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Bahá’í News

March 1986

Bahá’í Year 142-43

Social and Economic
Development: Part One

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Bahá’í News

Dates announced for dedication of Bahá’í House of Worship in India	1
A survey of Bahá’í development projects in Africa and the Americas	2
Around the world: News from Bahá’í communities all over the globe	14

Bahá’í News is published monthly by the National Spiritual Assembly of the Bahá’ís of the United States as a news organ reporting current activities of the Bahá’í world community. Manuscripts submitted should be typewritten and double spaced throughout; any footnotes should appear at the end. The contributor should keep a carbon copy. Send materials to the Periodicals Office, Bahá’í National Center, Wilmette, IL 60091, U.S.A. Changes of address should be reported to the Office of Membership and Records, Bahá’í National Center. Please attach mailing label. Subscription rates: one year, $12; two years, $20. Outside the U.S.: one year, $14; two years, $24. Foreign air mail: one year, $20; two years, $40. Payment must accompany the order and must be in U.S. dollars. Second class postage paid at Wilmette, IL 60091. Copyright © 1986, National Spiritual Assembly of the Bahá’ís of the United States. World rights reserved. Printed in the U.S.A.

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Temple dedication set in December

The inner and outer leaf marble surfaces are seen clearly for the first time in this recent photograph as the steel staging is removed from the Mother Temple of the Indian Sub-continent near New Delhi, India. With the completion of marble cladding of 15 of the 27 leaves, more than half the outer area of the magnificent structure is clad with white marble.

We are delighted to announce that the House of Worship of the Indian Sub-continent is scheduled to be dedicated sometime between December 23-27, 1986.

New Delhi is getting ready to welcome thousands of Bahá’ís from all over the world as well as from all areas of India. This historic event is bound to attract an unprecedented number of participants and to demonstrate the true meaning of unity and the oneness of mankind. Among those who have already agreed to participate are some of the most outstanding Bahá’í musicians, artists and personalities in the world.

The Dedication Committee, working with one of the best travel agents in India, has prepared packages which offer all varieties of hotel accommodation from the best international deluxe hotels to moderately priced hotels, hostels and even tents; air travel, and pre- and post-dedication tours to enable you to participate according to your budget.

For a complete package containing all of the above information as well as registration procedures, please send your name, address and citizenship, preferably typed, on a 3x5-inch card, to: Dedication Committee of the Bahá’í House of Worship of the Indian Sub-continent, Kalkaji, P.O. Box 4365, New Delhi 110019, INDIA.

Please note that early registration is highly recommended as there may be a limit on the number of participants. A wide range of privileges and benefits is offered on a first-come, first-served basis.

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Number of projects growing rapidly

As the Cause of Bahá’u’lláh has emerged from obscurity during the Seven Year Plan, Bahá’í communities throughout the world have become increasingly involved in social and economic development activities, applying Bahá’í concepts of service to the needs of believers and the wider community. In 1980, 17 National Spiritual Assemblies operated approximately 115 development projects. Now, 78 National Spiritual Assemblies and two Bahá’í Administrative Committees manage 703 projects, the vast majority of which are grassroots efforts operating with little or no outside support. Thus, during the course of the current plan the number of development projects has soared by more than 500%, with most of this growth occurring since the historic 20 October 1983 message on social and economic development by the Universal House of Justice.

This report summarizes information received as of 1 October 1985 by the Department of Statistics (at the World Centre) concerning Bahá’í social and economic development projects in operation or at an advanced stage of planning throughout the world. In addition, the report summarizes private ventures managed by one or more Bahá’ís whose aims and objectives conform to the concept of Bahá’í development activities. These privately managed projects, however, have not been included in the statistical summary, since they are not responsible to Bahá’í institutions. Over-all, a wide variety of projects has emerged in response to locally perceived needs, even in the economically more developed countries.

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Narrative Description of Bahá’í Development Projects

This section describes selected Bahá’í projects, those planned, approved and operated by Bahá’í institutions. The date of the most recent information received is listed after each entry, where available.

