Education Guide en 1.0

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...for when the bough is green and tender it will grow in whatever way ye train it.

Bah Education

for Children

and Junior Youth

A. A. Furtan

A Guide to Teacher Training

and Parental and Community Support


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Contents

Foreword vii

Note on South African Edition viii

Introduction 1

Part One: A Training Course for Teachersof Bah Childrens Classes 5

1 Training Children: A Meritorious Service 5

2 The Need for Education 6

3 Some Principles of Bah Education 83.1 Spiritual Education Comes First 83.2 Attitude of Love and Understanding 103.3 Discipline, Order and Good Manners

Are Important 113.4 Education of Girls, a Priority 123.5 Children Differ in Their Capacities

and Talents 123.6 Teacher An Exemplar 133.7 Importance of Memorizing the

Holy Writings 133.8 Importance of Forming Good Habits

at an Early Age 15

4 Being an Effective Teacher 16

4.1 Some Important Points 164.2 Creating a Desire to Learn 184.3 Creating a Spiritual Atmosphere 204.4 Encouragement 214.5 Children Should Trust Their Parents

and Teachers 224.6 Lesson Format 22


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4.7 Some Effective Methods to Be Usedby Teachers 27

Part Two: Parental and Community

Support 331 Curriculum 33

2 Working with Parents and Families 34

3 Integrating Children and Youth intoCommunity Life 38

4 Keeping Records of Bah Children 41

Epilogue 43

References 45


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Bah Education for Children Teachers Guide 1

Introduction

Humanity has always faced chaos, injustice and suffering when ithas not paid attention to divine guidance. No attempt to build a

new and better world civilization will succeed unless it includesa system of education that is spiritual in nature. Thus, as Bahs,we cannot afford to neglect the spiritual education of our chil-dren. We cannot leave them to acquire their own standards andbeliefs, supposedly by free choice, through their interactionswith society. We should do everything we can to counteract thenegative forces of a materialistic society by offering our childrena spiritual education; otherwise, we run the risk of losing them.

Abdul-Bah says:It is essential that children be reared in the Bah way, thatthey may nd happiness both in this world and the next. Ifnot, they shall be beset by sorrows and troubles, for humanhappiness is founded upon spiritual behaviour.2

The children must, from their infancy, be raised to be spir-itual and godly Bahs. If such be their training, they will

remain safe from every test.3

To educate children in spiritual principles, schools would haveto adopt Bah-inspired curricula. As this is not possible at thistime, holding regular childrens classes in every Bah commu-nity becomes a high priority.

Abdul-Bah states:

The Sunday school for the children in which the Tablets

and Teachings of Bahullh are read, and the Word of Godis recited for the children is indeed a blessed thing. Thoumust certainly continue this organized activity withoutcessation, and attach importance to it, so that day by day itmay grow and be quickened with the breaths of the HolySpirit. If this activity is well organized, rest thou assuredthat it will yield great results. Firmness and steadfastness,however, are necessary, otherwise it will continue for some


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2 Bah Education for Children Teachers Guide

time, but later be gradually forgotten. Perseverance is anessential condition. In every project rmness and steadfast-ness will undoubtedly lead to good results; otherwise it willexist for some days, and then be discontinued.4

As Bahs, we believe that the healing Message of Bahullhis the only salvation for the ills of humanity. Consequently, wecannot for a moment neglect the task of teaching and proclaim-ing His Message to others. With such an emphasis on proclaimingthe Message of Bahullh, how can we neglect to familiarize ourown children with the Teachings of the Faith, while they are beingtrained in subjects such as arts and sciences? As Bahs, we mustdo our utmost, in spite of current limitations, to ensure that ourchildren and youth are raised according to the Bah Teachings.

The spiritual education of children and youth is a joint responsi-bility of parents, the institutions of the Faith and the Bah com-munity. The objective of childrens classes is to supplement thework of parents in rearing the children according to the spirit andprinciples of the Faith.

Bah moral education classes should be geared towards helpingchildren and youth to learn about the Teachings, develop heav-enly virtues, and strive to have their words and deeds reect theprinciples of Bahullh. These classes should become instru-ments to inculcate the love of God in the hearts of the children,to develop in them deep interest in matters relating to the Faithand to inspire them to arise and actively serve the Cause of God.Children must realize that they are not just gaining knowledge,but that they are learning a way of life: the Bah way of life.

These aims should be paramount in the minds of the teachers,parents and members of the community who are involved in thisvital activity and should become the source of inspiration andmotivation for their support to the programme.

In Bah childrens classes, even though the pupils are instructedin the principles, beliefs, and Teachings of the Faith, emphasisshould be placed on learning to think with clarity, reecting on

spiritual laws and applying them to ones life and society. Espe-


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cially during the early years of childhood, great attention shouldbe given to the development of spiritual qualities and to thosebeliefs, habits and behaviours that constitute the fundamentalattributes of a spiritual being.

