We do not have to get our children to learn; only to allow and encourage them in their learning. We do not have to dictate what they should learn; only to discern and respond to what it is that they are learning. Such responsiveness is at once the most educational and the most loving.

Especially with our first child, we tend to take too much responsibility--both credit and blame--for everything. The more we wantto be good parents, the more we tend to see ourselves as making or breaking our children.

If your children see that you are seeking, they will seek-the finding part is up to God.

Once we begin to appreciate that the apparent destructiveness of the toddler in taking apart a flower or knocking down sand castles is in fact a constructive effort to understand unity, we are able to revise our view of the situation, moving from reprimand and prohibition to the intelligent channeling of his efforts and the fostering of discovery.

Never miss an opportunity to allow a child to do something she can and wants to on her own. Sometimes we're in too much of a rush--and she might spill something, or do it wrong. But whenever possible she needs to learn, error by error, lesson by lesson, to do better. And the more she is able to learn by herself the more she gets the message that she's a kid who can.

The child does not begin to fall until she becomes seriously interested in walking, until she actually begins walking. Falling is thus more an indication of learning than a sign of failure.

We can see that the baby is as much an instrument of nourishment to us, as we are for him.