Menno Simons

BACKGROUND was born in Witmarsum, Friesland, probably in 1496. He was given the name Menno Simons in honor of his father. A loose Dutch translation of the name is “Simon’s son.” Menno’s parents took him to a monastery when he was young, so he would be raised as a priest. He was quite scholarly, and considered by his peers to be articulate and congenial. He studied Latin and Greek, and immersed himself in the ancient writings of Tertullian, Cyprian and . At the age of twenty-eight, Menno Simons was ordained as a Catholic priest. It was 1524. Menno enjoyed his life of frivolity as a priest. The system was such that priests lived in luxury and joyful abandon. He enjoyed playing cards, drinking, and rabble- rousing with his fellow priests. As long as he followed the religious script provided by the Roman in Rome, he most likely would have risen in the ranks of the church and become an archbishop of sorts. Two years into his career as priest, however, Menno made an amazing discovery that transformed his life. He found the Bible. Menno Simons had been hearing rumors of radical changes taking place in the churches in . He had leamed of Ulrich Zwingli and his followers, who raised questions about mass, communion, musical instruments, and all sorts of rituals that most priests took for granted. One day, while administering communion, Menno had a rather startling revelation. He began to wonder if the bread and wine were really changed into Christ’s body and blood. Perhaps the things he was telling his parishioners were not as cut-and-dried as the church wanted them to believe. Such thoughts were disconcerting, so Menno plunged more deeply into his duties as priest. He focused on visiting the sick, listening to confession, and praying. Eventually, Menno decided to go straight to the source for answers. He opened his sorely neglected Bible and began rigorous study. Menno’s writings suggest that he developed a voracious appetite for God’s Word. The more he read, the more he wanted to know. He became plagued with guilt. His intense study had revealed many contradictions. It seemed that many teachings of the Roman Catholic Church were in opposition to Christ’s teachings. He saw clearly that his own life as a priest had been filled with sin, lust, and greed. Yet he enjoyed his life of comfort and camaraderie. To share God’s true Word meant exposing the church for what it was. That meant giving up a lifestyle that offered many pleasures. At first, Menno began to share the Scriptures with his congregation without much change in the way he lived his life. After much soul-searching, however, Menno decided that his life would be devoid of true joy if he refused to follow God with his whole heart, mind, and soul. He searched the Scriptures to find basis for infant and was surprised to discover that New Testament involved adults who understood what choosing to follow Christ involved. These persons were old enough to commit themselves to that road. They had counted the cost and moved ahead voluntarily. Would an infant’s baptism without such commitment be the same in God’s eyes? In 1531, a tailor named Sicke Freerks was executed for being baptized a sec- ond time. Menno thought it strange that a person would desire a second bap- tism—especially someone like Freerks, who was an intelligent, stable, God-fearing man. Menno continued to go to his Bible for guidance in discerning God’s teach-