For a programme of regular childrens classes, communities needto have a range of lesson plans for children of different ages andan adequate number of teachers, as well as an administrativestructure for this purpose, supported by the community and theparents.

The set of12 books for moral education classes provide samplesof lesson plans for 30 to 40 sessions per year for age groups of5

to 16.This guide contains chapters on training of teachers, parental andcommunity support for moral education classes and a larger pro-gramme of spiritual education for children and junior youth. It ishoped that it will stimulate both consultation and action in Bahcommunities regarding the most important subject of Bah edu-cation for children.

A. A. FurtanHaifa, January 2002


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Part One: A Training Course for

Teachers of Bah Childrens

Classes

It is highly desirable that those who choose to serve the Faith asteachers of childrens classes attend special training. The aim ofsuch training is to better prepare the teachers for this importantservice. This can be achieved through the study of, among othersubjects, the meritorious nature of this service, the need for edu-cation, some of the principles of Bah education, and ways tocreate and maintain interest and desire for learning amongst

children.The following selections of passages from the Bah Writings arepresented as an example of a guide to such training. The quota-tions should be studied carefully, using an interactive approach.

1 Training Children: A Meritorious Service

Teachers of childrens classes may better appreciate the value oftheir service to the Faith by meditating on Bah Writings:

Blessed is that teacher who remaineth faithful to the Cov-enant of God, and occupieth himself with the educationof children. For him hath the Supreme Pen inscribed thatreward which is revealed in the Most Holy Book.

Blessed, blessed is he!5

Among the greatest of all services that can possibly be ren-dered by man to Almighty God is the education and train-

ing of children . . .6

Blessed is that teacher who shall arise to instruct the chil-dren, and to guide the people into the pathways of God, theBestower, the Well-Beloved.7

Thou hast arisen to perform a service which would justlyentitle thee to vaunt thyself over all the teachers on earth.For the teachers of this world make use of human educa-


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tion to develop the powers, whether spiritual or material, ofhumankind, whilst thou art training these young plants inthe gardens of God according to the education of Heaven,and art giving them the lessons of the Kingdom.

The result of this kind of teaching will be that it willattract the blessings of God, and make manifest the perfec-tions of man.

Hold thou fast to this kind of teaching, for the fruits of itwill be very great.8

2 The Need for Education

To understand the importance and necessity of education as a

tool for nurturing the development of the intellectual, spiritualand other inherent capacities of the individual, meditate on thefollowing passage from the Writings of Abdul-Bah:

When we consider existence, we see that the mineral,vegetable, animal and human worlds are all in need of aneducator.

If the earth is not cultivated, it becomes a jungle whereuseless weeds grow; but if a cultivator comes and tills theground, it produces crops which nourish living creatures.It is evident, therefore, that the soil needs the cultivationof the farmer. Consider the trees: if they remain withouta cultivator, they will be fruitless, and without fruit theyare useless; but if they receive the care of a gardener, thesesame barren trees become fruitful, and through cultivation,fertilization and grafting the trees which had bitter fruitsyield sweet fruits. . . .

The same is true with respect to animals: notice thatwhen the animal is trained it becomes domestic, and alsothat man, if he is left without education, becomes bestial,and, moreover, if left under the rule of nature, becomeslower than an animal, whereas if he is educated he becomesan angel. . . .

Now reect that it is education that brings the East andthe West under the authority of man; it is education that


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to establish schools for the instruction of boys and girls inthe things of the spirit, the fundamentals of teaching theFaith, reading the Sacred Writings, learning the history ofthe Faith, the secular branches of knowledge, the various

arts and skills, and the different languages so that Bahmethods of instruction will become so widely known thatchildren from every level of society will seek to acquiredivine teachings as well as secular knowledge in Bahschools, and thereby means for the promotion of the Causeof God will be provided.11

3 Some Principles of Bah Education

It is true that we do not yet have an educational system in theworld today that can properly be called Bah. We can, however,glean a few principles and concepts from the Bah Writings thatwill serve to guide teachers and others who work with classes forchildren and youth.

3.1 Spiritual Education Comes First

Abdul-Bah states:

Instruction in the schools must begin with instruction inreligion. Following religious training, and the binding of thechilds heart to the love of God, proceed with his educationin the other branches of knowledge.12

Experience has shown beyond any doubt that an individuals bestshield against the darts of temptation is the fear of God instilledin ones heart at an early age. Bahullh says:

For every praiseworthy deed is born out of the light ofreligion, and lacking this supreme bestowal the child willnot turn away from any evil, nor will he draw nigh unto anygood.13

In a letter written on behalf of Shoghi Effendi it is stated:

In explaining the fear of God to children, there is no objec-tion to teaching it as Abdul-Bah so often taught every-


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effectively. In a letter written on behalf of Shoghi Effendi it isstated:

Love and kindness have far greater inuence than punish-ment upon the improvement of human character.19

The teachers attitude towards children is a key factor in his or hereffectiveness. According to the Bah view, teachers look upontheir pupils as very special beings, and not just young people whoneed to be taught.

