The

VOLUME 47 Lutheran NUMBER 1 Educator OCTOBER 2006

The WELS Education Journal The Lutheran Educator

The education journal of the Wisconsin Evangelical Lutheran Synod edited by faculty of College

VOLUME 47 NUMBER 1 OCTOBER 2006 A R T I C L E S — Jack N. Minch Editor — Philip M. Leyrer, Cheryl A. John R. Schultz EditorialLoomis, James Board F. Pope, David D. Sellnow The Christian’s Real War 4 shouldEditorial be sentcorrespondence to The Lutheran and Educator articles, Editor, Martin Luther College, 1995 Luther Court, New Frederick“Christian Wulff Politics”: The Best Ulm, MN 56073. Phone 507-354-8221. Fax 507- 354-8225. e-mail: lutheraneducator@mlc- For Both Worlds wels.edu 6 The Lutheran Educator (ISSN 0458-4988) is pub- lished four times a year in October, December, E.Keeping Allen Sorum Lutheran Schools February, and May by Northwestern Publishing House, 1250 North 113th Street, Milwaukee, Wis- Lutheran consin 53226-3284. Periodical Postage Paid at 11 Milwaukee, WI. Joel Kluender Rates: One year—USA/$12.00 –single copy/ Confessors $3.00. Canada/$12.84–single copy/$3.21. All 20 other countries—air mail $18.80. Postage includ- ed, payable in advance to Northwestern Publishing House. Write for multi-year rates. For TheodoreLuther, HartwigFaithful Servant of Holy single issue only, Wisconsin residents add 5% Scripture sales tax, Milwaukee County residents add 5.6% 23 tax. Subscription Services:1-800-662-6093 extension 8 (Milwaukee 414-615-5785). Write NPH, 1250 N. c 113th Street, Milwaukee,o WI 53226-3284. Order online:www.nph.net/periodicals D E P A R T M E N T S POSTMASTER: Send address changes to T h e Lutheran Educator, / Northwestern Publishing House, 1250 North 113th Street, Milwaukee, Wisconsin 53226-3284. AsNeither We Right See NorIt Wrong? Copyright ©2006 by Martin Luther College. Re- quests for permission to reproduce more than 3 brief excerpts are to be addressed to the editor. Reviews 30 THE LUTHERAN EDUCATOR As we see it

Neither Right Nor Wrong?

A BBC news article recently reported that “pupils will no longer have to be taught the difference between ‘right and wrong’ under draft plans put forward by England’s exams regulator. Instead, 11 to 14-year-olds should learn the importance of ‘secure values and beliefs.’1 There is not that much news there for 21st century Americans. The trend for some time in our society has been the obliteration of objective truth and the promotion of tolerance, which means that no one should presume to be right or wrong. One can see these attitudes in almost every area of life, including the reli- gious instruction by a good number of churches. What a sad state of affairs it is when there is no right or wrong in life. Chaos and confusion can only result. But there are deeper issues than that. History textbooks often list “sharing common values” as one of the key components of a civilization. There is obviously something wrong with a civilization when its shared value is that there are no common values. With such a “foundation” for a civilization, people are left to flounder on their own to come up with their “secure values and beliefs.” And what is “secure” for one does not have to be “secure” for another. As Christians, what a blessing it is to know right from wrong. To be sure, we have that knowledge only because God has imparted that to us. As Christian edu- cators, what a blessing it is to be able to teach people, for their benefit and the good of others, what is right and wrong. We have that privilege through the divine calls we have received. While we are in possession of God’s “right and wrong,” we deceive ourselves if we presume to have all the answers. Adiaphora abound in life. There are numer- ous issues which God has not addressed in the Bible. Those matters God leaves to Christians and their consciences that are shaped by his Word. There are also open questions; there are some subjects in the Bible that leave us wondering what the right answer might be. But when it comes to the big issues in life, there is no uncertainty. Sin is always sin, and salvation is always God’s doing. God’s Word spells out very clearly what is right and what is wrong. God’s people, motivated by the love of Christ, strive to do the right and avoid the wrong as a tangible way of expressing their grati- tude to God. And God’s people lovingly look to teach others what is right and wrong. After all, it’s not our right or wrong that we are following or advocating. It’s God’s. Am I right or wrong? There’s only one answer. JFP

1 http://news.bbc.co.uk/2/hi/uk_news/education/5230598.stm

OCTOBER 2006 3 The Christian’s Real War

John R. Schultz

Finally, be strong in the Lord and in his often give it little lasting thought. mighty power. Put on the full armor of God However, as Christians there is a war we so that you can take your stand against the experience personally every minute of devil’s schemes. For our struggle is not every day – and the LORD would have against flesh and blood, but against the us give it a lot of thought. It is a spiritual rulers, against the authorities, against the war against evil spiritual forces. The powers of this dark world and against the casualties and deaths are more horrible spiritual forces of evil in the heavenly realms. than those pictured in the movie Saving Therefore put on the full armor of God, so Private Ryan.They are eternal. that when the day of evil comes, you may be The battle “is not against flesh and able to stand your ground, and after you blood,” but against Satan and his evil have done everything, to stand. Stand firm legions. Therefore, earthly strategies are then, with the belt of truth buckled around useless. The strength, ability, and power your waist, with the breastplate of righteous- to wage this battle are only in the ness in place, and with your feet fitted with LORD. It is true that we regenerate the readiness that comes from the gospel of Christians have a new spiritual life in peace. In addition to all this, take up the our hearts; it is equally true that this shield of faith, with which you can extin- life, unless renewed and supported by guish all the flaming arrows of the evil one. Christ each day, may be lost. It is neces- Take the helmet of salvation and the sword of sary that we remain in intimate commu- the Spirit, which is the word of God. nion with Christ in his Word and Ephesians 6:10-17. Sacrament lest we be unqualified for spiritual battle. The daily news programs have not To fight this spiritual battle, the been pretty. Cable and broadcast news LORD has provided the necessary give us a constant barrage of the devas- armor so that we may stand victorious. tation, mutilation, horror and death of “Therefore, put on the full armor of God, so war. Most of us have not personally that when the day of evil comes, you may be experienced war’s trauma and thus able to stand your ground, and after you

4 THE LUTHERAN EDUCATOR Schultz have done everything, to stand,”Ephesians we must also draw the sword and go for him 6:13. A Christian is to be encased in the with such insistence that he must fall back armor of God from his head to his feet, and flee, and we thus obtain the victory over in order to prevent Satan from using a him.” single opening. He has many strategies As called workers it’s especially vital and methods by which he hopes to over- that we clothe ourselves in God’s armor come us. To meet this onslaught is and use his weapons. Look at the apos- beyond the puny power of man, but tles Peter and Paul to learn that Satan with the “full armor of God”in our posses- fights especially hard to vanquish those sion and in its proper place we go into who bring the Gospel to others. We battle. need to use the Word privately as indi- But there’s more. The LORD gives us viduals. We need to gather around the additional battle equipment for the Word in our various groups and faculty fight: “the belt of truth buckled around your meetings. We need to remember that waist,” the soldier of God puts on our classrooms are equipping grounds: Christ’s truth; “the breast plate of righteous- training Christian soldiers to fight the ness,”Christ’s righteousness given to us good fight. destroys Satan’s accusations; “feet fitted Read some more: Psalm 46 with the readiness that comes from the gospel Prayer: of peace,”like sandals on the feet of the Onward Christian soldiers, Marching as soldier, the message of the Gospel is to war, protective and supportive; “the shield of With the cross of Jesus Going on before. faith,” extinguishes the fiery attacks of Christ, the royal master, Leads against Satan; “the helmet of salvation,”protects the foe; from Satan’s attack and bears witness to vic- Forward into battle See his banners go! tory; “the sword of the Spirit, which is the Onward, Christian soldiers, Marching as Word of God,”an offensive weapon strik- to war, ing at Satan with all the power of God’s With the cross of Jesus Going on before. Word. Luther knew the battle was also (CW 537, v. 1) to be offensive: “Here it is not enough that we defend ourselves against the devil with John Schultz served as principal/administrator of faith and hope as our shield and helmet, but Minnesota Valley Lutheran High School. He is currently retired and living in New Ulm, MN.

