Fathers teach. They teach by words, stern and corrective, and gentle and consoling. They teach by actions, setting an example by what they do and refrain from doing. They teach by their steady presence in the home and at recitals, ball games and every significant moment in the lives of their children. A good father teaches by showing love for his wife through commitment, fidelity and willingness to make sacrifices for his family. Fathers teach. Full stop!

Reverend fathers also teach. The words that priests speak after the Gospel on Sunday are the most significant spiritual direction that many parishioners will receive. The willingness of priests to engage in the difficult, thorny issues of the day through their homily, through spiritual counsel, through the weekly message in the bulletin and the occasional presentation in the parish hall is a witness to the light of the Gospel of Jesus Christ shining through and scattering the darkness of our present age. Reverend fathers teach. Full stop!

The Directory for Catechesis (2020) reminds us that “[t]he … pastor is the first catechist in the parish community” (No. 116). With his bishop, the priest is to create and sustain “a real passion for catechesis” (No. 114, quoting Catechesi Tradendae, No. 63). Does the priest fully grasp the importance of actively helping his bishop to “engage directly in the transmission of the Gospel and keeping the deposit of faith intact” (No. 114)? Or does he wholly delegate this responsibility to others, effectively abdicating his role as the first catechist in the parish?

With due respect for the generous and capable people who have held the role, the first priestly responsibility handed to the laity after the Second Vatican Council was director of religious education.

If a priest neglected his duties to sanctify the people of God, remaining unavailable for anointings, baptisms and funerals, and failing to show up for Sunday Mass, the outcry would be great, and quick action would be taken by the local bishop. If a priest failed to exercise his responsibility to be a good pastor and allowed the roof to leak, the finances to suffer and chaos to ensue because of a lack of organization, surely another priest would be brought in to administer the temporal goods of the parish.

But if a priest abdicates his teaching responsibilities, preaching only platitudes, rarely visiting the school or religious education classrooms and never involving himself directly in catechetical opportunities at the parish, what consequences would one expect? Can you hear the chorus of crickets chirping? The demand for a pastor’s catechesis is near zero. Yet, the result is severe: a congregation who sees their shepherd putting the custodial duties of the parish over the eternal truths of the Faith.

Confidence in Our Duty

The priest has a threefold munus, or duty, to sanctify, lead and teach the People of God. To this, some might say, “two out of three ain’t bad.” This, of course, is nonsense. Two out of three is unacceptable. Not even possible!

“[I]n virtue of the sacrament of Holy Orders, after the image of Christ, the supreme and eternal priest, [priests] are consecrated in order to preach the Gospel and shepherd the faithful as well as to celebrate divine worship as true priests of the New Testament” (Catechism of the Catholic Church, No. 1564, citing Lumen Gentium, No. 46). The priest is configured to the whole Christ, not to two-thirds of Christ.

Teaching, sanctifying and governing are the three intertwined duties of every priest, and of every father. “[T]he priest does not teach his own ideas, a philosophy that he himself has invented, that he has discovered or likes; the priest does not speak of himself, he does not speak for himself, to attract admirers, perhaps, or create a party of his own; he does not say his own thing, his own inventions but, in the medley of all the philosophies, the priest teaches in the name of Christ present, he proposes the truth that is Christ himself, his word and his way of living and of moving ahead” (Pope Benedict XVI, General Audience, April 14, 2010). Embracing the commitment to teach well is a distinguishing quality of every good father, most especially good reverend fathers.

Reverend fathers, we are the beneficiaries of intellectual formation of superior quality. It cannot be overstated: The priest has the greatest access to spiritual and theological resources. While it is true that most priests do not have doctorates, most have received a master’s degree or its equivalent. We priests have studied nearly as long as most doctors and lawyers. Furthermore, we are blessed with the Catechism of the Catholic Church, a “sure norm for teaching the faith” (Pope St. John Paul II, Fidei Depositum, No. 3), as well as the love of the Church to draw close to her teachings and the practical know-how to teach them.

By configuration in holy orders to Christ, the great high priest, the wise teacher and the good shepherd, we teach not just from our knowledge of Church teaching, but from our close, personal relationship with the Lord Jesus. We teach not a subject, but a person. With such great treasures bestowed upon us through the seminary and through the laying on of hands, every priest should be able to teach in his parish with great confidence and competence.

Work Smarter, Not Harder

Each Sunday homily provides the priest with an opportunity to teach an aspect of the Catholic faith to parishioners who long for an encounter with the One who is the Way, the Truth and the Life. Just as a tiny strand of DNA contains the blueprint of the entire organism, so does every Sunday Gospel and its attendant first and second readings contain penetrating insights into the whole of Christ and his Church. The readings are not just opportunities for more platitudes, but an opportunity to follow the catechism, which is a “symphony of faith” (Fidei Depositum, No. 3), a harmonious sounding together of sacred Scripture, the Fathers of the Church, the texts of the sacred liturgy, magisterial teachings and the wisdom of the saints.