3.3 Discipline, Order and Good Manners are Important

Discipline and order in all affairs are of the utmost importance

for the development of the faculties of children. Children need toacquire these qualities both at home and in their classrooms.

Abdul-Bah writes:

It followeth that the childrens school must be a place ofutmost discipline and order, that instruction must be thor-ough, and provision must be made for the rectication andrenement of character; so that, in his earliest years, within

the very essence of the child, the divine foundation will belaid and the structure of holiness raised up.20

Abdul-Bah further explains:

The children must be carefully trained to be most courte-ous and well-behaved. . . .

Training in morals and good conduct is far more impor-tant than book learning. A child that is cleanly, agreeable, of

good character, well-behaved even though he be ignorant is preferable to a child that is rude, unwashed, ill-natured,and yet becoming deeply versed in all the sciences and arts.The reason for this is that the child who conducts himselfwell, even though he be ignorant, is of benet to others,while an ill-natured, ill-behaved child is corrupted andharmful to others, even though he be learned. If, however,the child be trained to be both learned and good, the resultis light upon light.21


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4 Being an Effective Teacher

Education is effective only when it penetrates the soul. Young chil-dren have tender, pure and loving hearts and should be trainedwith care and love. A loving atmosphere which is reverent, seri-

ous yet joyful, and fosters enthusiasm and desire for excellence isconducive to effective learning. Such an atmosphere will help thechildren to increase their desire to learn.

Young people between the ages of12 and 15 have special needs asthey are in between childhood and youth and undergoing rapidchange in their development. To the extent possible, they shouldbe given the opportunity to become involved creatively in the

activities of the moral education class and have social interactionwith older youth. This will engage their interest and increase theircapacity. There are proven approaches that can help make learn-ing more effective. A few ideas are suggested below. Teachers canthink of other creative ways to assist children and youth in height-ening their interest in learning.

4.1 Some Important Points

1 If children nd it difcult to understand the subject beingtaught, the course will lose its effectiveness. Curriculum devel-opers should bear in mind the age and level of understandingof the pupils. When explaining a subject, the teacher shouldconsider the intellectual capacities of the children and theirinterests. Bahullh writes:

It is unjust for the speaker to utter that which is beyond thecapacity of the listeners to comprehend.31

2 It is always benecial to build on what the pupils already knowand are familiar with. For instance, teachers may nd theyneed to adapt certain details of the lessons, such as namesand environmental indicators, to bring them more in line withlocal culture, thus making them familiar to the children. Themanner in which the subject matter is presented and discus-sion is encouraged may also have to be modied to make theclass more engaging. It is important, however, that if such


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slight changes to the content of the books are made, the spiritof the lessons and the message to be conveyed remain thesame. Teachers should know that they have the exibility tosupplement or even at times substitute the contents of a lesson

with a similar topic, as long as the essence of the message is notlost in the process.

3 Children usually like to know the reason that they are askedto do something. This curiosity and the explanations given bythe teacher or parents should be encouraged, as they will helpthe children to understand and do things better. However,some instructions to be followed may be given to the youngerchildren without having to explain why. While reasons can and

should be given when possible, children should also learn thatthere are some laws that must be obeyed without question-ing. This is important, especially when talking about instruc-tions from the Manifestation of God, or a source of authority.Through repetition and perseverance, children will learnobedience as an important pattern, which they will followthroughout their lives.

4 The history of the Faith inspires the children, while the Laws,Teachings and Writings of the Faith help them in their spir-itual growth and increase their knowledge of divine guidance.All are effective in preparing the children to deal better withthe spiritual tests and difculties of adult life. Shoghi Effendistates:

I strongly urge you to devote, while you are pursuing yourstudies, as much time as you possibly can to a thorough

study of the history and Teachings of our Beloved Cause.This is the prerequisite of a future successful career of serv-ice to the Bah Faith . . .32

The history of the Faith is the most suitable subject to useas the focal point around which other topics can be taughtto children. It is inspiring for the children to become familiarwith the sacrices of the followers of Bahullh from bothEast and West, and even from particular countries with which


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Love and kindness have far greater inuence than punish-ment upon the improvement of human character.

4.4 Encouragement

In addition to training and education, children and youth needa great deal of encouragement to grow and develop spiritually.Encouragement is a powerful instrument and serves to createa nurturing environment and to stimulate the learning proc-ess. Parents and teachers should be generous in their praise ofchildren and youth. Abdul-Bah, talking about the education ofchildren, says:

They must be constantly encouraged and made eager togain all the summits of human accomplishment, so thatfrom their earliest years they will be taught to have highaims, to conduct themselves well, to be chaste, pure, andundeled, and will learn to be of powerful resolve and rmof purpose in all things. Let them not jest and trie, butearnestly advance unto their goals, so that in every situationthey will be found resolute and rm.37

Encourage the children from their earliest years to masterevery kind of learning, and make them eager to becomeskilled in every art . . .38

. . . encourage the child to acquire perfections and goodlymanners, warn him against unbecoming qualities, andencourage him to show forth resolve, rmness, and endur-ance under hardship, and to advance on the high road toprogress.39

Also, it will be very useful if children can be assisted in under-standing the spiritual foundation of encouragement so that theymake an effort to be encouraging to others. They will learn that,to encourage others effectively, one has to see only good in othersand be able to rejoice in their achievements.

