let him be placed in a Bahá’í school, in which at the beginning the Holy
Texts are recited and religious concepts are taught. At this school the
child is to study reading and writing as well as some fundamentals of the
various branches of knowledge, such as can be learned by children.
At the start the teacher must place a pen in the child’s hand, arrange the
children in groups, and instruct each group according to its capacity.
When the children have, in a given place, been seated in rows, and each
holdeth a pen, and each hath a paper before him, and the teacher hath
suspended a blackboard in front of the children, let him write thereon
with his chalk and have the children copy what he hath written. For
example, let the teacher write an alif ( a ) and say, “This is an alif.”
Let the children then copy it and repeat: “This is an alif.” And so on,
till the end of the alphabet. As soon as they properly recognize the
letters, let the teacher make combinations of the letters, while the
children follow his lead, writing the combinations on their paper, until,
by this method, they come to recognize all the letters, singly and
combined in words. Let the teacher then proceed to writing sentences,
while the children copy what he hath written, each on his own sheet of
paper. Let the teacher then explain the meaning of the sentence to the
children.
And once they have become skilled in the Persian tongue, let the teacher
first translate and write out single words and ask the students the
meaning of those words. If a pupil hath grasped a little of this, and hath
translated the word, let the teacher praise him; if all the students are
unable to accomplish this, let the teacher write the foreign language
translation beneath the given word. For example, let him write samá
(heaven) in Arabic, and ask: “How do we say this in Persian?” If one of
the children replieth, “The Persian translation of this word is asiman”,
let the teacher praise and encourage him. If they are unable to answer,
let the teacher himself give the translation and write it down, and let
the children copy it.
Later, let the teacher ask: “How do they say this in Russian, or French,
or Turkish?” If they know the answer, excellent. If not, let the teacher
say, “In Russian, or French, the translation is thus and so”, write the
word on the board, and have the children copy it down. When the children
have become skilled in translating single words, let the teacher combine
the words into a sentence, write this on the board and ask the children to
translate it. If they are unable, let the teacher himself translate the
sentence and write down the translation. It would of course be preferable
for him to make use of several languages.
In this way, over a short period—that is, three years—the children will,
as a result of writing the words down, become fully proficient in a number
of languages, and will be able to translate a passage from one language to
another. Once they have become skilled in these fundamentals, let them go
on to learning the elements of the other branches of knowledge, and once
they have completed this study, let each one who is able and hath a keen
desire for it, enrol in higher institutions of learning and study advanced
courses in the sciences and arts.
Not all, however, will be able to engage in these advanced studies.
Therefore, such children must be sent to industrial schools where they can
also acquire technical skills, and once the child becomes proficient in
such a skill, then let consideration be given to the child’s own
preference and inclinations. If a child hath a liking for commerce, then
let him choose commerce; if industry, then industry; if for higher
education, then the advancement of knowledge; if for some other of the
responsibilities of humankind, then that. Let him be placed in the field
for which he hath an inclination, a desire, and a talent.
But the indispensable basis of all is that he should develop spiritual
characteristics and the praiseworthy virtues of humankind. This is the
primary consideration. If a person be unlettered, and yet clothed with
divine excellence, and alive in the breaths of the Spirit, that individual
will contribute to the welfare of society, and his inability to read and
write will do him no harm. And if a person be versed in the arts and every
branch of knowledge, and not live a religious life, and not take on the
characteristics of God, and not be directed by a pure intent, and be
engrossed in the life of the flesh—then he is harm personified, and
nothing will come of all his learning and intellectual accomplishments but
scandal and torment.
If, however, an individual hath spiritual characteristics, and virtues
that shine out, and his purpose in life be spiritual and his inclinations
be directed toward God, and he also study other branches of knowledge—then
we have light upon light:(14) outer being luminous, his private character
radiant, his heart sound, his thought elevated, his understanding swift,
his rank noble.
Blessed is he who attaineth this exalted station.
(From a Tablet—translated from the Persian) [76]
“77: The subjects to be taught in children’s school are many, and for lack
of...”
The subjects to be taught in children’s school are many, and for lack of
time We can touch on only a few: First and most important is training in
behaviour and good character; the rectification of qualities; arousing the
desire to become accomplished and acquire perfections, and to cleave unto
the religion of God and stand firm in His Laws: to accord total obedience
to every just government, to show forth loyalty and trustworthiness to the
ruler of the time, to be well wishers of mankind, to be kind to all.
And further, as well as in the ideals of character, instruction in such
arts and sciences as are of benefit, and in foreign tongues. Also, the
repeating of prayers for the well-being of ruler and ruled; and the
avoidance of materialistic works that are current among those who see only
natural causation, and tales of love, and books that arouse the passions.
To sum up, let all the lessons be entirely devoted to the acquisition of
human perfections.
