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APRIL 13, 1951
exile, it is freedom to live as Jews ^ajnd to continue weaving the fabric of Jewish peoplehood. Inspired by the revelation at Sinai and the message of the prophets, guided by the teachings of our sages and the lesaona of our history, we shall continue to develop on our own sacred soil our unique way of life, standing out as a shining example to all nations of righteousness and love of peace.
And thou ahalt tell thy son on that day, saying: It is because of that which the Lord did for me when I came forth of Egypt . . . / should not say this except at a time 'when Matzoh and Moror are placed before thee.
The ceintrjilJfceme'oTtheHagga-dah ia^EHetolling to our sons the story of the Exodus from Egypt. The Midrashic comment above reminds u& that our telling will make an impression only when the concrete symbols of the Passover story are before us on the table. When our children observe us carrying out the traditional ceremonies of the holiday, our instruction will have a lasting effect. But if we preach to our children and do not practise ourselves, if the Matzoh and the Moror are not on the table, .our eloquence will be empty and fruitless.
There are many parents who expect their children to lean* all about Jewish life in the Hebrew School, whilst they themselves fail to observe the ceremonies of Jewish life in their hornet. They expect their child to fcnow how to "dabven.", while the parent neglects his prayers. They want the child to learn of the beauty and colour of the Sabbath and Yom Tov, while there is no eign of the sacredness of these days in< the home. But Judaism will mean something to the child only when it means something to father and mother.
We cannot teach our children about Pesach if there is bread in the home on Pesach. We cannot expect the bar-mitzvah boy to put on the Philacteries daily if his father does not do so. Our daughter may witness the ceremony of lighting the candles every Friday in school, but we can be more or less sure that she will carry out this practise in her own home when she grows up if she has seen her mother "bensch licht" at home.
There is another pedagogical truth in the foregoing quotation. If we wish to teach ideas and ideals, we must have concrete symbols to represent them and to make us constantly aware of them. Passover, for example, teaches the great ideal of human freedom. But this lesson would never have made such a profound impression upon the Jewish mind if it would not have been represented by the concrete symbols of Passover. Without the bread of affliction* and the bitter herbs before us, the terrible inhumanity of elavery would never b$ so vividly before us. When we tell the story of freedom at the Seder table, our
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13
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