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OCTOBER 2006 5 “Christian Politics”: The Best For Both Worlds

Frederick Wulff

A fundamental lesson from the word Christians will be valuable assets to any government Most of us would agree that the deterio- rating American culture needs a fix. Learning from history The growing acceptance of disrespectful behavior, the prevailing use of obscene If we can learn anything from history, it language, the drug scene and the ugly is the painful lesson that stems from a face of violence alarm us. It seems the confusion of the church/state roles. church should do more to curb the ills Starting in the 4th century, under of society. Well, a note of caution is in Constantine, Christianity became a place here and a review of the doctrine sanctioned religion of the state. By the of the two kingdoms. God does not end of the century, the secular kingdom intend for the church to rule a worldly was wielding the keys that Christ had government. The roles that God has committed to the church. The sad years given the church and the state are sepa- of papal power in secular matters are all rate and distinct. He has given his too familiar to us. During the reign of means of grace to the church to bring the Renaissance popes, Luther’s power- salvation to all people; whereas the role ful proclamation of the Word shook the of the state is to govern society with the worldly kingdom and power of Rome power that resides in natural law. We and the shameful state of the church. Christians have dual membership, but The churches of the , freed we understand that the roles of church from worldly papal power, then wrestled and state must not be confused. We with church/state relations in a new set- should “give to Caesar that which is ting. Article 28 of the Augsburg Caesar’s, and unto God that which is Confession wisely stated: “The power of God’s” (Matthew 22:21). The church the church and the civil power must not has no direct role over the state; there is be confused.” Unfortunately, the gov- no prescribed left or right strategy to ernments under both the Church of rule. However, as individual Christians, Rome and the Lutherans (Peace of we are to be the salt of the earth. Thus, Augsburg, cuius regio, eius religio) perse- as sanctified Christians, we should natu- cuted non-members in their regions. rally be well-informed and active citi- The Anabaptists, who were not power zens. It follows then that individual players, gave up on what they perceived

6 THE LUTHERAN EDUCATOR Wulff as the fallen church and the fallen state with a sprinkle of Christians thrown in, and disavowed the power of the govern- will have to try to live together in the ment over them. same geographic area. Some form of John Calvin’s misconception of a working government is necessary, Christian nation (commonwealth) is because the alternative is civil war or derived from his view of the church and anarchy. Throughout the world God state functioning as a firm partnership. provides government, as a stabilizing Calvin placed more emphasis on exter- influence for order in a disorderly nals than Luther in this respect. He world: “Everyone must submit himself used the state as an arm of the church to the governing authorities, for there is whereby the magistrates helped him no authority except that which God has impose church rule in Geneva—to established. The authorities that exist establish his “City of God.” In this plan, have been established by God” (Romans the elders of the church regulated out- 13:1). ward behavior and had oversight over Here in the United States, the task of the lives of everyone. Through their sharing participatory power does not mission zeal, the Calvinists (the seem so daunting as in the Near East. Reformed Christian churches) spread Still the work is challenging. the Gospel throughout the world and Throughout our history we have had a along with it, this concept of the number of selfless statesmen who have Christian commonwealth. A shade of served for the greater public welfare. this view of Christian government or Christians, too, can serve in this noble Christian nation is still evident in the endeavor of public service, often in a thinking of the Religious Right. This is role of peacemaker among the factions, not meant to be a harsh judgment on to achieve the best possible for the the spirituality of those Christians. No greater good. The desired effect is not doubt many of them are sincere always perfect. Jimmy Carter once said Christians, but we still note that they he personally opposed abortion for have a fuzzy view of church/state rela- unwanted pregnancies at a time when tions in their concept of a Christian many in his own party disagreed with nation. him, but he sought what he believed the best possible alternative — parental Politics as a worthy vocation notification guidelines, waiting periods against hasty actions and adoption Politics is achieving the possible. We live options. His actions saved the lives of in a sinful world with people of all kinds some children, though not all, who of religious beliefs, or unbelief. We have were helpless in their mothers’ wombs. to get along, in spite of differences, and that requires pragmatism and coopera- Serving “our” constituency tion. In Iraq, hopefully that would mean Kurds, Sunni, Shiites and secularists, Within the Church, we can insist on the

OCTOBER 2006 7 Wulff

supremacy of the Scripture, which had maries and the general elections. As been given to the Church, but we must Christians, we may agree on some issue, realize the government of secular soci- like respecting the sanctity of life. But, ety rules on the basis of natural law. The even here, we may diverge on specifics: government serves a very broad con- like which wars are just wars, on rights stituency, many of whom are of differ- to control gun ownership, on applica- ent religious or philosophical persua- tion of capital punishment or on choos- sions. Politicians have to appeal to coali- ing between the life of an endangered tions among diverse people to support expectant mother and the life of the various platforms within a political unborn child. Similarly, we may favor framework. In our country, we basically divergent methodologies on an accept- have a two party system, with a third able social policy. The world of politics party occasionally playing a role; and is very subjective. then within those parties we can further delineate those at the center, left of cen- Solving the problems of society ter, and right of center. The world of politics involves teamwork among het- Should we be as the Amish or Hutterites erogeneous groupings. who give up on “sinful” government and I would venture that if we constructed withdraw into isolated communities? a sociogram and placed our church Should we turn governmental affairs members as dots on a political spec- over entirely to the secularists to deter- trum, we might see some discernable mine policy? Should we do as the pattern between rural churches and Reformed and impose our religious urban or inner city churches. We might teachings on others? Hopefully, none of be surprised to see some of our mem- the above. Rather, I suggest that we as bers outside the clusters of dots. Our individuals, as the salt of the earth, be commission to preach the Gospel to personally involved in the political pro- everyone has brought in, and hopefully cess for the best possible outcomes. Our continues to bring in, members that do lesson plans may well vary as how we not fit into the typical socio-economic might best be a brother to our neigh- framework of our established congrega- bor. We might share the same concern tions. for the elderly, the poor, the unem- Even within an average congregation, ployed, those on the margin of society parents of our students have diverse out- and unborn babies, but our strategies looks. It is not realistic to expect every- for assistance could be quite different. one in a congregation, let alone a Some, understandably, would see the Synod, to have the same political view- government machinery as the key points on all issues. Besides, political provider of assistance. Yet others might parties and political candidates them- stress volunteerism and plans that foster selves can, and do, change positions on self-reliance. Some speak of faith-based various issues, often between the pri- initiatives. Still others favor a combina-

8 THE LUTHERAN EDUCATOR Wulff tion, or all of the above. We do not nec- phy and deeply held convictions, but for essarily all find agreement. Whatever the most part, they are very civil and will the preference, hopefully our citizen- allow other views to be expressed. ship will reflect the love of Christ in us and not manifest an indifference to Seek “honest history” free of a political those in need. agenda

The need for debate and exchange of Many of you readers probably recall a ideas news release a number of years ago about the professional organization The The lively debate between liberals and History Society (THS) being formed to conservatives is not harmful, quite the promote “honest” history. Fed up with contrary. In my over 25 years member- militant driven agendas, the under- ship in the Organization of American signed switched membership from the Historians, I have thoroughly enjoyed OAH for the more balanced THS. No discussions of professional papers sub- doubt there are still fair-minded history mitted by leading historians of different professors in the OAH, but objectivity persuasions. True, polls show that most was taking a back seat. The new THS historians are political liberals, but gen- expressed their rationale for existence erally the wisest are quite fair-minded quite clearly in their preamble: toward contrary views. However, in The Society promotes frank more recent years, the post-modernist debate in an atmosphere of civility, extremists have shut down scholarly mutual respect, and common cour- debate and in its stead place irrational tesy. All we require is that partici- nonsense. These individuals are a threat pants lay down plausible premises, in that they tolerate no dissenting opin- reason logically, appeal to evidence, ions. Apparently, for some, scholarship and prepare for exchanges with and research count for little and any those who hold different points of contrary view is shouted down. My fear view…. where other historians can is that the OAH is being led into a polit- exchange ideas and contribute to ical ideology that is at odds with this each other’s work. (http://www.bu. prestigious organization’s original pur- edu/historic/about.html). pose – the exchange of scholarly knowl- Along this same line, there is an inter- edge. In earlier articles, I have strongly esting website for History News Network criticized professors of this emerging from George Mason University (hnn.us) fringe, not because they were left or where historians and other bloggers try right, but because they stifle true to promote “honest” history. Not all debate. Some of their persuasion criti- people who blog are qualified or trust- cize private church colleges for possess- worthy, but there is some substantive ing a narrow outlook. True, many pri- food for thought within the sources. vate schools do have a distinct philoso- This History News Network has as objec-

