppose Tom runs into trouble somewhere on the road to Omaha. What can he do in such a situation?

b. What can man do when he makes mistakes in the management of the earth or when things go wrong for him?

A story dealing with the 5th commandment was entitled “My Old Man.” Read and explain what the story says about honouring our parents.

How are we like the prodigal son? How are we like the older son? What would you do in such situations?

That is just a sampling. It may all sound rather cute and innocent, but how much actual learning is taking place? How long does it take to read and discuss the story? What time is there left to really teach the children the words and concepts of the catechism itself? I have taught this age children myself, using the excellent booklet by Hylkema & Tuuk, First Book of Christian Doctrine. WE had no stories, no games, no filling-in–the–blanks. I just explained to them in a simple way the key ideas of the lesson, and had them take a few notes. Both parents and children said t hey learned a lot. And I’m convinced that if we’d go back to some of these older books and teach them some real catechism, we’d be much better off.

The mother I mentioned earlier said her children knew next to nothing about the catechism, while the children of her sister (who belonged to the Canadian Reformed Church) knew all the questions and answers by heart! They were expected to learn them, and learn them they did. But we think memorization is old-fashioned and too hard; as a result our children grow up ignorant of the catechism. Often it’s not the children who are to blame, but the parents. The children can learn much rather easily in those young years, and if it is required, they will do it. And they would enjoy catechism more than they often do today. At least it would be worth their while.

     

A Dutch Minister’s Observation

I came across an article the other day in a Dutch paper, written by a minister, dealing with this same topic. He admitted that at one time be himself had been bitten by the bug of “actualitis” (catechism classes must deal with actual problems in today’s world & be “relevant”). Here’s part of what he writes:

“Annie, tell me, what do you think of the pill?” Believe me, that the hour is gone before you know it.

“Well, what shall we talk about the next time?” Ten to one, one will say, “Abortion.” “I want to talk about euthanasis, for that is timely (actueel),” says another. “I want to talk about the neutron–bomb” (“Ah,” thinks the minister, “we could easily spend a couple of hours on that!”). “May we live together before marriage, pastor?”

And so it goes. It sounds so interesting (and “relevant”). But the end result is disaster, for these young people have not yet learned anything about the basics of the Bible and the Reformed confessions, and so they are not even competent to judge on the matters. They talk “through their hats.” This minister then goes on to say that he came to see the foolishness of such an approach. HE says that a catechumen who spends no time learning the facts of the Bible will not grow up to be a mature member of the congregation. And why should we not learn something? Truly, the youth are willing to learn something and want to gain some knowledge. And that is as necessary as bread. Now that young men’s and young ladies’ societies have disappeared in large measure, let’s make the most of catechism. “It amazes me to notice that even candidates for the ministry can hardly say a meaningful word about the providence of God, revelation, and the person of Christ at the classical exams.” He concludes the article by saying: Mature members of the church are members who can contribute to the discussion in the church. “But then it first has to be given to them by way of the baby-spoon (paplepel). And not only milk but also solid food.”

That’s the way it is, also in the CRC. Our children, says Popma, must learn to confess the faith of their fathers, often in the language of the fathers. To learn football or hockey, one must learn the technical terms of the game. So it is in matters of faith also. And we ought not to be so concerned about immediate relevancy (the Revelation-Response Bible series for schools errs in this respect). The relevance of what they learn will become evident later on. The groundwork must first be laid.

Teaching to Confess God’s Word

I believe too that catechism instruction ought to be confessionally oriented and directed, cf. Church Order, Art. 63—“as formulated in the creeds of the church.” Actually Bible knowledge should first of all be the task of the home, and secondly of the school. But catechism must be confessional in nature. We must get away from this awful subjectivism that is so prevalent today, where each has his say or his opinion, but that’s where it remains. This subjectivism is evident in some of the questions the students have to answer (cf. above). It is all rather open-ended. Each one can make of it what he or she desires. Real instruction in the truth of God’s Word as formulated in our confessions is largely lacking. And so no intelligent discussion or response can take place. One student summed it up this way: “We didn’t learn a thing; all we had in catechism was a ‘bull-session.’”

As church, we will reap what we sow. And I fear that unless we do some overhauling of our catechism system, the harvest will be grim. It may not be as bad all over as I have described it, but I hear plenty and see plenty that makes me plenty worried. I wish we had more concerned mothers like the one who talked to me who would discuss this matter with their consistories. And maybe we should go back to Hylkema & Tuuk and books of that nature. And perhaps Paideia Press should translateS. G. De Graafs De Rechten Des Verbonds for us. It would stand us in good stead. Meanwhile, fathers and mothers and consistory members better find out what is taking place in the catechism classes of their children. For the eternal welfare of those children.

Jelle Tuininga is the pastor of the First Christian Reformed Church of Lethbridge, Alberta, Canada.