Anabaptist History: Menno Simons 111 ings on such matters. He also went to his superiors and found that they were far less knowledgeable about Scripture than he. In fact, one might have called them biblically illiterate! Menno Simons concluded that baptism upon confession of faith was the only baptism rooted and grounded in Scripture. Up to this point, Menno was slowly moving away from the sanctioned doctrines of his day. His exodus gained speed when his brother joined a group of people who wanted to create their own new Jerusalem or “city of God” in the nearby city of Münster. From Menno’s perspective, the Münsterite group was an example of community gone awry. The Münsterite experience was filled with atrocities and false teachings, supported by visions described by Jan van Leiden. The Münsterites armed themselves and practiced polygamy. Menno was both concerned and outraged. He wanted to do something to stop this blasphemy. Yet who was he? He was still living the rich life of a parish priest. If he wanted the people being lured into the clutches of the likes of Jan van Leiden to follow Christ, he must certainly be willing to follow Christ with every fiber of his being. Menno Simons took up his pen and wrote pamphlets against the teachings of Jan van Leiden. He pleaded with Christians everywhere to separate themselves from such abominations. He called them to follow Christ’s example. On bended knee, Menno poured out his heart to God. Through sobs, he asked God to give him the gift of His grace. He prayed for forgiveness and purity. He asked God to grant him wisdom, candor, and courage so that he might preach God’s Word with truth and praise. And God, who does abundantly more than we ask or seek, heard Menno Simons’ prayers. Menno preached his first real sermon in the spring of 1535. He openly attacked all the evils of the church. For nine months, he taught of repentance and true faith. Menno taught about believers’ baptism and the true meaning of the Lord’s Supper. He encouraged his parishioners to publicly commit themselves to following Christ through voluntary, adult baptism. He shared the symbolic meaning behind eating bread and drinking wine as reminders of Christ’s body and blood, which he gave willingly so we could have new life. Menno invited his parish to join him in studying the teachings of Jesus Christ. In 1536, Menno Simons left the Roman Catholic Church to devote more time to prayer and Bible study. He spent time with the Anabaptists of Holland, and was baptized into the fellowship of believers there. They soon called Menno to become their leader. Menno was not overly excited about such a responsibility. He was concerned that he might lead the group astray. Yet he remembered his prayers and God’s faithfulness. Menno was painfully aware that the Anabaptists were like sheep without a shepherd. So many leaders had already been tortured and killed. He began baptizing, teaching, encouraging, exhorting and admonishing. Being shepherd to the scattered flocks of Anabaptists meant giving up the securi- ty and comfort he had always known. Menno became both beloved preacher and hated outlaw. Key government leaders placed a high price on his head. Each day was filled with uncertainties, as Menno traveled to the various Anabaptist ghettos in secrecy and tried to find time to write letters of encouragement to the scattered sheep. He wrote many pamphlets and letters to the people whom he pastored. Menno’s letters of instruction and encouragement provided a unifying bond to the Anabaptists and helped to lay a strong foundation for Anabaptist beliefs. Menno’s stresses were perhaps greatest when he learned that people who had sheltered him while traveling had been arrested and killed. His love for his family often kept him away from them for months at a time. Visits would only place his

Anabaptist History: Menno Simons 112 wife and children at greater risk. Menno continued to share God’s Word through preaching, visiting people, and writing. He worked diligently to help this group of faithful Christians stand firm on God’s Word. Anabaptists soon became known as Mennists or Mennonists. Menno Simons detested this nickname. After all, the Anabaptists were followers of Christ—not a sinner named Menno Simons! The nickname remained, much to Menno’s chagrin. The Mennonite denomination is now widespread across the globe. It is believed that Menno Simons died in 1561, approximately twenty-five years after giving his life fully to Christ. He is one of the few well-known Anabaptist leaders who died a natural death. His motto echoes in the hearts of even today: “For no one can lay any foundation other than the one that has been laid: that foundation is Jesus Christ” (1 Corinthians 3:11).

Anabaptist History: Menno Simons 113 Menno Simons

LESSON 6: THE MAN MENNO

Objective To become familiar with the life and thought of Menno Simons. I Corinthians 3:11 —For no one can lay a foundation other than the one that has been laid; that foun- dation is Jesus Christ.

Key Concepts • Students will examine how key elements in Simons’ life led to his death. • Students will discuss and become familiar with key terms arising from Simons’ teaching: believer’s baptism, nonconformity, , and priesthood of all believers. • Students will attempt to solve the mystery of how Menno Simons’ life led to his death.

Estimated Lesson Time: 50 minutes

Materials • Menno Clues (p. 119), photocopied onto card stock or glued onto card stock • “Puzzling Passage” handouts (p. 120) • “Menno’s Messages” handouts (p. 121) • (Optional) A picture of Menno Simons for a student to work from, if using the “Menno portrait” Extend the Lesson exercise • (Optional) “Check-up” handouts for Lessons 4, 5, 6 (p. 122), if using that Extend the Lesson exercise

Teacher Preparation 1. Write the following message on a flip chart, marker board, chalkboard, or other surface that can easily be seen by your students and covered up before class. If possible, have someone else write the message, so the students will not recognize the handwriting. The message should read: Menno Simons died in 1561 at the age of 65. His body was worn out from years of being on the road and hiding from religious authorities seeking to imprison and kill him. How did his life lead to his death? Timester 2. Make one copy of the Menno Clues handout onto stiff card stock, or copy the handout on paper and glue to light cardboard or card stock. Cut into eight cards. Hide the cards throughout your classroom, making note of where you have hidden each one, in order to direct students if they cannot find them. 3. Make enough copies of the Puzzling Passage handout for each student to have one. 4. Make enough copies of the Menno’s Messages handout for each student to have one.