OCTOBER 2006 9 Wulff

tives: areas of concern to us(pornography, ● To expose politicians who misrepre- obscenities, abortion, homosexual sent history. behavior), but history has shown how ● To point out bogus analogies. political power can detract from the ● To remind Americans of the irony of mission of the church. In more recent history. history, one needs only look at the ● To put events in context. National Council of Churches and its ● To remind us all of the complexity of political pronouncements (in this case history. to the left) to see how an organization An example of exposing politicians can stray from the gospel ministry. who misrepresent history and use bogus Often statements released to the press analogies, was the treatment of by the NCC do not reflect the views of Professor Ward Churchill of the those in the pews. The Catholic clergy University of Colorado. Information in some areas of Latin America became revealed that he lacked a PhD (usually so involved in the politics of liberation required for tenure), lied about claim- that the common parishioners ing to be a Native American to obtain have had to become missionaries to the his position, was charged with plagia- clergy. rism and fraud, advocate violence Do not sacrifice the church for poli- against innocent civilians and called the tics. Jesus said,”My kingdom is not of victims of 9/11 little Nazis. Native this world” (John 18:36). For those of us American groups have denounced him in full-time kingdom work, preaching as an imposter for years. Yet, students of the Gospel is paramount. Everything we the University of Wisconsin–Whitewater say and do is subordinate to bringing gave him a standing ovation when he others to Christ. For this is what the spoke there in 2005 as a paid speaker. Lord has commanded us: “I have made Of course, we always have to ask our- you a light for the Gentiles, that you selves whether freedom of speech is at may bring salvation to the ends of the stake or not. Either way, a commitment earth” (Acts 13:47). The church should to discerning “honest” history will aid us avoid the pitfall of seeking world power in making assessments and help us be to impose our teachings on others. better teachers and citizens. Preach the word of reconciliation and encourage individual membersto freely The primary role of the church vote their conscience – and to be good citizens. We will then provide the best As called Christian church workers we for both worlds. see the Religious Right as well meaning, but a threat to the Church as a whole, Frederick Wulff is a retired professor of Martin because it lures church bodies into the Luther College and resides at New Ulm, political arena. Their agenda can be Minnesota. [email protected] attractive because it denounces so many

10 THE LUTHERAN EDUCATOR Keeping Lutheran Schools Lutheran

E. Allen Sorum

come to a knowledge of the truth (2 UTHERAN SCHOOLS are exceedingly Peter 3:9). Jesus is passionate about res- Ldear to Lutheran educators. Our cuing souls. He is passionate about res- most important memories, our highest cuing every soul. Jesus is the one: joys and deepest sorrows, even our pro- ● Who invited the little children to fessional identities paper school walls come to him, “For the kingdom of like a first grader’s art projects. Never God belongs to such as these“ (Mark has the ministry of a Christian elemen- 10:14); tary school been more necessary. Our ● Who “had to go through Samaria” Christian schools support our Christian (John 4:4) because he would not parents in their holy duty to raise allow the racist attitudes of his day Christian children in an increasingly keep him from rescuing a Samaritan anti-Christian environment. Our schools woman and her village; cannot raise and disciple children for ● Who allowed sinful men to nail him parents. But when a church and a to a tree so the “world” would be rec- school along with parents work together onciled to God (2 Corinthians 5:19); to raise up a new generation to follow ● Who commissioned his church on Jesus, they create a formidable partner- earth to “Go” (Matthew 28:19) ship. This formidable partnership is fac- because Jesus is passionately and ing formidable challenges. The ministry compassionately determined to rely of a Christian school has never been on his church to deliver the message more necessary. It has also never been of this reconciliation to the world (2 more difficult to support and adminis- Corinthians 5:18-20). ter! Because it is on our Savior’s heart to The partnership formed by our gather a harvest from all peoples, it is Christian homes, churches and schools on our heart also. Through faith Christ must continue. This partnership must has taken up residence in us with all of endure to accomplish its purpose of his commitments, commissions and evangelizing and nurturing precious compassion. I believe that our Christian souls. It can be no other way. Our Savior schools are the best means by which to does not want to see any of this planet’s carry out Jesus’ Great Commission— children perish but to repent and to and not only in North America. Jesus is

OCTOBER 2006 11 Sorum

our greatest treasure. Quality Christian truth, to believe the truth, and to pro- education is our splendid heritage. claim the truth. We will not negotiate it, People in darkness have long come to compromise it or remodel it for a fickle us so that their children could receive constituency because only the Father’s an excellent “private” education. These word of truth—which Jesus brought to families now walk in light because our this world so we could know the truth— schools introduced them to an even can set us free (John 17:17). more excellent Savior. The assigned theme for our consider- Now more than ever, our schools are ation today is: Keeping Lutheran helping us to carry out the Great Schools Lutheran. What does it mean to Commission. Jesus told us to make disci- be a Lutheran? What does it mean to ples of “all nations” (Matthew 28:19). you to be Lutheran? This might be a All nations now live right next door to great way for a principal to start each us. I visited a Lutheran school in month with his staff of Lutheran educa- California that counted forty-one tors. Let’s review with each other and nationalities in its desks. The parents of for each other exactly what it means to these forty-one nationalities believed be Lutheran. To be Lutheran certainly that the best way for their children to means that we are followers of Christ. participate in the American Dream was We care about that Great Commission. to attend the local Lutheran school. We want to give our clear witness to What an opportunity! We are in the introduce people to Christ. We want to right place at the right time! take the time necessary to instruct and The Great Commission, however, has nurture our children, converts and two parts. First, Jesus tells us to go, to members in the whole Word of truth. evangelize, to introduce people to the But we are Lutheran. When we speak of Savior through our Christian witness. the truth, we are speaking of that Then, so the root of faith can drop deep unconditioned gospel. We are speaking and wide and produce a harvest of a of that great truth upon which the hundred fold, Jesus says, teach these dis- church stands or falls. We are speaking ciples “to obey everything” that he has of by grace through faith in commanded (Matthew 28:20). Jesus’ Jesus Christ apart from the deeds of the goal and our goal as educators in law. We are Lutherans. When we speak Christian schools is to bring people over of the truth, we speak by Sola Gratia, time to a sound, biblical, thoroughly Sola Fide, and . To Christian and unashamedly Lutheran Lutherans, the great truth that we want confession. to teach, believe and proclaim includes This second part of the Great the truth of the , Commission, though difficult, costly, the universal atonement, the active and and time consuming to carry out, gives passive obedience of Christ, the Gospel the body of Christ a spiritual backbone. in Word and Sacrament. The truth is Jesus wants his church to know the that Jesus’ body and blood is truly pre-

12 THE LUTHERAN EDUCATOR Sorum sent in, with, and under the bread and do” (Ephesians 2:10). So we could carry wine. What does it mean to be out these good works, Jesus endowed us Lutheran? It means that there is this with special gifts from the Spirit. But rich body of doctrine all built upon and above all we need the Word because it flowing from the unconditioned gospel fuels us and fills us with the love of of Jesus. How do we Lutherans keep our Christ to do our good works (2 schools Lutheran? We keep Lutheran by Corinthians 5:14). keeping our commitment to the uncon- To keep our schools Lutheran we ditioned gospel and to the entire Word commit to teaching God’s Word. We will of God as our only authority, our also commit to teaching ministry.We can- inspired and inerrant message from not teach ministry apart from the Word. God. We keep this commitment to We cannot help but teach ministry God’s Word by studying it, believing it, when our students study the Word. teaching it, living it, preaching it and Teaching the Word provides backbone. loving it. It takes a Spirit-strengthened Teaching the Word also moves hearts, backbone to keep this commitment. legs, hands, mouth, and ears to do min- God give us such a backbone! istry. To keep our Lutheran schools Every body, however, and especially Lutheran, we must teach the Word and Christ’s body on earth—the church— we must teach ministry. needs more than a backbone. If all a We have the backbone part right. body has is a spine, all that body can do That is to say, we are teaching God’s is sit. Jesus did not commission his body Word faithfully and correctly. Can we to sit. He commissioned it to go. say confidently, however, that we are Therefore, a body needs feet and hands, equally committed to teaching, model- eyes, a mouth, and ears. And a body ing and living Christian ministry? surely needs a heart, “For out of the Today’s topic gives all of us as Lutheran overflow of the heart the mouth speaks” educators and all of us who are respon- (Matthew 12:34). Through these impor- sible for maintaining, promoting and tant body parts, the church carries out celebrating Lutheran Christian schools its ministry: proclaiming the true gospel an opportunity to evaluate our teaching to all the world! of ministry. We have asked, “How do we We all are engaged in this ministry. It keep our schools Lutheran?” Now, as we is the only ministry that God has given discuss the topic of ministry, we must to his church. We do not all do it, how- ask, “Are our schools Lutheran ever, in the same way. Our good deeds, enough?” fervent prayers to the Lord of the har- vest, acts of love, generous giving, pur- Ministry Question #1: suit of justice and humble service make the “teaching about God our Savior Who is responsible for determining the attractive (Titus 2:10). God “prepared Lutheran-ness of our Lutheran schools? (our good works) in advance for us to Private schools in the City of

