In the present day, examples are more necessary than ever, because almost all the catechisms and manuals of religion now in use are written in a dry, concise style, with no other aim apparently than that of intellectual improvement. Thus unless the catechist weaves examples into the instruction given, the heart and the will remain untouched, and religious teaching becomes distasteful to children on account of its being so dull. The use of appropriate examples and illustrations is quite in accordance with Our Lord's method of teaching; we know that He constantly taught by parables.
It must not, however, be forgotten that judgment is needed in the selection of examples. It is a mistake to make use of too many, and only suitable ones should be chosen. Non multa, Bed multum. Let them be few, but good. For the young, none but the best are good enough.
Therefore the narration of improbable occurrences or stories of a ludicrous and marvellous nature, such as are unfortunately met within some collections of examples, should above all be avoided. Many of these books might be entitled warnings, not examples; since the examples are the very reverse of what they ought to be. In the pages of Holy Scripture, a sufficient number of glorious miracles are recorded; it would be nothing short of folly to narrate puerile tales of supposed wonders, which only excite laughter and awaken doubt, and bring religion into contempt. Therefore, examples ought to be true or at least highly probable.
The anecdotes narrated should be free from superfluous or irrelevant matter. It has a ridiculous effect if the account of some trivial and insignificant occurrence begins with a formal statement of the place, the year, the day of the month when it took place, or by the (sometimes grandiose) baptismal and family names of the individuals concerned, the date and place of their birth, etc. In some instances, the minutest details are entered into. When, on the other hand, really important historical events are related, it is well to mention date and place.
Furthermore, the examples should be interesting, and of an edifying and elevating character. If this is not so, it is tantamount to giving the children stones instead of bread. Noble deeds, worthy of imitation, should be proposed to them as examples.
Some persons will perhaps say: ' When the examples have been once narrated, they are of no further use.' That is a mistaken idea. Are Our Lord's parables, I ask, to be set on one side because they have been already related, or read aloud in public? Assuredly not; the Church recalls them to our remembrance year by year in her services. The priest is, of course, expected not to content himself with the simple repetition of the parables; he must expound them, choosing at one time this, at another that, special point to be brought into prominence and proposed for the consideration of his hearers, and drawing practical lessons from it. In this way, he will, as Our Lord says, be ' like to a man that is a householder, who bringeth forth out of his treasure new things and old.' (Matt. xiii. 52.)