Anabaptist History: The Man Menno 114 5. If using the “Check-up” Extend the Lesson exercise, make enough copies of that handout for each student to have one.

INTRODUCING THE LESSON A Mennonite mystery. Start the lesson by saying in a quizzical tone of voice, “I found a strange message last night on the flip chart [or chalkboard, etc.]. I covered it up, because I didn’t want to worry you, but it looks like we’ve got a mystery on our hands—compliments of this Timester character. This is the message he wrote.” Show the message that was written on your flip chart, marker board or chalk- board ahead of time. Then say, “That’s our mystery. How did the life of this man named Menno Simons lead to his death? To solve the mystery, let’s start by figur- ing out the year he was born. From the information on the board, figure out his birth year.” When a student comes up with the correct answer—1496—ask, “What does knowing the year of his birth tell us? What can we tell about him in relation to other Anabaptist and historical events and characters?” Have students find the following information, using the timeline to do their detective work: • Was Menno Simons born before or after the invention of the printing press? (After the invention of the printing press in the 1450s) • When was Menno Simons born in relation to Felix Mantz, , and Georg Blaurock? (Two years before Felix Mantz—1498, two years before Conrad Grebel—1498), and five years after Georg Blaurock—1491) • How old was Menno Simons at the time of the first Anbaptist baptism? (About 29 years old at the date of the first Anabaptist baptism in 1525) • How old was Menno Simons at the time of the Münster revolt? (About 37 years old at the time of the Münster revolt—1534)

LESSON STEPS 1. Menno Clues. Tell the students that Timester has hidden eight different clues in the room, then give them time to look for the eight Menno Clues cards you have previously hidden. When a student finds a clue, he or she must turn it in to you and return to their seat. Provide hints as needed, such as, “You’re getting hotter if you walk toward the back closet” or “You’re getting colder if you walk away from the side bookshelf.” When students have located all eight cards, number off by eight to form small groups. Give each group a different card. They are to read their clue and, based on the information contained on their card alone, come up with an explanation of how Menno Simons’ life might have led to his death. The groups have three minutes to come up with one possible explanation. Assign one student from each group to report on the explanation. 2. Reports. In random order, have the reporter from each group read his or her card and tell the group’s explanation. Give feedback and ask follow-up questions such as, “What were the main factors that helped you decide on an explanation? Can you say more about the connection you described? What are some other pos- sible explanations?” 3. Chronology challenge. Ask the students to place the Menno Clues in chrono- logical order. Designate one student from each group to be the “timemarker.” Ask

Anabaptist History: The Man Menno 115 guiding questions such as, “What Menno Clue do you think happened first? Which do you think happened last?” With each answer, have the timemarker stu- dents stand in a line across the front of the room. Continue until they have arrived at right order (below). Read through the Clues a second time without the print that is bolded and italicized on the cards. Order of events: 1. Menno went to a monastery at a young age. Those who knew him then thought he was pretty smart—a great student, and able to express his ideas clearly and accurately. He could speak Latin and Greek and studied the ancient writings of Tertullina, Cyprian, and Usebius. By the time he turned 28, Menno had become a priest in the Catholic church. 2. Menno lived it up as a priest. He played cards, drank alcohol, and had a wild time with other priests. 3. Menno began to question the teachings of the Catholic church. He won- dered if the bread and wine really turned into Jesus’ body and blood (the idea called transubstantiation). He began to visit sick people, listen to con- fessions, and pray more. After a while, he started studying his Bible, which he hadn’t done in a long time. 4. After studying the Bible, Menno began to talk with his congregation about what he was learning. He realized that living a life focused on pleasure and good times didn’t fit with the teachings of the . He realized that he would have to challenge the church. 5. Menno decided that baptizing babies was against the teaching of the Bible: Jesus called adults to be baptized, not infants or young children. When he talked to his supervisors, Menno discovered that they knew less about the Bible than he did. After his brother joined the group at Münster, Menno grew more and more angry and dissatisfied. He started to write against John van Leiden (the Münster leader) and encouraged Christians to live a life that was fully obedient to God as revealed in Christ’s son. One night, Menno asked God to give him courage and forgiveness. 6. In 1535, Menno spoke openly against the Catholic church of his day and invited people in his congregation to be baptized as adults, by making their own decision. A year later, he left the Catholic church and eventually connected with the Anabaptists worshipping in Holland. Later, they called him to be their leader. 7. Menno became both hated and loved. Religious and national leaders detested him and promised a high bounty for his arrest and murder. Menno traveled from group to group of Anabaptists and wrote his ideas about the importance of believer’s baptism, living separate from the world, and peace and nonresistance. Soon some of the people who had housed him were themselves arrested and killed. 8. The people who followed Menno came to be known as Mennists or Mennonites. Menno did not like this, because he believed that people were called to follow Jesus, not him. He couldn’t shake the name, though.