OCTOBER 2006 13 Sorum

Milwaukee have been invited to partici- stakeholders our Lutheran-ness with pate in an experiment called School clarity, with passion, with conviction and Choice. One of the many concerns the with purpose? If we are, every Lutheran leaders of Lutheran schools in student and every parent of our Milwaukee had to struggle with before Lutheran students will be able to tell us signing up for School Choice vouchers why they are enrolled in our Lutheran was this: What will happen to the school as opposed to some other school. Lutheran “culture” of our school when Can they? Will they? children from the neighborhood, who Why did we prepare to become will come from a variety of religious Lutheran teachers and pastors? Part of backgrounds or no background at all, that answer has to be that we were con- begin to fill our desks? vinced that God had given us a message Who is responsible for determining to proclaim. As our society becomes the Lutheran-ness of a Lutheran school? more pluralistic, let us become more Who sets the Lutheran tone? Who focused, clearer, more passionate and defines the Lutheran culture? Who unashamedly Lutheran in our testimony makes sure that Lutheran commitments to this society. We have the Word. We to the Word and to ministry are in have our Lutheran commitments to this place? Who determines Lutheran bal- Word. Our commitment to ministry gets ance between in a this Word out to the world. If the Lutheran classroom? Participating in charge was made that we were a the School Choice program forces Lutheran school, would there be Lutherans to accept the responsibility to enough evidence to convict us? determine Lutheran-ness. Every Lutheran school that chooses to partici- Ministry Question #2: pate in the School Choice program is given the opportunity to think through Do we assume students new to our school and then to make a statement to a plu- grasp our Lutheran and Christian values or ralistic society that prefers to lower stan- are we intentionally teaching and reviewing dards and to float with contemporary these values? currents. WELS schools across North America Few Lutheran schools will need to are enrolling students from different articulate their Lutheran-ness to a cultural and ethnic backgrounds. Our School Choice market. Every Lutheran schools are enrolling children whose school must be able to articulate its family structure is clearly different from Lutheran-ness to a pluralistic world that what most of us experienced. Many of is confused about priorities, ignorant of our new students are coming to us in absolutes, and in need of our clear wit- the middle grades. They have spent ness. Do we know what it means to be time in a public school whose educa- Lutheran? Are our schools Lutheran tional culture looks extremely different enough? Are we defining to all of our from ours. The adjustment for them

14 THE LUTHERAN EDUCATOR Sorum and for us may therefore be difficult. If likely, is not privy to our educational our new students have not lived in a cli- culture. Conflict is upon us! Do not mate that requires respect, how can we assume that our new constituents expect them to be automatically respect- understand our values. Teach the val- ful in our school? If their earliest educa- ues. Show students and their families tion did not take place in a climate that where our values come from, how these expected them to put forth their best values are carried out, what these values effort to glorify their God who entrusted look like in the day to day experience of them with talents and ability, how can a Lutheran school. But we cannot teach we expect them to work hard in our our values until we have identified them school? If they have not been surround- ed by friends and fellow students and To keep our Lutheran teachers who all believe that educa- tion—especially a Christian education— schools Lutheran, we lays a solid foundation for future oppor- tunities, how can we expect them to must teach the Word show up with hope in their heart on their first day in our school? Above all, if and we must teach these children have not been raised in ministry. an environment of love that flows from unconditional forgiveness from God and family members, how can we expect and defined them for ourselves! them to demonstrate this love? What values, educational and other- Christian Lutheran educators possess wise, does your staff hold near and values. We value the process of repen- dear? Do you all value the kind of tance that leads to peace and unity in respect that requires one child to speak our classrooms. We value evangelical, at a time and when called upon? Why? humble fellow servants who want to Where does that value come from? Does work with us for the kingdom instead of Christian love enjoin us to not push and climb over for the sake of personal shove to the front of the lunch line? glory. We value excellence, work, Where do you get that? Does God’s preparing ourselves and students for teaching on Christian stewardship moti- future service, faithfulness, homework, vate us to do the very best we can with and a wholesome classroom environ- the gifts God has entrusted to our care? ment. We value students interacting in a Do you prefer it if parents do not yell at Christian fashion with each other and their child’s teacher in the hallway just with their teacher. This is our culture of before the school day begins? Why? education. We probably do not even Where in Scripture does one find these think about our educational culture values taught, explained, and lived out? until it comes into conflict with a stu- Show me the Bible passage! Prove that dent who does not agree with or, more teacher intimidation is a sin that

OCTOBER 2006 15 Sorum

destroys discipline in an entire school are involved in more discipline situa- rather than an angry parent’s right and tions today than ever before. Also for duty. reasons already discussed, it is more In view of the times, let every princi- important than ever before to handle pal and pastor sit down with the these discipline cases in a truly Lutheran elementary school staff and Lutheran style. Regardless, whether the board of education to discuss your school is in the city or in the sub- together their Lutheran, Christian val- urbs, the discipline model that molded ues. What do you value? What exactly us is no longer broadly shared. You do you want your students and their know the model I am referring to: “Do families to value? Faith? Service? this because I told you to do it and if Servanthood? Commitment to excel- you do not do it, I will raise my voice, lence? Faithful stewardship of time, tal- or, if you really test me, I will raise my ent and treasure? Readiness to witness, paddle!” Perhaps you remember a time to counsel and to encourage with a Lutheran balance of law and gospel? And if these are your values, where As our society becomes exactly do you find these values taught in the Word of God? more pluralistic, let After we have taught our students us become more what our core values are and where we get them and why they are precious to focused, clearer, more us, allow the students to develop out of these values the rules they think should passionate and be in place in their classroom. Yes, they unashamedly will need your guidance in this process. In the end, however, they will be much Lutheran in our more likely to obey rules they estab- lished out of a value system they share testimony to this with their teacher and their fellow stu- dents. They will also be more likely to society. obey their rules regardless of whether you are in the room or down the hall. If in your educational career when a we are only Lutheran in our own minds, teacher disciplined you in front of the we are not Lutheran enough. entire class. I will never forget the time I was escorted back into class by the prin- Ministry Question #3: cipal who was still holding a smoking paddle in his hand. The physical pain I How Lutheran are we when we must disci- experienced went away quickly. My pline our students? embarrassment endured much longer. For reasons already touched upon, we For many reasons, this discipline

16 THE LUTHERAN EDUCATOR Sorum model does not work any more. The act out, we will remove him or have him main reason corporal punishment and removed from the classroom. When we public shame do not work any more is do get the chance to deal with the child that many of our children do not pos- individually, we will point out that the sess the psychological resilience to deal sin he or she just committed was an with it. How many children in our class- offense against the most high God. God rooms endure physical intimidation, is not mocked. We, as representatives of yelling, cussing and public shaming in that God, will not be mocked. “And their homes, among their friends, and when you repent of your sin against on the streets as a regular part of their God, I will then have the distinct privi- daily routine? These children just can- lege of announcing the forgiveness of not take this from one more adult Jesus to you.” whom they are supposed to honor. If we If the child does not repent, the child raise our voice or shame them in public, does not get back into the classroom. If they will either lose all respect for us or the child refuses to repent even after consider our attack a personal chal- Momma comes storming in, then the lenge. They will punish us for the inap- child and the family have to deal with propriate way we have punished them. the reality of suspension or, ultimately, Inappropriate discipline models are not expulsion. We preach the law until the only counterproductive, they are not child responds appropriately to the law. Lutheran. The appropriate response is, of course, It requires time. It requires patience. repentance. We want the child to admit It requires love. It might even require he did wrong and to ask for forgiveness. additional staff. But we know how to dis- Life does not return to normal until the cipline! We are Lutherans. A child in child responds appropriately to the law. our Christian schools receives an imme- Preaching the law does not include diate and daily instruction in the gospel. screaming or taking the child’s behavior Children are invited to worship this lov- personally or public humiliation. As ing Savior throughout the day in devo- soon as the child responds appropriate- tions, hymns and prayers. This provides ly to the law, we pour out the gospel. the essential backdrop for all of disci- We forgive him. We assure him that pline situations that will confront us on Jesus forgives him. Many of us would any given day. But when a child is acting hug the child. And in the words of him out during a class, we will calmly ask who really understood the balance him to wait until after class to explain to between law and gospel, we say, “Go us why he is having trouble. If the non- now and leave your life of sin” (John sense continues, we will walk over to his 8:11). This process does not come natu- desk and explain calmly that we cannot rally or easily for frustrated teachers or take time out right this minute to dis- parents. This process does take longer cover the issue but we will do that at the than barking and moralizing. But bark- next break. If the student continues to ing and moralizing never changed a