A Lectionary Guide published on the website of the USCCB’s Institute on the Catechism (evangelizingcatechesis.com) connects the catechism to every Gospel reading in the three-year cycle. Attentive to these connections, the priest speaks from the ambo about specific matters of faith and morals within the context of the Sunday readings. His congregation then encounters Christ though a deeper — and more personal — understanding of the saving doctrines of the Faith.

A good teacher is aware that students learn in different ways. The homily alone is often insufficient for those who absorb more from the written word. The dictation feature on many word processors allows a priest to generate a transcript of his homily with ease. Planning his homilies several weeks ahead allows a priest to arrange other resources to accompany his homily, such as a flyer or brochure inserted in the bulletin. The priest can post links to videos or podcasts that cover the topic of his homily on the parish website and social media accounts.

To do this, a priest need not work harder, only smarter. Parish staff or volunteers can be enlisted to help the priest create a culture of catechesis within his parish, allowing the Lord Jesus, the Eternal Word, to be proclaimed in a way that touches and transforms minds and hearts. Never have there been as many top-quality catechetical materials at the fingertips of parish priests.

The Call to Accompany

From its very first pages, the Directory for Catechesis emphasizes that both the means and the goal of catechesis is to accompany others into intimate communion with the Lord (No. 3). The daily life of every priest presents him with many opportunities to accompany, encourage and lead others into a more profound experience of Christ and his Church. While all catechists and those who support the ministry of catechesis are called to practice the art of accompaniment, there remains a great need for the pastoral presence that only a priest can provide.

Young parents are in special need of the accompanying presence of their pastor. For example, one priest can ask a few open-ended questions to prime the pump for an exchange of thoughtful questions, insightful comments and graced moments to witness to the powerful mystery of God’s love. The priest’s repertoire of questions includes: “What do you like best about being Catholic?” “What questions do you get from others about your Catholic faith?” “Why do you think it is important to be a man or woman of faith in today’s world?” For that priest, catechetical accompaniment means meeting people where they are, getting to know them and walking with them along the path of life.

How is the priest expected to do all these things? A priest does not teach in isolation. A priest teaches in union with his bishop, from within the presbyterate and with the assistance of deacons, catechists and the faithful. Above all, a priest is only a good teacher to the extent that he is in an intimate union with Christ, the great teacher. How can a priest be a good teacher? How is any father a good teacher? By being attentive to every possible moment to offer an encouraging word, a paternal gesture of support, or a gentle but clear admonition. “Always be ready to give an explanation to anyone who asks you for a reason for your hope” (1 Pt 3:15).

Fathers are present for the most important moments in the lives of their children. Listening to a sixth-grade orchestra concert might not be a father’s favorite activity but it means the world for the son or daughter who is on the stage. Priests, be a present father with your congregation. Be they parishioners, college students, the elderly — be there.

Priests can be a witness of the Father’s presence for their flock, but building that relationship of trust and confidence takes time and consistency. But, just as a child learns to reach out to her father in times of fear, parishioners will learn to seek out their priest in times of need.

The Situation Is Urgent

Reverend fathers, the need for solid catechesis is urgent, especially in our day and age. Please remember that amid the chaos caused by the so-called Protestant Reformation and Martin Luther’s Small Catechism, the fathers of the Council of Trent promulgated the Roman Catechism. This Catechism, along with a similar catechism in question-and-answer format, became the model for local catechisms, including the Baltimore Catechism published by the bishops of the United States. The Church responded to errors and discord with solid, clear teaching.

Reverend fathers, we have today a far more powerful enemy than Martin Luther. The prevailing ideologies of our present age tell us that there is no God, there is no heaven or hell, that it is absurd to live the Christian life. The powers of our culture seem boundless, as evidenced by widespread disaffiliation from the Church.

Those who were once taught to genuflect to the real and substantial presence of Our Lord in the Blessed Sacrament now bend their knees before the altars of relativism, materialism and atheism — the pillars of the culture of death. Never has the enemy prowled about with such tenacity, seeking only the ruin of souls. The powers of the enemy are great, but they wither in comparison with the strength of the One who rises victorious from the tomb. “Death no longer has power over him” (Rom 6:9). The enemy is stronger than before, but the response is the same: solid, clear teaching.

Reverend fathers, in his name do we preach and teach, for the sake of his Gospel do we minister, and for the eternal well-being of his flock do we labor as good shepherds, called to lay down our lives for the sake of the sheep. Good fathers teach. Full stop. So, fathers, teach! 

FATHER DANIEL J. MAHAN, a priest of the Archdiocese of Indianapolis, is the first director of the USCCB’s Institute on the Catechism. He earned a bachelor of arts from St. Meinrad Seminary, a bachelor of sacred theology from Pontifical University of St. Thomas Aquinas in Rome and a licentiate in sacred theology from the Pontifical Athenaeum of St. Anselm.