Periodic visits by children to another class of either the same agegroup or older is one way to encourage them in their learning.


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to which the pupils become accustomed. One example of such aformat for the younger classes is given below but, naturally, theformat may vary depending on the age and interests of the chil-dren. The format for junior youth classes may need to be more

exible. The class begins with prayers.

The teacher and the pupils review the previouslesson.

The review is followed by recess.

During the recess the teacher records the pupils

attendance. Following the recess, the new lesson is presented,

usually with a brief explanation and a suitablestory.

Often a quotation or a prayer is learned or memo-rized as part of the lesson.

If the teacher assembles some art materials, the

children can draw and colour pictures related tothe lesson.

There can be a nal suggestion from the teacher,such as asking the pupils to do something specicat home during the week.

The class closes with a prayer.

Below are a few more detailed suggestions about the differentparts of the lesson format:

Opening prayer: Each lesson should begin with an openingprayer. One of the pupils or the teacher may say a prayer to startthe lesson. Sometimes more than one pupil may wish to say aprayer; this should be encouraged. If they all know the sameprayer, however, this is not the time for each of them to recite it.This can be done later, as a practical exercise during the class.


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its Teachings can be effectively conveyed; however, great dignitymust at all times be observed. Portrayal of the Central Figures ofthe Faith is not permitted, based on the following directive fromthe beloved Guardian:

. . . the Faith can certainly be dramatized, but two thingsmust be remembered: no personal presentation of the Bb,Bahullh or the Master, only Their words can be used,but no gure must represent Them; great dignity must bethe keynote.41

Games: Interactive games that illustrate various tenets of theFaith can be used to convey certain messages to children. If

the location and environment are suitable, the teacher can playsimple games with the children, which will help keep them alert.A few games are given as examples in Books 1 to 6 of this series,but other games can also be played. Choose games that are nothighly competitive in nature and are suitable to the childrens agesand circumstances. Games should be played under the teacherssupervision. If the surroundings are not suitable for playinggames, the children may instead be asked to take a rest, with the

teacher lovingly and rmly ensuring that they do not become toonoisy.

Stories: If the lesson plan does not include stories, theteachermay wish to prepare some which contain positive and spiritualthemes. Members of the community could also be invited to tellstories. The children themselves may be asked to share storieswith their peers. At times, audio cassettes of interesting Bahhistorical stories can be played. Story telling is an art; care should

be taken to ensure that they are told in ways that make themappealing to the children. The teacher should learn the story thor-oughly before telling it.

Teachers should assist the children in understanding variousconcepts through the use of stories that are appropriate to theirlevel of comprehension. These can be from both Bah and non-Bah sources.


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the prayer. Also, the teacher should lovingly remind the childrenhow to behave when prayers are being said; they should be quietand still and listen attentively.

4.7 Some Effective Methods to Be Used by TeachersInteractive Approaches

As much as possible, teachers should avoid speaking for a longperiod of time or lecturing the children, as such approaches arenot conducive to effective learning. The class should be character-ized by active, loving and lively discussion. Interactive methods ofteaching should be used whenever possible. By participating inthe discussion and freely expressing their views, pupils not onlyincrease their levels of comprehension and self-expression, theyalso discover their own mistakes and learn to take the initiativeto correct them. All of this encourages a positive learning atmos-phere.

The use of questions and answers is an important part of theinteractive approach to teaching. Following are some suggestionsfor a question and answer session:

Questions should be clear and easy for the pupilsto understand. Complex questions should beavoided, especially for younger children.

When asking a question, all pupils should beaddressed before one is selected to answer. Inthis way, each will see him or herself as an inte-gral part of the class, and will try to provide the

answer to the question. The teacher should vary the order in which he or

she selects pupils to give answers. In this way, eve-ryone will feel the need to be attentive at all timesas anyone may be called upon at any moment.

Pupils should be given time to think about a ques-tion before providing the answer.


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Special attention should be given to pupils whodo not grasp the subject as quickly as others.Easier questions can be referred to such pupils inorder to build their condence.

It is not advisable to interrupt pupils while theyare giving an answer.

Sometimes, when a pupil does not know the rightanswer, it could be that he or she did not under-stand the question. In such cases, the questioncan be rephrased to enable the pupil to give amore correct answer.

The sincerity and trust that children have in theirteacher should not be undermined by questionsthat are too tricky for their age group and level ofcomprehension.

