The children will, of course, understand very little of the meaning of the Ten Commandments from the reading, but they will understand and absorb the reverential attitude of the teacher towards them. After the reading, however, it devolves upon the teacher to explain their significance as far as this can be done to children. Avoid, however, too lengthy and discursive treatment, as the child will be impatient to go on with the story. A more detailed treatment of them should be taken up later in the course, either when the children are taught to translate the Decalogue in their Hebrew work, or in connection with the instruction about the significance of Shabuot, or as part of the work of a Bar Mitzvah, or Confirmation Class, or on several or all of these occasions, but not as a lengthy interruption to the "story" of the Bible in which children in their early years of school are most interested. The First Commandment can be explained, however, very easily as implying the grateful worship of God by Israel and obedience to all His laws as the first duty of the Jew in view of what God had done for his people in Egypt. The Second Commandment need not present any difficulty as the sin and folly of idolatry, the worship of the creature instead of the creator, is easily grasped by children. As the child will not be tempted to idolatry this need not be given much time. The Third Commandment, however, should receive more attention than it usually does. Nothing is more conducive to that spirit of reverence, which it is the aim of this lesson to cultivate than the conscious avoidance of God's name, except in association with a truly religious thought. Profanity is a common vice of children, as well as of adults. Children, especially during the habit-forming age, should be made to feel that it is a sin and should be avoided.[12] [12] For other suggestions in this connection see Part II, Chapter IV, of this book. The Fourth Commandment is also of the utmost importance to childhood. As this is not the first time that reference to the Sabbath has been made, the teacher may take a knowledge of the general significance of the Sabbath for granted, and should mainly dwell on the significance of the phrase "to keep it holy" by asking the children what we do to keep the Sabbath holy, i. e., different from other days and devoted to Jewish thoughts. Take occasion to admonish the children not to attend theatres, moving picture shows, etc., on the Sabbath, and urge their attendance at services. The Fifth Commandment is, of course, the first law of childhood. In discussing it with the children, try to get from them suggestions as to how to honor parents. Encourage such rules of family etiquette as never to contradict father or mother, never to sit in father's or mother's seat at table, always to rise and give either of them a seat if the other chairs in the room are occupied when they come in, and the like. The Sixth Commandment needs no prolonged discussion.