ins to understand
the universal meaning of "fight." The word thus unites his little,
individual experience with the experience of the human race of which he
is a part. Therefore the word becomes an effective instrument in
teaching him the meaning of his experience in the context of the
experience of his own kind.

Similarly, because of his relationship to his mother, the child may
experience her trustworthiness long before he knows the word "trust,"
but he needs a word for this experience. Then, as he begins to acquire
the ability to convey these meanings with words, he learns the word
"trust" and immediately the door opens so that his experience becomes
related to the much larger experience of the people that have lived
before him. If a child is being brought up in the Christian fellowship,
the minute he begins to have a word to describe the trustworthiness of
his relationship with his mother, he also begins to understand the
meaning of trust as Christians have experienced it in relation to God.

On the other hand, it is difficult to convey the meaning of Christ's
death to a child. Here the words are crucial to the understanding of the
meaning, but he cannot bring out of his own life sufficient experiences
to make the meaning of the concept available to him. But it is important
to introduce him to these concepts by means of words against the time
when the words will carry meaning. As we live with our children we help
them interpret the meaning of their experiences. Some day they will be
able to move from the little meanings that they have accumulated about
life and death to the great meanings of the life and death and
resurrection of Christ by means of the little word "cross" and other
associated words. Education requires the use of both the language of
words _and_ the language of relationships. We teach children the words
of our faith, but at the same time we try to live with them in ways that
will provide the meanings that will prepare them for understanding the
meanings of the faith. And this is what I mean when I suggest that what
happens between us is an indispensable part of the curriculum.

_The Curriculum of Relationship_

This emphasis upon the relationship between parent and child, between
teacher and pupil, between person and person, as a part of the learning
situation, seems to put a heavy burden upon the teacher. After all, it
was difficult enough when the teacher had to be responsible for the
correc