bold = Main text
   Part, Chapter, Topic, Paragraph,  Number                  grey = Comment text

 1 Intro, 0, 1,  3,30    |   proliferation of catechisms and texts, the products of particular
 2  II, I, 0, 14,96      |     biblical excerpts, liturgical texts, patristic writings, formulations
 3  II, I, 0, 21,108(359)|           is a key concept. These texts are a fundamental reference
 4  II,II, 0, 26,119     |          and lives: New Testament texts, creeds or professions of
 5  II,II, 1,  6,127     |          to the extent that these texts are read with the mind and
 6  II,II, 2,  2,132     |   catechetical pedagogy (didactic texts, non-official catechisms,
 7  II,II, 2,  2,132     |           the two basic doctrinal texts for the process of catechesis
 8  II,II, 2,  2,132     |         hand. While both of these texts are of the greatest importance,
 9  II,II, 2,  2,132     | importance, they are not the only texts available. Indeed, other
10 III,II, 0, 21,154     |         of the major formulae and texts of the Bible, of dogma,
11 III,II, 0, 21,154     |         What is essential is that texts that are memorized must
12 III,II, 0, 22,156     |           guarantee a good use of texts and other work instruments.~
13   V, I, 0, 27,217(130)|        faithful; see the biblical texts with which this part opens.~
14   V, I, 0, 30,223     |          regard to the quality of texts and instruments being used
15   V,II, 0, 37,234     |           such as the updating of texts and the re-organization
16   V,IV, 4,  1,283(321)|        message; nevertheless, the texts do have great value in that