Conjugial Love (Chadwick) n. 412

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412. Children are taught principally by representations adapted and suited to their characters. It is almost impossible in the world to believe how beautiful and at the same time full of inner wisdom these are. I may report here two examples of representations, which will give an idea of the rest.

On one occasion they pictured the Lord rising from the tomb, and at the same time uniting His humanity with His divinity. First they presented the idea of a tomb, but without any idea of the Lord; it was so remote that it could hardly be grasped that it was the Lord, except from a distance. This was because the idea of a tomb has some connotation of a funeral, which they thus removed. Afterwards they carefully allowed into the tomb some kind of atmosphere which looked like a fine vapour. By this they indicated, again at a decent distance, spiritual life in baptism. Later I saw pictured by them the Lord's descent to the captives, and His ascent with them into heaven. A childish detail was that they let down very soft and thin threads, which were almost invisible, to lift up the Lord as He rose, always taking holy care that nothing in the picture should touch on anything that was not heavenly.

There are also other representations by means of which children are brought at the same time to know about truth and to feel affection for good, as it were by games which appeal to children's minds. Children are guided by the Lord towards these and similar things by means of the innocence which passes through the third heaven. Spiritual ideas are thus introduced into their affections and the tender thoughts that come from them, so that the children do not know that they are not doing such things themselves, and thinking of them of their own accord. This is how their intellect develops.


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