OCTOBER 2006 17 Sorum

heart; it only hardens a heart. The best obey everything I have commanded time to be Lutheran is when we are you. And surely I am with you always, being tested are tried. Under these cir- to the very end of the age” (Matthew cumstances, we and our children will 28:18-20). come to appreciate our Lutheran-ness ● “Come to me, all you who are weary more and more each day. Lutherans and burdened, and I will give you preach law and gospel. Lutherans bal- rest. Take my yoke upon you and ance law and gospel. Lutherans allow learn from me, for I am gentle and the gospel to predominate. Control humble in heart, and you will find over kids is not enough. Christian faith rest for your souls” (Matthew 11:28- and love in kids and from kids is our 29). mission. Are we Lutheran enough to ● “Therefore my dear brothers, stand carry out this mission? firm. Let nothing move you. Always give yourselves full to the work of the Ministry Question #4: Lord, because you know that your labor in the Lord is not in vain” (1 Do we Lutheran educators reflect the wonder- Corinthians 15:58). ful Christian joy we have because we all of ● “The King will reply, ‘I tell you the our sins are forgiven and because we have truth, whatever you did for one of been given the privilege of proclaiming this the least of these brothers of mine, message of forgiveness to precious souls? you did for me’ (Matthew 25:40). Is it hard to be a teacher in a ● “And by him we cry, “Abba, Father.” Lutheran elementary school or high The Spirit himself testifies with our school? I honestly do not know what spirit that we are God’s children. would be more challenging. Yes it is Now if we are children, then we are hard! It is also stupendously important. heirs—heirs of God and co-heirs with Our world needs more of you! Our Christ, if indeed we share in his suf- world needs to honor you, respect you ferings in order that we may also and support you. You probably should share in his glory” (Romans 8:17). not expect the world to do this, howev- We have the victory. We have the er, because the members of your own comfort. We have the kingdom. church do not do it. But Jesus honors Therefore, we can rejoice in the Lord you. O how he honors you. And he always and in every situation. “Rejoice! knows your pain. He knows also how to Let your gentleness be evident to all. sooth your pain and lift up your spirit: The Lord is near. Do not be anxious ● “All authority in heaven and on earth about anything” (Philippians 4:4-6). has been given to me. Therefore, go Brothers and sisters, we do not carry the and make disciples of all nations, weight of the world upon our shoulders! baptizing them in the name of the Really, we do not. Nor have we been Father and of the Son and of the tested to the point of shedding blood. Holy Spirit, and teaching them to Why such a long face? Is it too late to

18 THE LUTHERAN EDUCATOR Sorum develop a sense of humor? No day will Your time with God at your church ever be perfect but every day is a new and school has also been an awesome opportunity to see how God controls learning experience and privilege. It the universe for our sake! The has not always been easy. But the victory Scriptures do not lie. God is in control. is yours. You are on the winning side. If The gospel will predominate in our God is for us, who could be against us? teaching and our preaching and in our “Do not be afraid, little flock, for your discipline. Please let the gospel predom- Father has been pleased to give you the inate in your attitude toward the day kingdom” (Luke 12:32). The kingdom and throughout the day! What kind of is yours. Show your world your joy. Tell testimony are we giving to our col- the world of your victory. Demonstrate leagues and to our children if we insist to your world your confidence in an on finding the dark cloud inside of awesome God. Show your world how every silver lining? Tommy Burress, a unashamedly Lutheran you are. Show pillar leader of the congregation I your world you are Lutheran enough served for twenty-one years, asked me and loving it! this question early in my ministry: “Pastor, did they make you take a course This article was delivered at the Metro- Milwaukee Teachers’ Conference in at the seminary where they taught you March 2005. It was revised by the author to hide your emotions? I have watched for use in The Lutheran Educator. you at your daughter’s basketball games. You stand and shout when she makes a basket. But when it comes to God, you E. Allen Sorum is a professor at Wisconsin stand up in the pulpit and give a reli- Lutheran Seminary, Mequon, WI. He can be gious lecture. How do you expect us to reached at [email protected] get excited about God if you are not?” I often reflect back on my conversa- tions with Mr. Burress and other mem- bers of his congregation, Garden Homes. We shared a challenging min- The gospel will istry together. There were some difficult days. But these were also exciting days predominate in filled with God’s blessings, God’s mira- our teaching cles and God’s rewards of grace. We always won whatever battle we had to and our wage. It might have taken awhile. We might have even shed a few tears. But preaching and we always won. My time with God at Garden Homes taught me to be an opti- in our mist. My time at Garden Homes taught discipline. me to be a Lutheran.

OCTOBER 2006 19 Confessors

Joel Kluender

nized over how I would do that and maintain my integri- ty before man and God. I did not sleep well for days prior to the hearing. In the end, I finally realized that it was in AVE YOU EVER BEEN sued? I have. the Lord’s hands. Indeed, when the day HIt is an experience that I would came, I simply told the truth as it came certainly wish on no one. I had recently to my mind. I discovered that honesty started my first job out of college and was, indeed, the best policy. I put it in was living in an apartment with my wife the Lord’s hands, and he delivered the and our first child. While we were out of strength I needed. the apartment one day, a fire began on Martin Luther and his fellow confes- our deck and spread quickly through sors faced a similar, yet ultimately far the wooden building, rendering a 75- more consequential situation when he unit building uninhabitable. It turns drafted the . Luther out, the fire started in a bag of unused had been asked by his prince, John charcoal which – we discovered too late Frederick, to prepare for a papal coun- – was NOT supposed to be stored on cil called by Pope Paul III, to answer the our deck. To make a long story short, claims of heresy against them. The con- we ended up being sued for around sequence of a wrong answer in their $1,400,000 by our landlord and fellow case wasn’t just a big fine, with the possi- tenants. Needless to say, when we were bility of bankruptcy. Their very lives hauled into court to answer for our- were on the line. Luther and his col- selves, I was unbelievably nervous. Our leagues were humans with human weak- insurance company wanted us to put nesses, just like us. Surely they felt great the best possible spin on things. I ago- pressure from their Old Adam to find

20 THE LUTHERAN EDUCATOR Kluender ways to wordsmith their answers to avoid ened by this promise of guidance. serious consequences, at the expense of Luther, likewise, rested his faith in this the truth. I am quite sure that Satan was promise. And we, too, can put our trust whispering such suggestions in their in the Lord when faced with such cir- ears. When the rubber hit the road (or cumstances. in their case, when the wood hit the Given our place in the history of cobblestone), would they stand up God’s kingdom, we might wonder when under the pressure? Would they, under we would be in similar circumstances as the strain of worry, lack of sleep, and Luther found himself. We live in a fear, falter and give a false testimony to country where we enjoy freedom of reli- the gospel of the Lord? gion, without the pressure to submit our And yet, in Luther’s preface to the theology to the powers that be. But sup- Smalcald Articles, we see a great deal of pose that resolve and calmness expressed. Luther you are says: told by I have held fast to this confession your until now and, by God’s grace, I will local continue to hold to it. What should public I say? Why should I complain? I am school still alive—every day I write, preach, board and teach1. that all To what can we attribute Luther’s students resolve and trust? Surely it was because would be he took these words of our Lord to required heart: to partic- You must be on your guard. … ipate in On account of me you will stand a Ramadan celebration, including before governors and kings as wit- prayers to Allah, in order to promote nesses to them. … Whenever you cultural diversity? What if, furthermore, are arrested and brought to trial, the grades of those students depended do not worry beforehand about on it? How would you counsel the chil- what to say. Just say whatever is dren and families in your congregation? given you at the time, for it is not Would you advise them to say the you speaking, but the Holy Spirit prayers publicly, while silently disavow- (Mark 13:9-11). ing them? God forbid, for we know that Here our Lord Jesus tells his disciples, Jesus said, “Whoever denies me before “Don’t worry!” He promises that in such men, I will also deny him before my situations, the Holy Spirit will speak Father who is in heaven” (Matthew through us to proclaim faithfully the 10:33). truth of God’s Word. This is great com- I pray rather that we would point our fort! Jesus’ disciples surely were embold- students to Jesus’ promise to give them