Anabaptist History: The Man Menno 116 4. Puzzling Passage. Distribute the Puzzling Passage handout. Instruct the stu- dents to use the boxed phrases to put Menno Simons’ favorite verse in correct order. The actual order is: I Corinthians 3:11—For no one can lay a foundation other than the one that has been laid; that foundation is Jesus Christ. 5. Defining terms. Have students turn over the Puzzling Passage handout and write down the following terms: believer’s baptism, nonconformity, nonresistance, priesthood of all believers. After each term, ask them to write a one-sentence defi- nition in their own words. Then distribute the Menno’s Messages handouts, asking students to compare and contrast what they thought about the terms with what Menno Simons taught. Each student should identify one similarity and one difference between her or his definitions and those provided on the Menno’s Messages handout. Instruct them to write the differences underneath their own definitions. Ask, “Which of these definitions was most different from the one you wrote?” Based on students’ answers, clarify and expand on the definitions using the fol- lowing information: Believer’s baptism: The practice of baptizing those who make an informed, voluntary decision to follow Jesus. The choice to not baptize children chal- lenged the church leaders’ interpretation of the Bible, and also threatened the government’s ability to control their citizens. Governmental leaders kept track of the population through infant baptismal records, for purposes of drafting young boys into the military and taxing families according to the number of children. Early Anabaptists emphasized the need to make an adult choice to follow Jesus because it was such a serious decision. Nonconformity: separating yourself from the customs and habits of the society around you, in order to better follow Jesus. Nonconformity has meant different things at different times in the history of the Anabaptist community. Sometimes it has focused on the kind of clothes you may or may not wear. Menno Simons and other early Anabaptists were most focused on following God as their leader and not government leaders and others. Nonresistance: refusing to use violence or defend oneself if attacked, because of following Christ’s example not to use weapons or hurt others. This has most often been tested during times of war, as we will see in later lessons. From the start, though, Anabaptists had to deal with people who wanted to hurt them personally. Priesthood of all believers: the idea that all members of a church community can together understand God’s word, as revealed in the Bible, and do not need a church official to do it for them. Anabaptists still had ministers, but they tried to work together to interpret the Bible, rather than relying on just one person to do it for them. Collect the student definitions for grading or participation credit, if desired. Students should keep the Menno’s Messages handout for future reference. 6. Mystery solution. Explain that Menno’s teachings are as much a result of Menno’s life as his death. Because of his leadership and teaching, Mennonites and other Anabaptist communities hold many of these beliefs today. Say, “Here’s a note from Big Idea.” Read the following words:

Anabaptist History: The Man Menno 117 “The answer to our mystery is that Menno died, in part, because he had been on the run for most of his life, fleeing from those who wanted to persecute him for his beliefs. Menno felt God’s call. He lived a good but exhausting life, answering that call. The mystery is solved only when we understand that God calls us to give all of ourselves. Next lesson, we will learn more about those who believed as Menno did, but were killed because of their beliefs.”