Here, then, in brief are directions for the curriculum of these schools.
(From a Tablet—translated from the Persian) [77]
“78: As to the organization of the schools: If possible the children
should...”
As to the organization of the schools: If possible the children should all
wear the same kind of clothing, even if the fabric is varied. It is
preferable that the fabric as well should be uniform; if, however, this is
not possible, there is no harm done. The more cleanly the pupils are, the
better; they should be immaculate. The school must be located in a place
where the air is delicate and pure. The children must be carefully trained
to be most courteous and well-behaved. They must be constantly encouraged
and made eager to gain all the summits of human accomplishment, so that
from their earliest years they will be taught to have high aims, to
conduct themselves well, to be chaste, pure, and undefiled, and will learn
to be of powerful resolve and firm of purpose in all things. Let them not
jest and trifle, but earnestly advance unto their goals, so that in every
situation they will be found resolute and firm.
Training in morals and good conduct is far more important 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
himself well, even though he be ignorant, is of benefit to others, while
an ill-natured, ill-behaved child is corrupted and harmful to others, even
though he be learned. If, however, the child be trained to be both learned
and good, the result is light upon light.
Children are even as a branch that is fresh and green; they will grow up
in whatever way you train them. Take the utmost care to give them high
ideals and goals, so that once they come of age, they will cast their
beams like brilliant candles on the world, and will not be defiled by
lusts and passions in the way of animals, heedless and unaware, but
instead will set their hearts on achieving everlasting honour and
acquiring all the excellences of humankind.
(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 110, pp. 135–36)
[78]
“79: As to the education of children, exert every effort to further this;
it is...”
As to the education of children, exert every effort to further this; it is
of the utmost importance. So too, the education of girls in all the rules
of righteous conduct, that they may grow up with a good character and high
standards of behaviour. For mothers are the first educators of the child,
and every child at the beginning of life is like a fresh and tender branch
in his parents’ hands. His father and mother can train him in any way they
choose.
(From a Tablet—translated from the Persian) [79]
“80: The school for girls taketh precedence over the school for boys, for
it is...”
The school for girls taketh precedence over the school for boys, for it is
incumbent upon the girls of this glorious era to be fully versed in the
various branches of knowledge, in sciences and the arts and all the
wonders of this pre-eminent time, that they may then educate their
children and train them from their earliest days in the ways of
perfection.
If, as she ought, the mother possesseth the learning and accomplishments
of humankind, her children, like unto angels, will be fostered in all
excellence, in right conduct and beauty. Therefore the School for Girls
that hath been established in that place must be made the object of the
deep concern and high endeavours of the friends. The teachers of that
school are handmaids close to the Sacred Threshold, for they are of those
who, obedient to the commandments of the Blessed Beauty, have arisen to
educate the girl children.
The day will come when those children will be mothers, and each one of
them in her deep gratitude will offer up prayers and supplications to
Almighty God and ask that her teachers will be granted joy and well-being
forever, and a high station in the Kingdom of God.
Name ye this school the Mawhibat School (The School of Bounty).
(From a Tablet—translated from the Persian) [80]
“81: Our hearts rejoiced at thy letter concerning a school for girls....”
Our hearts rejoiced at thy letter concerning a school for girls.
Praised be God that there is now a school of this type in Ṭihrán where
young maidens can, through His bounty, receive an education and with all
vigour acquire the accomplishments of humankind. Erelong will women in
every field keep pace with the men.
Until now, in Persia, the means for women’s advancement were non-existent.
But now, God be thanked, ever since the dawning of the Morn of Salvation,
they have been going forward day by day. The hope is that they will take
the lead in virtues and attainments, in closeness to the Court of Almighty
God, in faith and certitude—and that the women of the East will become the
envy of the women of the West.
Praised be God, thou art confirmed in thy service, art exerting every
effort in this work and taking great pains; and so, too, the teacher in
the school, Miss Lillian Kappes. Give her my most affectionate greetings.
(From a Tablet—translated from the Persian) [81]
“82: In past centuries the girl children of Persia were deprived of
all...”
In past centuries the girl children of Persia were deprived of all
instruction. They had neither school nor academy, no kindly tutor and no
teacher. Now in this greatest of centuries the bounty of the All-Bountiful
hath encompassed the girls as well, and many schools have been founded in
Persia for the education of girl children—but what is missing from them is
character training, and this despite the fact that such training is more
important than instruction, for it is the primary accomplishment of
humankind.
Praised be God, a school for girls hath now been established in Hamadán.
Ye who are the teachers thereof must devote more of your efforts to
character training than instruction, and must raise up your girl children
to be modest and chaste, of good character and conduct—and in addition
must teach them the various branches of knowledge.
