CATECHISTA. — He is one who teaches Christian doctrine. According to the CIC (can. 1329), the catechist par excellence is the parish priest, who, when necessary, may and must make use of assistants and collaborators, who may be “the clerics of the parish territory” (with “clerics” understood first and foremost as secular and regular priests), and also “pious laymen” (religious belonging to lay congregations, women religious, and secular persons), especially those who belong to the “Confraternity of Christian Doctrine or another similar one” (can. 1333). The mission of teaching Christian doctrine, in fact, belongs by right to the Church and to her ministers; but their scarcity, ever more pressing needs, and the vastness of the task have always required, and will increasingly require, extensive collaboration. This must come first of all from parents, out of regard for their children; from others in their place or supplementing what they do, such as godparents, tutors, teachers, and educators; and from still others out of a spirit of charity and dedication.
I. THE QUALITIES OF THE C
These are the same as those required of every teacher who is conscious of his mandate, but animated by a higher and supernatural spirit, as befits an office that is a mission and ministry for the salvation of souls.Therefore: 1) Intellectual qualities: a) sound doctrine, to avoid errors and confusion; b) knowledge proportionate both to the importance of the subject to be treated and to the education of the listeners. This may entail, in addition to strictly theological knowledge, the need for sufficient competence also in other more or less related subjects, in order to be able to combat and refute sophisms and errors. 2) Teaching qualities, namely: a) knowledge of the developmental psychology of children and young people, in order better to adapt to their character and meet their aspirations; b) mastery of the art of keeping the audience attentive and captivated. 3) Moral qualities: a) profound religious conviction, which may make an impression on the souls of the listeners, awaken enthusiasm for the truth, and persuade them that one is fully conscious of what one says and inculcates; b) love not only of God but also of the listeners, whatever they may be, bearing in mind that all have a soul to save and can be useful instruments for the good of others; c) exemplary conduct, because deeds always persuade more than words; d) love of sound progress, which leads one to embrace all the means that pedagogical didactics can offer.
II. THE C. IN THE MISSIONS. — In the missions, catechists assume a particularly important role, to the point of becoming indispensable to the missionary, carrying out all those activities and functions that do not strictly require the priestly ministry: they prepare and instruct catechumens and neophytes, preside over Sunday religious gatherings, baptize in urgent cases, visit the sick, prepare the dying, oversee Christian burials, work to dispel superstitions, exercise material supervision over the mission’s possessions, and direct schools, workshops, dispensaries, farms, etc. European catechists are generally lay religious of both sexes; the indigenous catechists are more effective, because they are more familiar with the local language and customs.
For this reason, schools have been established to provide serious preparation, not only cultural but also moral and spiritual, since the effectiveness of their work will depend greatly on their example of Christian life. They are therefore often recalled to the central station for supervision or to make spiritual retreats, and they are visited at their place of residence. Very often, religious instruction is combined with the training necessary to work as elementary-school teachers, agriculturalists, or nurses for the more common illnesses and needs.