EXTEND THE LESSON (These activities will extend the lesson to longer than 50 minutes.) • Memory work. Have students use their Puzzling Passage handout to memorize 1 Corinthians 3:11—For no one can lay a foundation other than the one that has been laid; that foundation is Jesus Christ. Invite them to work in pairs, repeating the text back and forth until they have it memorized. • Discussion. Discuss the following questions with your students: 1. How is Jesus a foundation of the church? Why are foundations important in building houses? 2. Is it a good idea to name a church after an individual (like Lutherans or or Calvinists)? For what else could you name a church? 3. What would have happened to the young Anabaptist movement if someone like Menno hadn’t been there to write pamphlets and letters that brought them together? 4. Menno had children. If you were his son or daughter, what would you have to say about your father and your family being constantly on the run? 5. What do you think members of the Catholic church today think about the story of Menno Simons’ life? Do you think that the Catholic church has also changed over the years? Would it be possible for the same story to happen again? (Be sure to emphasize here the many reforms in the Catholic church, including reading mass in Latin, being open to cooperate with other religious groups, and the meetings between Catholics and Mennonites in many different settings.) • Big Idea I.D. In lieu of reading the note from Big Idea in lesson step #6, “Mystery solution,” tell your students that Big Idea has developed a sudden case of amnesia. “You need to help her come up with the main idea for this lesson. Take out a blank piece of paper and write down in one sentence the main idea.” Invite students to read their answers. Possible responses include: —Menno Simons helped found the Mennonite church —faithfulness can be costly —God works through unexpected people —following Christ changes people’s lives • Menno portrait. Have a student draw a picture of Menno Simons next to his birthdate (1496) and/or the date of his death (1561) on the timeline. • Check-up. Use the “Check-up for Lessons 4, 5, 6” handout (p. 122) to assess students’ recall and integration of the past three lessons. The answer key for this assessment follows the student handout.

Anabaptist History: The Man Menno 118 Menno C lueslue s

Menno went to a monastery at a young age. Menno decided that baptizing babies was Those who knew him then thought he was pretty against the teaching of the Bible: Jesus called smart—a great student, and able to express his adults to be baptized, not infants or young chil- ideas clearly and accurately. He could speak dren. When he talked to his supervisors, Menno Latin and Greek and studied the ancient writ- discovered that they knew less about the Bible ings of Tertullina, Cyprian, and Usebius. By the than he did. After his brother joined the group time he turned 28, Menno had become a priest at Münster, Menno grew more and more angry in the Catholic church. Based on this informa- and dissatisfied. He started to write against John tion alone, come up with an explanation of van Leiden (the Münster leader) and encouraged how his life might have led to his death. Christians to live a life fully obedient to God, as revealed in Christ. One night, Menno asked God to give him courage and forgiveness. Based on Menno lived it up as a priest. He played this information alone, come up with an cards, drank alcohol, and had a wild time with explanation of how his life might have led to other priests. Based on this information his death. alone, come up with an explanation of how his life might have led to his death. In 1535, Menno spoke openly against the Menno began to question the teachings of the Catholic church of his day and invited people in Catholic church. He wondered if the bread and his congregation to be baptized as adults, by wine really turned into Jesus’ body and blood (the making their own decision. A year later, he left idea called transubstantiation). He began to visit the Catholic church and eventually connected sick people, listen to confessions, and pray more. with the Anabaptists worshipping in Holland. After a while, he started studying his Bible, which Later, they called him to be their leader. Based he hadn’t done in a long time. Based on this infor- on this information alone, come up with an mation alone, come up with an explanation explanation of how his life might have led of how his life might have led to his death. to his death.

After studying the Bible, Menno began to talk Menno became both hated and loved. Religious with his congregation about what he was learning. and national leaders detested him and promised He realized that living a life focused on pleasure a high bounty for his arrest and murder. Menno and good times didn’t fit with the teachings of traveled from group to group of Anabaptists and the gospel. He realized that he would have to wrote his ideas about the importance of believer’s challenge the church. Based on this informa- baptism, living separate from the world, and peace tion alone, come up with an explanation of and nonresistance. Soon some of the people who how his life might have led to his death. had housed him were themselves arrested and killed. Based on this information alone, come up with an explanation of how his life might The people who followed Menno came to be have led to his death. known as Mennists or Mennonites. Menno did not like this, because he believed that people were called to follow Jesus, not him. He couldn’t shake the name, though. Based on this infor- mation alone, come up with an explanation of how his life might have led to his death.

Anabaptist History: The Man Menno 119 Puzzling Passage

On the lines below, write Menno Simons’ favorite verse in the correct order.

is Jesus that foundation

no one can lay a foundation 1 Corinthians

3:11 Christ.”