OCTOBER 2006 21 Kluender

the Holy Spirit, to give them the words threatened by drug pushers who think to say. Then they, like Luther, will know we have been too positive an influence to trust that God himself will be our on their potential clientele. Maybe a competence, and that, indeed, nothing court in Canada would bring hate in all of creation can ever separate us speech charges against us for preaching from the love of God in Christ Jesus our Biblical morality regarding homosexual- Lord (Romans 8:39). ity. If ever we face such pressures, let us Might we also envision a time when never look to ourselves for strength, but we ourselves are called before a court always look to our Lord Jesus to give us the words to be faithful witnesses for him. He will give us the grace under If ever we face such pressure to be faithful to him, and to boldly speak his truth before the coun- pressures, let us never cils of men. As Proverbs 3:5 exhorts us, look to ourselves for “Trust in the Lord with all your heart and lean not on your own understand- strength, but always ing; in all your ways acknowledge him, and he will make your paths straight.” look to our Lord Jesus As Luther prayed, so we pray: to give us the words O dear Lord Jesus Christ … Help us who are poor and miserable, to be faithful who sigh to you and earnestly seek you, according to the grace you witnesses for him. have given us through your Holy Spirit, who with you and the Father for the sake of the gospel? It is not as far lives and reigns, forever praised. fetched as it might seem. Today in the Amen2 ❧ People’s Republic of China, Christian pastors are tortured and imprisoned for Joel Kluender received seminary certification from preaching the gospel of Jesus. They are Martin Luther College in May 2006, and is presently enrolled at Wisconsin Lutheran pressured to conform to the nationalist, Seminary, Mequon WI. empty doctrines of the state-approved churches. And yet they, too, trusting in FOOTNOTES the Holy Spirit to give them words, are holding up under pressure. We should 1 Kolb, R., T. Wengert and C.P. Arand, not assume that this will never happen The : The Confessions of to us. Perhaps it will be someday when the Evangelical Lutheran Church we are on the foreign mission field, that (Minneapolis: Fortress Press, 2000), Muslim extremists take us hostage and 298. threaten us with death unless we 2 Ibid, 300. renounce our Savior. Perhaps we will be

22 THE LUTHERAN EDUCATOR Luther, Faithful Servant of Holy Scripture

Theodore Hartwig

God’s directive to master the marvels of N THE CHRISTIAN WORLD there are his creation and be good stewards there- Iand always have been two pairs of of. However, our thinking process, crip- contrary ways of thinking. The first pair pled and corrupted by sin, cannot serve comprises opposing paths to God; the as the avenue whereby God draws us to single, indivisible way of grace through himself and whereby we come to love faith vis-à-vis fifty-seven variant ways by him and live in his word. Nor is it the human works. The second pair means by which God’s truths are most embraces opposing approaches to naturally and effectively presented to God’s word. These are the intellectual hearers. In championing God’s truths, and the evangelical, evangelical in the the intellectual may also be ensnared by historic Lutheran sense. The first pair religious externals, strong on form and should require no elucidation for rule but weak on giving expression to Lutheran readers well versed in the faith of the kind which warms the heart. polarity between grace and works. If by The evangelical way, by contrast, grace, then it is no longer by works; and approaches God’s word as it is in the if by works, then it is no longer by grace. simple, natural forms whereby it pleased The two remain eternally opposed to God to reveal his truths in the Bible. It each other. As for the second pair, intel- does not impose on them the organiza- lectual versus evangelical, this is another tion and harmonization dear to the matter. intellect but, accepting these truths as It is entirely possible for intellectual- they are in their natural context, it ism to be vigorously defensive of salva- rejoices in them as precious gifts from tion by grace. It can sincerely advocate the Lord. Furthermore, the evangelical doctrinal purity. It can focus heavily on way comes to Holy Scripture always in, having the right idea of a truth, less on with, and through the Lord Jesus Christ. possessing the truth itself. It puts Christ at the center of its study Intellectualism concerns knowledge and and interpretation. Here lies the crucial judgment, though not necessarily wis- difference between the evangelical way dom, and results from the thinking pro- and fundamentalism. The fundamental- cess in our mind. As such, it belongs to ist accepts Scripture as an intellectually the elements of this world. It is one of satisfying, infallible divine revelation. the divine gifts by which we maintain The evangelical comes to Scripture with ourselves in this world and carry out Christ. He accepts God’s word as he

OCTOBER 2006 23 Hartwig

accepts Christ, both under the shadow The servant’s presentation of God’s of the cross. His theology or God-wis- word dom is Luther’s . He recognizes in Scripture as in Christ From Luther’s well known catechisms the offense of the gospel. Christ is God and chorales, we surely have come to and man in one person. Even so appreciate his unparalleled and child- Scripture, all of it, is a unity of God’s like way of presenting God’s truths. The word and man’s word, the infallible uniqueness of this presentation, howev- source of all we need to believe and er, may be clouded by its being taken trust. On the other hand, with his for granted. But the clouds are dis- unflinching confidence in Scripture as pelled when contrasts are brought into God’s word, the fundamentalist view. On that memorable December 10, becomes ensnared in an intellectually 1520, when Luther joined faculty and appealing idea of inspiration. student body at a bonfire outside Contrariwise, the evangelical, with child- Wittenberg’s city gate, more than the like faith in the Lord Jesus, accepts, pope’s bull threatening excommunica- trusts, and uses Scripture, all of it, as the tion was consumed in the flames. For Bread of Life. Fundamentalism is native good measure, and far more significant- to Calvin’s theology in the Reformed ly, the fire was fed with the mass of past churches, as most visible in the teaching church doctrine and church law, that is, of double election and the Lord’s the Roman Catholic constitution togeth- Supper. Evangelical theology is the er with the theological tomes intellectu- benchmark of genuine, Luther-inherit- ally organized in a religious system as ed . described earlier. Crowned by the halo Thus Luther shall be our source for of tradition, these tomes were the popu- getting a handle on, cherishing, and lar way for teaching divine truth. It was applying for ourselves the evangelical a method compatible to the human understanding and use of Scripture; mind, wherewith the mind functions and this is done not by examining what most naturally and efficiently. In the has been written about Luther but by kingdom of God, however, efficiency investigating his own writings, especially and effectiveness are not always synony- the Small Catechism, his liturgical works mous. and hymns, as well as his sermons, let- Unlike the medieval theologians ters, and Bible interpretations. From before him and Calvin after him, Luther these we get to know was not a systematizer. By far the great- 1. his servant manner of presenting est share of his labors with Scripture God’s word; were an exposition of God’s word book 2. his servant way of approaching God’s by book, story by story, truth by truth, as word; a proclamation of sin and grace. With 3. his servant freedom under God’s his students he examined the Bible as it word. is, in the form it was revealed as stories,

