It is a well known fact that children are attracted by the exact repetition of certain phrases somewhat in the nature of a refrain. It is well therefore to utilize the refrain, "And there was evening and there was morning" with each of the successive days of creation.
=Interpretation.= This is one of the narratives of the Bible whose real meaning in its entirety it is impossible to teach the child. To understand it, would require an experience that in the very nature of the case the child cannot have had. A partial understanding of its moral can, however, be imparted to him and the significant facts of the story be so impressed on his mind that he will remember them and, in later years, perceive their deeper meaning in the light of acquired experience. The story of Adam and Eve is the story of man and woman as exemplified in the progenitors of the human race. The Eden of blissful innocence is lost when there awakens in man the appetite for a forbidden knowledge, for an experience of evil as well as of good, an experience which in the end leaves him conscious of his nakedness, conscious of having sinned, and of being disillusioned, conscious of being altogether in a worse plight than if he had never sought after the forbidden knowledge. Obviously this deeper meaning cannot be realized by the child, but certain elements of it can be brought home to him; he can be made to feel that the enjoyment of the good things in life is dependent upon an implicit obedience to the laws that God has laid down as conditioning their enjoyment, so that disobedience means the loss of these joys.
=Aim.= The aim of the story of Adam and Eve must then be, from the point of view of the child, the recognition of the duty of implicit, unquestioning obedience to legitimate authority. So far the moral is universal and not specifically Jewish. Were we to rest here, we would not be realizing to the full the aim of instruction in Biblical history that we had set before us in the introduction. But, though the moral of the story of Adam and Eve is a universal one, it can be associated, as was done in the case of the story of creation, with certain aspects of Jewish life. Thus the legitimate authority for which we claim implicit obedience from the child can and should be made the Torah, and particular emphasis should in this connection be laid on the dietary laws because of their analogy to the divine commandment in the lesson, "of every tree of the garden thou mayest freely eat; but of the tree of the knowledge of good and evil, thou shalt not eat of it." In this way the moral of the lesson is, so to speak, dramatized in the daily life of the child and is made to increase his loyalty to Judaism as a whole.