The discussion period should be such as to attract and maintainthe attention of the pupils. Normally, it should not last more thanhalf an hour. Teachers should ensure that pupils nd the discus-

sions interesting and take part in them willingly.Use of Parables

Spiritual and moral subjects are often best conveyed through theuse of parables. The Messengers of God have presented manyspiritual concepts in the form of stories and examples. The teachermay wish to share some of the stories used in the Holy Books ofthe past religions. The Bah Writings are also full of wonderful

parables and metaphors, which convey important messages. Inone of His Tablets, Bahullh compares the dependency of thespiritual growth of human beings on the grace and love of God tothe concept that seeds need to be planted in soil and rained uponbefore they can germinate and grow:

I am, O my God, but a tiny seed which Thou hast sown inthe soil of Thy love, and caused to spring forth by the handof Thy bounty. This seed craveth, therefore, in its inmost


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being, for the waters of Thy mercy and the living foun-tain of Thy grace. Send down upon it, from the heaven ofThy loving-kindness, that which will enable it to ourishbeneath Thy shadow and within the borders of Thy court.

Thou art He Who watereth the hearts of all that have recog-nized Thee from Thy plenteous stream and the fountain ofThy living waters.

Praised be God, the Lord of the worlds.43

Use of Audio-Visual Materials

Children enjoy drawing and colouring and this should be encour-aged whenever possible. Drawing may be included as an integral

part of each lesson. If paper and colouring materials can be pro-cured, the teacher may trace the pictures for the younger childrento colour.

The use of audio-visual aids and materials is another way of cre-ating an environment for effective learning. This does not neces-sarily require the use of sophisticated equipment. For example,children may be given a large piece of paper and asked to drawa map of rn and show the route the Bb took during his exilefrom Shrz to Tabrz, or Bahullhs exile from rn to Akk.Historical information related to His journeys can then be writ-ten on these maps to assist the children to gain a better under-standing of events and dates. Children may also be encouragedto make their own drawings, illustrating a subject that they havebeen studying.

Audio cassettes of materials such as poetry and stories about the

Faith, or appropriate songs or other music, may be played in theclass. It would be helpful if the teacher, with the assistance of theinstitutions of the Faith, could arrange for the children to haveaccess to cassette players and tapes for their use at home.

It would be of great value if the teacher could gather photographs,maps and drawings appropriate to the subject of the days lessonto show to the class. Or, when possible, slides and videotapes can


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be shown. Some examples of useful audio-visual materials forchildrens classes are:

Photographs of Abdul-Bah, (e.g., one of Himsmiling, one of Him with children, etc.), ShoghiEffendi and the Greatest Holy Leaf.

Postcards showing the diversity of the Bahcommunity.

Postcards of the Holy Places and other importantBah buildings, such as Mashriqul-Adhkrs.

Maps showing the routes of Bahullhs jour-

neys, Abdul-Bahs travels, etc. Audio cassettes or CDs of Bah Writings, songs

or poetry with music.

Videotapes of Bah subjects suitable for childrenand youth.

Advance Preparation

It is essential that teachers review each lesson before the class

starts. If texts are to be read aloud, either by the teacher or byselected pupils, they should be read well. Promoting good readingskills means ensuring that words are pronounced correctly, thatthe passage is read with a clear voice, that proper emphasis is puton certain words to avoid monotony, and that the passage is readwith feeling and conviction. When done in this manner, the listen-ers interest increases and the reading is better understood.

To enhance the pupils understanding of what is going to be read,the teacher should rst explain the subject in a simple manner,avoiding extraneous details that are beyond the scope of thelesson. The teacher may also explain difcult passages or words.For younger children, and especially for those whose mothertongue is different from the language of instruction, it may benecessary also to explain the meaning of simple words. However,it is important to be brief and to the point so that excessive dis-

cussion does not detract from the main subject.


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Part Two: Parental and Community

Support

In order to offer a systematic programme for the spiritual educa-

tion of children and youth, communities have to learn to carryout a range of activities. Naturally, not all communities are ableto initiate and conduct these activities at once. The responsibili-ties may have to be assumed gradually, as the institutions and thecommunity gain experience and mature. However, it is importantthat each community give high priority to start provision for theBah education of children and youth. Holding regular chil-drens classes should be at the heart of such an effort and one of

the rst steps to be taken in the development of a multifacetedprogramme.

1 Curriculum

In the introduction to this guide, the following statement wasmade about the main purpose of holding regular moral educationclasses:

Bah moral education classes should be geared towardshelping children and youth to learn about the Teachings,develop heavenly virtues, and strive to have their words anddeeds reect the principles of Bahullh. These classesshould become instruments to inculcate the love of God inthe hearts of the children, to develop in them deep interestin matters relating to the Faith and to inspire them to ariseand actively serve the Cause of God. Children must real-ize that they are not just gaining knowledge, but that theyare learning a way of life: the Bah way of life. These aimsshould be paramount in the minds of the teachers, parentsand members of the community who are involved in thisvital activity and should become the source of inspirationand motivation for their support to the programme.

To achieve this objective, it is important that a suitable curricu-lum be adopted. According to the guidance in the Bah Writings,


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subjects to be taught to children should include, among others,religion, virtues, good character and good behaviour, the love andfear of God, and the history, laws and Teachings of the Faith. Thecombination of a suitable curriculum and well-conducted classes

will encourage children and youth to attend on a regular basis.Abdul-Bah advises us to start the formal education of childrenat the age of ve.