24 THE LUTHERAN EDUCATOR Hartwig testimonies, events, records of God’s Come” (CW 390) composed by Luther’s dealing with sinful mankind. For contemporary, Paul Speratus. Both Luther, Scripture’s teaching was a mes- hymns are superb gifts of the sage, a sermon and song, not a system. Reformation. Both present the cardinal Luther’s style extended beyond class- Bible teaching of salvation by grace. room work. He stands alone among the Luther does it in the form of a story, the reformers in recognizing the need to gospel as it is. Speratus as a doctrinal bring the Bible as it is to the people. exposition. This impelled him to the extraordinary Thus Luther’s stanza 2: task of Bible translation. It produced Fast bound in Satan’s chains I lay, also the related fruits of his hymns and Death brooded darkly o’er me, the catechisms. These latter flowerets Sin was my torment night and day, are not expositions of religious systems. In sin my mother bore me; Rather, they are proclamations, prayers, Yet deep and deeper still I fell, praises, and thanksgivings aimed at the Life had become a living hell, heart, and the more one systematizes So firmly sin possessed me. these exquisite flowerets and breaks And Speratus’s stanza 3: them apart petal by petal, the greater It is a false, misleading dream the danger of losing their fragrance and That God his law has given their heartwarming beauty. That sinners could themselves redeem To demonstrate with an example, And by their works gain heaven. Luther’s explanation to the Lord’s The law is but a mirror bright Prayer Introduction catches its purpose To bring the inbred sin to light so well. What does “Our Father in heav- That lurks within our nature. en” mean? Luther responds with a brief, Though Luther was not given to sys- simple, childlike answer. It is a little clas- temizing, it does not mean that he deni- sic which focuses on Our Father. The grated system and organization. When explanation might have gone in more young colleague Melanchthon wrote directions, to study the word “heaven,” the Loci Communes(Commonplaces), its various names, its nature, its joys, all the first presentation in the Lutheran correct and interest-catching, until one Church of organized Bible teaching, wakes up to the fact that in this prayer Luther rejoiced. Perhaps somewhat context, such information, speaking to extravagantly, he rated this work as one the intellect, does not edify nor warm of the supreme gifts of the Reformation. the heart. There is a time and place for And this kind of Bible presentation has treatments of heaven, but in a different its proper place in Lutheran education. context. It is a wholesome and necessary disci- Another example of Luther’s method pline for those who will be public teach- comes to light when comparing his ers and preachers of God’s word. It is an “Dear Christians, One and All, Rejoice” excellent discipline for clarifying divine (CW 377) with “Salvation unto Us Has truths, as the above Speratus stanza

OCTOBER 2006 25 Hartwig

demonstrates. But our focus now is on which are now on exhibition at Luther’s way of teaching in the manner Aachen [near the Rhine River]. . . . corresponding with God’s word as it is. Those who say that Mary was not a Luther’s way is our unique heritage, and real mother lose all the joy. He was we do well to understand it, cherish it, a true baby, with flesh, blood, and emulate it. hands, and legs. He slept, cried, and did everything else that a baby The servant’s way of approaching God’s does, only without sin. Word Let us then meditate upon the nativity just as we see it happen in Two points need emphasis here. The our own babies. I would not have first is Luther’s Christ-centered under- you contemplate the deity of Christ, standing of God’s Word. The other is but rather his flesh. . . .To me there his childlike acceptance of God’s word. is no greater consolation given to His approach to Scripture is Christ-cen- mankind than this, that Christ tered. Very bluntly he wrote to his oppo- became man, a child, a babe, play- nent, Erasmus of Rotterdam: “Take ing in the lap and at the breasts of Christ out of the Scriptures, and what his most gracious mother. Now is will you find left in them?” By this he overcome the power of sin, death, meant that if Bible investigation is not hell, conscience, and guilt, if you carried out in the context of Christ, the come to this gurgling babe and result is distraction. Without Christ in believe that he is come, not to the forefront and without faith in judge you, but to save. Christ, Bible study reverts to an Luther was not offended by the para- exchange of pious thoughts. With his dox that this infant Jesus is also the very focus on Christ, Luther, furthermore, God. Faith overleaps obstacles proposed gives special emphasis to the humanity by the human intellect, rejoices in the of Jesus. One meets it best in his revelation of the God-man, and receives Christmas sermons. His portrayals of the the mystery as a little child. infant Jesus as a true baby are vivid and Such is his childlike approach to realistic. Quoting from Roland God’s word. He was familiar with prob- Bainton’s exquisitely reproduced lems in the Bible text, met them head Martin Luther Christmas Book, Luther on, and dealt with them freely and writes in the Nativity section: frankly. The problem of sixty lost years The guests swarming in the inn in Abram’s history is a case in point. were carousing, and no one attend- When comparing Bible passages in ed to this woman. . . . And now Genesis 11:26-32 and Acts 7:4, which tell think what she could use for swad- of Abram’s move to Canaan, one meets dling clothes –- some garment she with the conundrum of sixty lost years. could spare, perhaps her veil, — According to Acts, Abram moved to certainly not Joseph’s breeches, Canaan after his father died. According

26 THE LUTHERAN EDUCATOR Hartwig to Genesis, his father died sixty years number of magi from the east. The after Abram moved to Canaan. Here, number three had also become a tradi- our interest lies only with Luther’s treat- tion, so, Luther says, “the simple have it ment of the puzzle (Lectures on so.” Don’t make it into an issue that may Genesis, LW 2:238-239). First, he did do more harm than good. Self-evident- not sweep the problem under the car- ly, we can exceed moderation by dress- pet. Second, he discussed it with his stu- ing up Bible stories with non-biblical dents. Third, he did not employ the trivia. Yet one can also become so rigor- escape device of a probable copyist’s ous with rules about precision that rig- error. Fourth, he made no attempt to orism drains life out of the Bible story. harmonize the conflict in a manner sat- Slipshod treatment of these stories secu- isfactory to the intellect. Rather, he let larizes them and leads to loss of rever- the problem stand without trying to ence. Rigorous attitudes, contrariwise, resolve it. “As far as I am concerned,” he are often the stepchild of intellectual- says, “I do not know what I should ism and do not warm the heart. answer to a problem of this kind. And Therefore let evangelical common so I conclude with a humble confession sense be the guideline – moderation in of my ignorance.” all things. Shall we criticize the universal prac- The servant’s freedom under God’s tice of artists in the Middle Ages to pic- Word ture Bible people and places in medieval garb and environment? Was Because of his Christ-centered, childlike Luther’s contemporary, Pieter Brueghel approach to Scripture, Luther also the Elder, exhibiting unwarranted enjoyed a freedom under the Word license when he painted Herod’s sol- which may not be attuned to some con- diers slaying Bethlehem’s infants as the temporary kinds of thinking. In the red-coated Spanish soldiers who were well-known letter to his firstborn Hans, terrorizing Brueghel’s Netherlands? Is it Luther describes heaven in a manner demeaning to picture Jesus in blue that would appeal to a four year old, but jeans? Luther would approve of these is not to be found in the Bible. A purist freedoms. Moreover, such art is a pow- might call this unwarranted license. erful means for bringing Bible truths Whether license or not, Luther’s into contemporary life. What happened description catches the spirit of portray- in the past happens today and can be als, for example, in Isaiah 35 and taught both orally and visually. Revelation 21. But Luther’s freedom Wide and deep reading into Luther’s may pass the critic’s censorship this works often brings to light unusual time, for being hallowed by long famil- expressions of his freedom under God’s iarity with the letter. What of other word. Trying to sift the wheat from the cases? Luther calls it an apple which Eve chaff will not necessarily persuade the ate, and he does not quibble over the sifter that much of what Luther said or

OCTOBER 2006 27 Hartwig

wrote does not merit serious thought commend nor correct him, but with and will not pass muster. The man is not benefit of hindsight we should be aware separated from himself so easily. His of the impact his authoritative posture amazing freedom under the gospel, had on future generations. It bore fruit of childlike faith, was so deeply much bitter fruit. So let the initiator be imbedded in him that it defies being warned. torn away. The problem is not with Luther broke away from such tunnel Luther’s freedom but with the historical vision because he had tasted true free- fact that as the external ecclesiastical dom under the gospel. He expresses his organization grows older, larger, and thoughts about secular works and wis- more comfortable, religious life, dom in a letter to the aldermen of thought, and theology tend to become Germany in behalf of establishing more intellectual and stereotyped. Christian schools. At the letter’s close, Luther exhibited his freedom also he comes to libraries and books to be with the literature, science, art, and his- included in them. Besides the Bible and tory received from the world at large. other religious works, he recommends His attitude toward this inheritance was the following: refreshingly different from some other Then, books that would be help- influential men of the church. Consider ful in learning the languages, such these views of a prominent church lead- as poets and orators, regardless of er in the sixth century, who was highly whether they were pagan or influential in setting the tone of doc- Christian. … After that would come trine and practice over the next millen- books on the liberal arts, and all nium. In a letter to a fellow pastor, he other arts. … Among the foremost writes: would be the chronicles and histo- It has come to our attention that ries, in whatever languages they are you, dear Brother, have been hold- to be had. For they are a wonderful ing conferences in ancient litera- help in understanding and guiding ture. This information we received the course of events, and especially with reluctance and vehemently for observing the marvelous works rejected. . . . Wherefore if the of God (LW 45:376). report that has come to us later If we parents, teachers, and pastors prove manifestly false and if it be desire to preserve our heritage from certain that you do not devote your- Luther, we need to understand what his self to frivolities of secular letters, freedom under the gospel really is. We we shall render thanks to our God need not shun good literature and (NPNF, Part 2, Vol..XIII, Epistle learning produced by the world. At the 54). children’s level there are tales, fables, The writer may have had valid reasons myths, and folklore worthy of becoming for penning these lines to a particular part of a child’s treasury of knowledge. person at a particular place. We neither For religious education, Luther’s hymns