If ye follow this course, the confirmations of the All-Glorious Kingdom,
in a great rolling swell, will rise and surge above that school.
My hope is that ye will succeed in this.
(From a Tablet—translated from the Persian) [82]
“83: In this holy Cause the question of orphans hath the utmost
importance....”
In this holy Cause the question of orphans hath the utmost importance. The
greatest consideration must be shown towards orphans; they must be taught,
trained and educated. The Teachings of Bahá’u’lláh, especially, must by
all means be given to them as far as is possible.
I supplicate God that thou mayest become a kind parent to orphaned
children, quickening them with the fragrances of the Holy Spirit, so that
they will attain the age of maturity as true servants of the world of
humanity and as bright candles in the assemblage of mankind.
(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 112, p. 138) [83]
“84: Your letter hath come and hath occasioned the utmost joy, with its
news...”
Your letter hath come and hath occasioned the utmost joy, with its news
that, praised be God, in Hamadán a welfare and relief association hath
been established. I trust that this will become a source of general
prosperity and assistance, and that means will be provided to set the
hearts of the poor and weak at rest, and to educate the orphans and other
children.
The question of training the children and looking after the orphans is
extremely important, but most important of all is the education of girl
children, for these girls will one day be mothers, and the mother is the
first teacher of the child. In whatever way she reareth the child, so will
the child become, and the results of that first training will remain with
the individual throughout his entire life, and it would be most difficult
to alter them. And how can a mother, herself ignorant and untrained,
educate her child? It is therefore clear that the education of girls is of
far greater consequence than that of boys. This fact is extremely
important, and the matter must be seen to with the greatest energy and
dedication.
God sayeth in the Qur’án that they shall not be equals, those who have
knowledge and those who have it not.(15) Ignorance is thus utterly to be
blamed, whether in male or female; indeed, in the female its harm is
greater. I hope, therefore, that the friends will make strenuous efforts
to educate their children, sons and daughters alike. This is verily the
truth, and outside the truth there is manifestly naught save perdition.
(From a Tablet—translated from the Persian and Arabic) [84]
“85: Thou didst write about the believers’ daughters who attend the
schools of...”
Thou didst write about the believers’ daughters who attend the schools of
other faiths. It is true that, while these children do learn a little in
such schools, still the character and behaviour of the women teachers have
an effect on them, and through the inculcation of doubts and ambiguities,
the minds of these girls are influenced and changed.
It is incumbent upon the friends to provide a school for Bahá’í girls
whose women teachers will educate their pupils according to the teachings
of God. There must the girls be taught spiritual ethics and holy ways.
A child is as a young plant: it will grow in whatever way you train it. If
you rear it to be truthful, and kind, and righteous, it will grow
straight, it will be fresh and tender, and will flourish. But if not, then
from faulty training it will grow bent, and stand awry, and there will be
no hope of changing it.
Certainly, the women teachers from Europe give instruction in language and
scripts, and housekeeping, and embroidery and sewing; but their pupils’
character is completely altered, to such a point that the girls no longer
care for their mothers, their disposition is spoiled, they misbehave, they
become self-satisfied and proud.
Rather, girls ought to be trained in such a manner that from day to day
they will become more self-effacing, more humble, and will defer to and
obey their parents and forebears, and be a comfort and a solace to all.
(From a Tablet—translated from the Persian) [85]
“86: Consider that if the mother is a believer, the children will
become...”
Consider that if the mother is a believer, the children will become
believers too, even if the father denieth the Faith; while, if the mother
is not a believer, the children are deprived of faith, even if the father
be a believer convinced and firm. Such is the usual outcome, except in
rare cases.
For this reason both fathers and mothers must carefully watch over their
little daughters and have them thoroughly taught in the schools by highly
qualified women teachers, so that they may familiarize themselves with all
the sciences and arts and become acquainted with and reared in all that is
necessary for human living, and will provide a family with comfort and
joy.
It is therefore incumbent upon the Spiritual Assembly of I_sh_qábád to
take the lead in this most urgent matter, so that by the grace and favour
of God they may establish an institution which will be a source of
security and happiness forever and ever.
(From a Tablet—translated from the Persian) [86]
“87: O handmaids of the beauty of Abhá! Your letter hath come, and its
perusal...”
O handmaids of the beauty of Abhá! Your letter hath come, and its perusal
brought great joy. Praised be God, the women believers have organized
meetings where they will learn how to teach the Faith, will spread the
sweet savours of the Teachings and make plans for training the children.