“For

that has been the one laid;

other than

______

______

______

Anabaptist History: The Man Menno 120 Menno’s Messages

Believer’s baptism: the practice of baptizing adults who make an informed, voluntary decision to follow Jesus

Nonconformity: separating yourself from the customs and habits of the society around you in order to better follow Jesus

Nonresistance: refusing to use violence or defend oneself if attacked because of following Christ's example not to use weapons or hurt others

Priesthood of all believers: the idea that all members of a church communi- ty can together understand God’s word, as revealed in the Bible, and do not need a church official to do it for them

Thought you'd like to see how Menno Simons understood these terms. Folks

Anabaptist History: The Man Menno 121 Check-Up for Lessons 4, 5, 6 Use the timeline and your memory to answer four of the following ten questions:

1. Select one event that is on the timeline so far. Explain why it is important in the history of , in three sentences or more.

2. Write three lessons learned from the mistakes at Münster.

3. Describe the big idea that comes out of the life of Menno Simons.

4. Define two of the following four terms: nonconformity, nonresistance, believer’s baptism, priesthood of all believers.

5. Describe why Conrad Grebel, Felix Mantz, and felt it was important to baptize each other.

6. Write out Menno Simons’ favorite verse and explain why he liked it so much.

7. Describe how two of the following five people died: Menno Simons, Felix Mantz, Georg Blaurock, Conrad Grebel, or John Van Leiden.

8. Give two reasons why Menno Simons left the Catholic church.

9. Explain why Anabaptists worshipped in caves.

10. Identify one religious group today and list at least three ways they are similar to or different from the Anabaptists.

Anabaptist History: The Man Menno 122 CHECK-UP (For Lessons 4, 5, 6)—Answer Key 1. Select one event that is on the timeline thus far and explain why it is important in the history of Anabaptism in three sentences or more. Student choice 2. Write three lessons learned from the mistakes at Münster. Need for community correction, importance of non-violence, God can work in his- tory even when mistakes are made, people make mistakes; Good ideas can go bad 3. Describe the big idea that comes out of the life of Menno Simons. Faithfulness can be costly; God works through unexpected people; following Christ changes people’s lives 4. Define two of the following four terms: nonconformity, nonresistance, believer’s baptism, priesthood of all believers. Believer’s baptism—the practice of baptizing adults who make an informed, voluntary decision to follow Jesus Nonconformity—separating yourself from the customs and habits of the society around you in order to better follow Jesus Nonresistance—refusing to use weapons or defend oneself if attacked, because of following Christ’s example not to use weapons or hurt others Priesthood of all believers—the idea that all members of a church community can together understand God’s word, as revealed in the Bible, and do not need a church official to do it for them 5. Describe why Conrad Grebel, Felix Mantz, and George Blaurock felt it was important to baptize each other. • They wanted to obey Acts 5:29 • They wanted to commit themselves to following Jesus as adults • They were convinced of the power of the gospel in their lives and wanted to show that publicly 6. Write out Menno Simons’ favorite verse and explain why he liked it so much. 1 Corinthians 3:11—For no one can lay a foundation other than the one that has been laid; that foundation is Jesus Christ. He liked it because he believed the Christ was the center of all that the church should act and believe. 7. Describe how two of the following five people died: Menno Simons, Felix Mantz, Georg Blaurock, Conrad Grebel, or John Van Leiden. Menno: a natural death, his body worn out by traveling and hiding Felix Mantz: killed by drowning Conrad Grebel: died from complications from imprisonment and hard life of being a traveling preacher Georg Blaurock: burned at the stake John Van Leiden: executed and displayed in iron cages 8. Give two reasons why Menno Simons left the Catholic church. He no longer believed in transubstantiation; he disapproved of the life of luxury and excess lived by the priests; he believed in adult baptism; he was discouraged by his supervisors and other priests who did not know the Bible; he wanted to spend more time in studying the Bible and praying.

Anabaptist History: The Man Menno 123 9. Explain why Anabaptists worshipped in caves. They were wanted by the authorities of their day for disobeying the laws of bap- tism; they practiced an illegal faith; they were assumed to be guilty; they did not cooperate with the authorities of the day; they believed in things that were not accepted by the churches around them. 10. Identify one religious group today and list at least three ways they are similar to or different from the Anabaptists. Answers can refer to being persecuted for what they believed, having to flee and act in secret, being assumed to be guilty, taking the Bible seriously, believing in , etc.

Anabaptist History: The Man Menno 124