28 THE LUTHERAN EDUCATOR Hartwig deserve time and attention. As for precious heritage from Luther. Luther’s crown jewel, the Small To recognize Luther’s nature as a Catechism — he rated it above all his Christian child describes best his pre- other popular works as perhaps alone sentation of God’s word, his approach worthy of preservation — this sugges- to God’s word, and his freedom under tion: Instead of treating it with multi- God’s word. Paradoxically, this also tudinous reasoned, verging-on-tedious accounts for both the profundity and elaboration as a religious system, let it the simplicity of his thought. Scripture be taught as a heartwarming song and has been likened to a river in which an prayer which incomparably summarizes elephant can drown and through which what great things God has done for us, a little tot can wade. Like a tot, Luther whereof we are glad. See the Ten waded through the river and, while min- Commandments suspended like pearls ing like a giant from its profound from their Christ-centered depths, he yet had the knack for Introduction, “I am the LORD, your entrancing little children to enjoy its God.” Without this, the refreshing shallows with him. In his Commandments lose their power and German Mass of 1526, he instructs par- perfume. And let each petition of the ents and teachers to practice the art of Lord’s Prayer effervesce from its Christ- wading through the river as follows: centered Introduction, “Our Father in [Let us lead the heart to} grasp heaven,” because, Jesus says, “no one the whole sum of Christian truth comes to the Father except through under two headings or, as it were, me.” So also , the Sacrament of in two pouches, namely, faith and the Altar, and the . Away with love. Faith’s pouch may have two intellectual exercise for the children pockets. Into the one pocket we put and let these three be taught as they are the part that believes that through in the Catechism text, songs from the the sin of Adam we are all corrupt, heart aimed to the heart. sinners, and under condemnation. . Above all, apply the regimen of the . . Into the other we put the part Bible as is to its history. Let Bible history that through Jesus Christ we all are stand at the beginning of all teaching redeemed from this corruption, sin, and then present the stories in a con- and condemnation. ... Love’s pouch nected whole, the story of salvation. may also have two pockets. Into the Whether in New Testament or Old, tell one put this piece, that we should the story with Christ at the center of its serve and do good to everyone, lesson. Tell it as a teacher who by faith even as Christ has done for us. Into in Jesus had learned the art of becom- the other put this piece, that we ing a little child. Then we are putting should gladly endure and suffer all Scripture as it is to use for our own ben- kinds of evil. ... Let faith’s pouch be efit and for the benefit of those we for the gulden ... {and} let love’s serve. We are making the most of our pouch be for the silver.

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And let no man think himself too and might be employed right to the wise for such child’s play. Christ, to upper years in high school. The game train men, had to become man impacts primarily the heart, then secon- himself. If we wish to train children, darily the intellect. And when the heart we must become children with is won, the learning experience them. Would to God such child’s becomes less of a chore, more of a play were widely practiced. In a delight. To say it once more, Scripture’s short time we would have a wealth story, come to us from a loving, divine of Christian people whose souls heart, is aimed directly and totally at would be so enriched in Scripture our human heart. ❧ and in the knowledge of God that of their own accord they would add Theodore Hartwig is a retired professor of Martin more pockets (LW 53:66-67). Luther College and resides in New Ulm, With children, the game’s the thing Minnesota.

Concordia: The Lutheran Confessions. A ating a few of those sales. At the time, I Reader’s Edition of the Book of Concord. was leading a church Bible class on Paul T. McCain, Robert C. Baker, emphases of the . Gen E. Veith, and Edward A. Noting the very affordable price of the Albrecht, translators and editors. St. newly released CPH book, I told parish- Louis MO: Concordia Publishing ioners it would make a much better House, 2005. 763 pages, hardcover, item for gift-giving at Christmas than illustrations, indexes. $29.99 retail; the traditional fruitcake. $20 special online price. That lighthearted sales pitch came “When Concordia Publishing House before any serious examination of the released Concordia: The Lutheran edition, however. Problems with the Confessions. A Reader’s Editionof the recipe used to produce Concordia – A Book of Concord in June of 2005, the Reader’s Editionhave become evident. volume was widely anticipated, vigor- Unwise translating and editing choices ously promoted, and quickly distribut- have been detailed by John Brug in the ed. … The first printing of 40,000 Winter 2006 issue of Wisconsin Lutheran copies sold out within about four Quarterly.2 Many of Dr. Brug’s com- months.”1 plaints have been echoed in a 15-page I may have had a small role in gener- report issued by the Lutheran Church-

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Missouri Synod Commission on anticipated. We will deliver this revised Doctrinal Review. The review panel edition as soon as we are able.”7 So, at “identified lapses in sound historical the time of this writing, it is a bit scholarship, ambiguous or questionable unclear when to expect completion of doctrinal statements and explanations, the reworked book. Hopefully, it will be unexplained peculiarities in the transla- worth the wait and will provide an tion, and (perhaps most seriously) a affordable and reliable edition of the general failure to distinguish clearly Lutheran confessions for lay readers, between what is actually the text of the avoiding the ingredients that left a bit of Confessions and all other non-confes- an aftertaste of fruitcake. [John Brug sional material.”3 One of the key areas follows the “strange, sad story” of how of doctrinal difficulty noted in the new this controversy is being handled within translation is “a bias in favor of a strong LCMS in the Spring 2006 issue of emphasis on clergy authority.”4 Wisconsin Lutheran Quarterly.] Because the Lutheran confessions There has been a spate of confession- occupy a more prominent place than al publishing in recent years. Fortress other church publications, a special Press produced a new English transla- course of action has been taken by the tion of The Book of Concordin 2000, an LCMS and CPH. LCMS president edition which has been adopted for use Gerald Kieschnick and CPH Board of at Wisconsin Lutheran Seminary and Directors chairman Robert Knox have Martin Luther College. We are glad to issued a joint statement, informing see this sort of interest in the confes- readers that the Commission on sional heritage of the Lutheran church. Doctrinal Review has revoked the In this writer’s opinion, there is a book’s doctrinal certification.5 CPH is need not yet met by these new editions working with the LCMS Commission on of the Book of Concord. While Doctrinal Review to prepare an amend- Concordia – A Reader’s Editionis aimed at ed and revised second edition of getting laity engaged in reading the Concordia – A Reader’s Edition.They also confessions, I wonder whether most lay promise to make available “a supple- members will pick up a 700+ page book. ment containing important revisions We’d be glad if more members would that should be inserted in or attached to read their Bibles regularly; having them the first edition,”6 for the sake of those pursue “A Book of Concord Reading who already purchased the volume. Guide”8 regimen as well is ambitious. According to the CPH website, the Use of these full, unabridged editions is new edition of Concordia – A Reader’s advisable for our church councils and Editionis slated for release on studious members, but something more November 30, 2006. However, the same streamlined would help acquaint a site carries this disclaimer: “The nature wider array of our members with the of the changes we are presently making contents of our confessions. I would like … require more time than originally to see work done to produce an

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abridged edition of the Book of /Doctrinal%20Review/Concordia%2 Concord, packaged in a way more acces- 0decision.pdf> (18 June 2006), p.1. sible for casual reading, book club dis- 2 John F. Brug, “Reviewer’s Desk,” cussions, youth group retreats and the Wisconsin Lutheran Quarterly103:1 like. I suppose some would object to this (Winter 2006): 65-70. suggestion, thinking it a dumbing-down 3 “Decision regarding challenges,” p.1. or minimizing of our confessional her- 4 Ibid, p.14. See also Brug, WLQ, p.67- itage. However, as an entry-level intro- 69. duction to the Lutheran confessions, I 5 Gerald B. Kieschnick and Robert M. could see a paperback, condensed edi- Knox, “Joint Statement Regarding tion as an extremely beneficial tool. ❧ Concordia: The Lutheran DDS Confessions,” March 16, 2006 (18 June 2006). 6 Ibid. 1 LCMS Commission on Doctrinal 7 Concordia Publishing House (18 June lenges filed against Concordia: The 2006). Lutheran Confessions. A Readers 8 Concordia – A Reader’s Edition, p.19-22. Edition (CPH, 2005)”

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THE LUTHERAN EDUCATOR