This gathering must be completely spiritual. That is, the discussions must
be confined to marshalling clear and conclusive proofs that the Sun of
Truth hath indeed arisen. And further, those present should concern
themselves with every means of training the girl children; with teaching
the various branches of knowledge, good behaviour, a proper way of life,
the cultivation of a good character, chastity and constancy, perseverance,
strength, determination, firmness of purpose; with household management,
the education of children, and whatever especially applieth to the needs
of girls—to the end that these girls, reared in the stronghold of all
perfections, and with the protection of a goodly character, will, when
they themselves become mothers, bring up their children from earliest
infancy to have a good character and conduct themselves well.
Let them also study whatever will nurture the health of the body and its
physical soundness, and how to guard their children from disease.
When matters are thus well arranged, every child will become a peerless
plant in the gardens of the Abhá Paradise.
(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 94, pp.123–24) [87]
“88: Today it is obligatory for the loved ones of God, and their
imperative...”
Today it is obligatory for the loved ones of God, and their imperative
duty, to educate the children in reading, writing, the various branches of
knowledge, and the expansion of consciousness, that on all levels they may
go forward day by day.
The mother is the first teacher of the child. For children, at the
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 symmetry. It is clear that the mother is
the first teacher and that it is she who establisheth the character and
conduct of the child.
Wherefore, O ye loving mothers, know ye that in God’s sight, the best of
all ways to worship Him is to educate the children and train them in all
the perfections of humankind; and no nobler deed than this can be
imagined.(16)
(From a Tablet—translated from the Persian) [88]
“89: O Handmaids of the Lord!...”
O Handmaids of the Lord!
The spiritual assemblage that ye established in that illumined city is
most propitious. Ye have made great strides; ye have surpassed the others,
have arisen to serve the Holy Threshold, and have won heavenly bestowals.
Now with all spiritual zeal must ye gather in that enlightened assemblage
and recite the Holy Writings and engage in remembering the Lord. Set ye
forth His arguments and proofs. Work ye for the guidance of the women in
that land, teach the young girls and the children, so that the mothers may
educate their little ones from their earliest days, thoroughly train them,
rear them to have a goodly character and good morals, guide them to all
the virtues of humankind, prevent the development of any behaviour that
would be worthy of blame, and foster them in the embrace of Bahá’í
education. Thus shall these tender infants be nurtured at the breast of
the knowledge of God and His love. Thus shall they grow and flourish, and
be taught righteousness and the dignity of humankind, resolution and the
will to strive and to endure. Thus shall they learn perseverance in all
things, the will to advance, high-mindedness and high resolve, chastity
and purity of life. Thus shall they be enabled to carry to a successful
conclusion whatsoever they undertake.
Let the mothers consider that whatever concerneth the education of
children is of the first importance. Let them put forth every effort in
this regard, for when the bough is green and tender it will grow in
whatever way ye train it. Therefore is it incumbent upon the mothers to
rear their little ones even as a gardener tendeth his young plants. Let
them strive by day and by night to establish within their children faith
and certitude, the fear of God, the love of the Beloved of the worlds, and
all good qualities and traits. Whensoever a mother seeth that her child
hath done well, let her praise and applaud him and cheer his heart; and if
the slightest undesirable trait should manifest itself, let her counsel
the child and punish him, and use means based on reason, even a slight
verbal chastisement should this be necessary. It is not, however,
permissible to strike a child, or vilify him, for the child’s character
will be totally perverted if he be subjected to blows or verbal abuse.
(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 95, pp. 124–25) [89]
“90: ... O maid-servants of the Merciful! It is incumbent upon you to
train...”
... O maid-servants of the Merciful! It is incumbent upon you to train the
children from their earliest babyhood! It is incumbent upon you to
beautify their morals! It is incumbent upon you to attend to them under
all aspects and circumstances, inasmuch as God—glorified and exalted is
He! — hath ordained mothers to be the primary trainers of children and
infants. This is a great and important affair and a high and exalted
position, and it is not allowable to slacken therein at all!
If thou walkest in this right path, thou wouldst become a real mother to
the children, both spiritually and materially....
(“Tablets of Abdul-Baha Abbas”, vol. III (Chicago: Bahá’í Publishing
Society, 1916), Vol. III, p. 606) [90]
“91: Deliver my longings and greetings to the consolation of thine eye...
and...”
Deliver my longings and greetings to the consolation of thine eye(17) ...
and to thy younger son ... Verily I love them both even as a compassionate
father loveth his dear children. As to thee, have for them an abundant
love and exert thine utmost in training them, so that their being may grow
through the milk of the love of God, forasmuch as it is the duty of
parents to perfectly and thoroughly train their children.
There are also certain sacred duties on children toward parents, which
duties are written in the Book of God, as belonging to God.(18) The
(children’s) prosperity in this world and the Kingdom depends upon the
good pleasure of parents, and without this they will be in manifest loss.
(“Tablets of Abdul-Baha Abbas”, vol. II (Chicago: Bahá’í Publishing
Society, 1915), Vol. II, pp. 262–3) [91]