![]() But if there is not genuineness in our climate, if in little ways we regard them as nuisances, as irritations, as things in the way of our pursuits, they will know that we do not love them and that our religion has no contagion for them. ![]() We may provide them with tools of various kinds. We may incorporate in our formal planning all kinds of ideas for the benefit of the children. ![]() The child draws his meaning from the meaning which we put into things that we do and say. It is not important whether the child is able to comprehend the words we use to understand the ideas that we make articulate. The feeling tone and insight of the child are apt to be unerring. It is idle to teach the child formally about respect for other people or other groups if in little ways we demonstrate that we have no authentic respect for other people and other groups. If we love a child, and the child senses from our relationship with others that we love them, he will get a concept of love that all the subsequent hatred in the world will never be quite able to destroy. ![]() ![]() If we lose our temper and give way to hard, brittle words which we fling around and about, the child learns more profoundly and significantly than the formal teaching about self-control which may be offered him. “If we are good to the child and to other people, he will get from us directly a conception of goodness more profound and significant than all the words we may use about goodness as an ideal. ![]()
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