As to the children: From the age of ve their formal educa-tion must begin. That is, during the daytime they should belooked after in a place where there are teachers, and shouldlearn good conduct.44

2 Working with Parents and Families

Establishing regular moral education classes on a rm basisdepends to a large extent on the attitude of parents towards thespiritual education of their children. The agency responsible forthese classes should initiate special programmes to involve par-ents. One of the objectives of working with parents is to give thema broader vision of the nature and importance of the moral educa-

tion of children. Parents need to be inspired with the vision thatspiritual education will assist their children and youth by helpingto give them a strong Bah identity from an early age. A study ofthe Writings will show that the notion that children should not beinuenced to choose a religion, but rather that they should be leftfree to make their own choice at maturity, is not correct.

Shoghi Effendi states in a letter written on his behalf:

The child when born is far from being perfect. It is notonly helpless, but actually is imperfect, and even is natu-rally inclined towards evil. He should be trained, his natu-ral inclinations harmonized, adjusted and controlled, andif necessary suppressed or regulated, so as to ensure hishealthy physical and moral development. Bah parentscannot simply adopt an attitude of non-resistance towardstheir children, particularly those who are unruly and violent

by nature. . . . Rather they should endeavour to inculcate,


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gently and patiently, into their youthful minds such princi-ples of moral conduct and initiate them into the principlesand teachings of the Cause with such tactful and lovingcare as would enable them to become true sons of God

and develop into loyal and intelligent citizens of His King-dom. This is the high purpose which Bahullh Himselfhas clearly dened as the chief goal of every education.45

Parents have a great inuence on the spiritual development oftheir children. They should realize that the principles, ideas andhabits that they inculcate in their children from an early age go along way in shaping their character. As Abdul-Bah says:

Every child is potentially the light of the world and atthe same time its darkness; wherefore must the question ofeducation be accounted as of primary importance. Fromhis infancy, the child must be nursed at the breast of Godslove, and nurtured in the embrace of His knowledge, thathe may radiate light, grow in spirituality, be lled withwisdom and learning, and take on the characteristics of theangelic host.46

Mothers are the rst educators of children, and thus their beliefsand actions have a powerful effect on what their children willthink and accept as they grow to become adults. In this connec-tion, Abdul-Bah says:

The mother is the rst teacher of the child. For children, atthe beginning of life, are fresh and tender as a young twig,and can be trained in any fashion you desire. If you rear the

child to be straight, he will grow straight, in perfect sym-metry. It is clear that the mother is the rst teacher and thatit is she who establisheth the character and conduct of thechild.47

The institutions of the Faith should make it a priority to imple-ment programmes through which mothers can be assisted toperform their roles effectively in accordance with the Bah Writ-ings.


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This weighty task begins from the time the child is in its motherswomb, and continues through the childs infancy, childhood andyouth. Fathers equally exert a strong inuence on their childrensdevelopment and have a major role to play in their spiritual edu-

cation.The environment at home, based on Bah Teachings, is indis-pensable for the spiritual growth of children. Parents should makea conscious effort to create such an atmosphere by keeping thehighest standards of truthfulness at all times, by showing a spiritof service to the Faith, by following the laws of the Faith such asthe observance of obligatory prayers, fasting, reading the Writingsevery morning and evening, the observance of Bah Holy Daysand the prohibitions against prejudice and backbiting. In this waychildren will develop habits that will serve as a foundation fortheir spiritual growth throughout their life.

Parents should see their children not just as their dependants whoare waiting to take on adult responsibilities, but rather as capableindividuals who can serve the Cause in their own way, even at ayoung and tender age. God has endowed all children with tal-

ents and abilities. Parents, by investing their time and effort todiscover and nurture those talents, will full their responsibilitybefore God.

There are several ways in which the institutions of the Faith canassist parents to increase their understanding of this importantresponsibility to provide spiritual education for their children andto learn practical ways to do so.

Activities to assist parents could include holding of study classesand special conferences for parents; presenting the subject insummer schools; developing special materials to assist parentswith the spiritual education of their children at home; and pro-viding opportunities for parents to ask specic questions on thesubject. Below is a list of suggested topics of study in such pro-grammes:

Bah principles of child education


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General principles of child development

The inuence of parental and adult behaviour onthe child

The importance of being orderly and systematic Assisting children to develop spiritual discipline

and habits, and to have good manners in speech,dress and behaviour

The harm that certain movies, television pro-grammes and electronic and printed materialscan have on children, and how to counteract such

negative inuences Creating a spiritual home

If it is not practical to gather together parents regularly becausethey are few in number or live far away from each other, they maybe assisted through correspondence courses. In such courses,materials about the responsibility of parents for the spiritual edu-cation of their children and even lesson plans for use in moral

education classes can be sent to them.To ensure that parents support moral education classes, it mayto be necessary to assist them to see the classes as an importantsupplement to their own efforts. Once they understand how theclasses reinforce their own efforts to counteract the negative inu-ences of society at large, they will be more eager to support them.Parental assistance in childrens classes could include:

Hosting classes Serving as teachers

Ensuring the childrens attendance by facilitatingtheir transportation;

Contributing to the funds for this purpose

Participating in the special programmes devel-oped for children and parents


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Offering their various talents and skills for eitherthe management of the classes or as guest speak-ers

Showing interest in what their children learn inclass and encouraging the progress they havemade

Assisting their children to work on their homeassignments

Keeping in touch with the teachers in order tobetter follow the development of their children

The teachers, and the committee responsible for overseeing theclasses, should review reports of attendance of the children atthe moral education classes periodically. Parents of absentee andtardy children should be notied and encouraged to make surethat their children attend on a regular basis.

3 Integrating Children and Youth into Community Life

The spiritual education of the younger members of the com-

munity will benet greatly if they participate in other types ofprogrammes, such as those especially arranged for children or forfamilies. The types of activities would obviously differ from local-ity to locality. Below are a few examples.

Participation in Community Activities

It is important to assist children and youth to put into actionwhat they have learned, so that they can serve the Faith in their

own way. This will build their condence and develop in them apattern for future services. They may also start to see the resultof their work, and be encouraged to continue participating in theclasses. Serving the Faith from an early age will contribute to thedevelopment of spiritual capacity and will nurture the child tobecome an active member of the community.

A variety of services that children can render to the communityshould be identied. Teachers and the friends in general must be


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organizers familiarize themselves with the site in advance ofthe trip. Consultation beforehand with the children or youthon the purpose of the outing, on the arrangements for theday, on the importance of observing Bah conduct, and on

taking responsibility for the success of the outing also is veryimportant. During the outing, the teacher and others who arein charge should, to the degree possible, allow the children totake responsibility for the success of the trip.

Upon returning, an evaluation of the day should include dis-cussion with the children about what was learned during theeld trip and what kinds of challenges were faced. They shouldbe invited to describe what they observed, present items col-

lected, possibly write a paper about the trip or give a report atan upcoming community function.

Correspondence with Other Children and Youth

Children and youth love to correspond with their peers in vari-ous parts of the world. Communication with other young Bahsprovides an opportunity for the exchange of ideas between them.They should be encouraged to focus their correspondence on

Bah topics, so that it would result in enriching their under-standing of the Faith.

Reading and Viewing Materials for Children

In general, not enough attention is paid to the type and the qual-ity of reading material and lms that fall into the hands of ourchildren. Children are all too often free to choose what they reador watch. The detrimental consequences of such freedoms are

sometimes considerable. Just as parents are concerned with thediet of their children and the kind of food that they consume,to an even greater degree they should concern themselves withthe material that develops their mental and spiritual faculties. Ifparents, and teachers of moral education classes, arrange to haveready access to materials suitable for and attractive to childrenand junior youth, they can more easily encourage them to chooseappropriate ones for studying and viewing.


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Bah and Bah-inspired childrens publications, audio-visualmaterials and periodicals, as well as those in the electronic media,can assist parents and teachers in their efforts to provide spiritualeducation for the Bah children.

4 Keeping Records of Bah Children

The Universal House of Justice, emphasizing the importance ofchildrens education, has stated:

Strategies to advance the process of entry by troops cannotignore children and junior youth, if the victories won in onegeneration are not to be lost with the passage of time. Itis imperative then, that at this point in the process of sys-tematization of the teaching work, denite steps be taken toensure that the vision of the community fully embraces itsyounger members. The education of children, an obligationenjoined on both parents and institutions, requires specialemphasis so as to become thoroughly integrated into theprocess of community development.48

One of the fundamental duties of Bah communities and Assem-

blies is to consider the children of Bah parents as Bahs andto make the children of newly enrolled believers feel welcome atBah moral education classes and other community gatherings.Soon after their declaration, new believers should be made awareof their responsibility as Bah parents to foster the spiritual edu-cation of their children.

Details of registration of children as Bahs are left to the dis-cretion of each National Spiritual Assembly. Based on guidance

from the Universal House of Justice, these details would normallyinclude the following:

Children of Bah parents are considered Bahs.

The birth of a child to a couple, one of whom isa Bah, should be registered as a Bah birthunless the non-Bah parent objects.

Children of non-Bah parents under the age of


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fteen may be registered as Bah children, pro-vided the parents give their consent.


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Epilogue

Bah education of children is one of the most important activi-ties for the consolidation of Bah communities. Through a

systematic education programme for children, the entire com-munity can gradually be transformed over a period of years, andits growth can be sustained. A letter written on behalf of ShoghiEffendi states:

The Guardian is happy to see you are teaching the children,as a rm foundation of the Teachings in their minds willgreatly assist in forming their characters, and enable themto become well-balanced and useful believers when they

mature.50

The friends and the institutions should gradually move towards aunied vision where the spiritual education of children is seen asa signicant and indispensable component of efforts to raise upthe human resources that will carry out the ever-increasing workof the Cause. The believers need to be convinced that implement-ing a series of classes that ensures the progressive deepening and

training of children, beginning at the age of ve and extendingover a period oftwelve to fteen years, has the potential to changethe face of the community in little more than a decade.

As the friends grasp such a vision, it will become easier to sustainthe programme of Bah education of children and to provide forthe full integration of children and youth into the life of the Bahcommunity.


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References 1 Abdul-Bah, Selections from the Writings of Abdul-Bah (Bah World

Centre, Haifa, 1978), p. 133

2 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 127 3 Abdul-Bah, Bah Education, in The Compilation of Compila-tions (Bah Publications Australia, Sydney, 1991), vol. i, p. 275

4 Abdul-Bah, Selections from the Writings of Abdul-Bah, pp. 1434 5 Bahullh, Bah Education, in The Compilation of Compilations,

vol. i, p. 251 6 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 133 7 Bahullh, Bah Education, in The Compilation of Compilations,

vol. i, p. 251 8 Abdul-Bah,Bah Education, in The Compilation of Compila-tions, vol. i, pp. 2745

9 Abdul-Bah, Some Answered Questions (Bah Publishing Trust,Wilmette, 1981), pp. 78

10 Abdul-Bah, Tablets of Abdul Baha Abbas (Bah PublishingCommittee, New York, 1930), vol. iii, pp. 5789; rst two para-graphs also inSelections from the Writings of Abdul-Bah, pp. 1267;

last two paragraphs in Lights of Guidance (Bah Publishing Trust,India, 1994), p. 14511 Shoghi Effendi, Bah Education in The Compilation of Compila-

tions, vol. i, p. 29412 Abdul-Bah, Bah Education, in The Compilation of Compila-

tions, vol. i, p. 27613 Bahullh,Bah Education, in The Compilation of Compilations,

vol. i, p. 24814 On behalf of Shoghi Effendi, Bah Education, in The Compila-

tion of Compilations, vol. i, p. 30915 Bahullh, Tablets of Bahullhrevealed afterthe Kitb-i-Aqdas

(Bah World Centre, Haifa, 1978), p. 6816 Abdul-Bah, Bah Education, in The Compilation of Compila-

tions, vol. i, p. 27817 Abdul-Bah, Selections from the Writings of Abdul-Bah, pp. 136718 Abdul-Bah, Bah Education, in The Compilation of Compila-

tions, vol. i, pp. 2823


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19 On behalf of Shoghi Effendi, Bah Education, in The Compila-tion of Compilations, vol. i, pp. 3001

20 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 13721 Abdul-Bah, Selections from the Writings of Abdul-Bah, pp. 1356

22 On behalf of Shoghi Effendi, Bah Education, in The Compila-tion of Compilations, vol. i, p. 303

23 Abdul-Bah, Tablets of Abdul-Bah, vol. iii, pp. 5798024 Abdul-Bah,Bah Education, in The Compilation of Compila-

tions, vol. i, p. 28425 Abdul-Bah, The Promulgation of Universal Peace (Bah

Publishing Trust, Wilmette, 1982), p. 8526 Bahullh, Tablets of Bahullh, p. 200

27 On behalf of Shoghi Effendi, Deepening, in The Compilation ofCompilations, vol. i, p. 217


29 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 13730 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 12731 Bahullh, authorized translation, unpublished32 Shoghi Effendi, The Importance of Deepening, in The Compilation of

Compilations, vol. i, p. 206

33 Bahullh, Tablets of Bahullh, p. 16834 Bahullh, Gleanings from the Writings of Bahullh, (Bah Pub-

lishing Trust, Wilmette, 1983), p. 27835 Abdul-Bah, Lights of Guidance, p. 54236 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 12537 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 135

38 Abdul-Bah, Excellence in All Things, in The Compliation ofCompilations, vol i, p.37439 Abdul-Bah, Women, in The Compilation of Compilations, vol. ii,

p. 37440 Abdul-Bah, The Promulgation of the Universal Peace, p. 5241 On behalf of Shoghi Effendi, Lights of Guidance,p. 9742 Abdul-Bah, Selections from the Writings of Abdul-Bah, p. 14743 Bahullh, Prayers and Meditations (Bah Publishing Trust, Wil-


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mette, 1987), p.17844 Abdul-Bah, Bah Education, in The Compilation of Compila-

tions, vol. i, p. 28045 On behalf of Shoghi Effendi, Bah Education, in The Compila-

tion of Compilations, vol. i, p. 30346 Abdul-Bah, Selections from the Writings of Abdul-Bah, pp. 130147 Abdul-Bah, Bah Education, in The Compilation of Compila-

tions, p. 28848 Letter from the Universal House of Justice to the Bahs of the

World, 26 November 199949 Letter on behalf of the Universal House of Justice to a National

Spiritual Assembly, 25 November 1988


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