AFRICA

Burkina (Upper Volta). Health Education/Nutrition Project. The Universal House of Justice has approved a project to provide basic education in hygiene, preventive medicine, and nutrition, as well as pharmacy services in selected villages which have a local Spiritual Assembly. Over-all objectives are to reduce child mortality and to combat social and economic underdevelopment. The National Assembly has decided to launch the program in eight villages, and meetings have been held in several villages to explain the nature of the project. (September 1985)

Temple site orchard, Nimdi. Fruit trees have been planted on the Temple site to meet the requirements for obtaining title-deed to the land and as a means of participating in the government’s drought relief program. About half of the trees have survived. (June 1985)

Cameroon Republic. Tutorial school in Bonando II (Pygmy area). Approximately 30 Pygmy students attend full-time classes which include one-half hour each devoted to Bahá’í teachings. The government’s Regional Education Authority has expressed appreciation for the school and has helped by providing a blackboard, chalk and copy books, and promised to add classrooms to the building. (June 1985)

Central African Republic. Bagandou Bahá’í Educational Center. Initiated as a literacy center for women, the community has transformed the center, which now serves as a kindergarten for 30 children. (May 1985)

Unity Farm Bahá’í Educational Center. Miss Marinella Bulletti runs a tutorial school that provides basic education for children in the area. Of the 10 children who attend, three are Pygmies. (April 1985)

Chad. Anís School, Moissala. The school consists of a kindergarten and grades 1-3. The local Spiritual Assembly and the families of the students run it cooperatively. The local community has requested approval of plans for a new building, and construction has begun. At present, the school is unable to function due to unsettled conditions in the area. (December 1984)

Bahá’í library, Moissala. The local Assembly has acquired a piece of land from the city authorities for a Bahá’í library and has started construction. The Bahá’í community planted a hectare of cotton and sold the crop to raise part of the funds needed to build the library. (September 1984)

Bahá’í library, Sarh. The local Spiritual Assembly acquired a piece of land in the city market from the mayor. Construction has not yet started. (September 1984)

Hakím Dispensary, Moissala. Named in honor of the distinguished martyr, Dr. Manuchihr Hakím, this small dispensary opened in the Bahá’í Center in August 1985 with the approval of local authorities. Patient visits, laboratory tests and injections are provided free of charge. A small pharmacy in the dispensary provides low-cost medicine, and a training center has been established to train Bahá’ís from nearby villages in basic health, hygiene, elementary sanitation, and the dispensing of simple medicines. A quarterly magazine on health and hygiene will be published by the dispensary and sent to more than 200 local Spiritual Assemblies in the area. Those in charge of the project hope to build a separate facility, acquire additional equipment, and be able to provide transportation

[Page 3] to the nearest hospital, which is 80 km. (about 50 miles) away. (September 1985)

Humanitarian Services Project, 20 communities in Moyen-Chari. Twenty village medicine distribution centers, which function under the supervision of the local Spiritual Assemblies of Sarh and Moissala, have been established. They provide medicines and conduct other humanitarian services including a nutrition program and health classes. A number of Bahá’ís have received training in first aid to increase their effectiveness in working with the pharmacies. The project serves an area afflicted by civil unrest and severe famine, in which about 25% of the population is Bahá’í. In a recent month, more than 800 people in the sub-prefecture died from the famine and resulting illnesses, and many thousands find themselves in a critical situation. Despite the obvious hardships, more than 10,000 people have been treated in about 100 villages during the past 10 months. (August 1985)

Ethiopia. Experimental garden, Awassa. A demonstration field has been established in the compound of the Regional Center to train Bahá’í farmers in improved agricultural techniques. The resident pioneers and local believers have worked concertedly to develop the site, and the National Assembly has approved the hiring of four people to expedite the work. (June 1985)

The Gambia. Adult literacy classes, Latrikunda-Sabiji. The National Spiritual Assembly has approved in principle use of the Regional Center for such classes. (July 1984)

Basic Life Skills Training Center. The House of Justice has approved in principle a proposal to set up a training center that would provide spiritual education and practical training in health, nutrition, sanitation, agriculture, and water supply. A needs assessment survey has been conducted which indicated that primary concerns focused on schools, water supply and gardens. (April 1985)

Nursery school, Banjul. A nursery school for children ages 3-6 operates at the National Bahá’í Center, with a curriculum planned by the local Assembly. The two teachers and three of the children are Bahá’ís. (January 1985)

Ghana. Timonde Tutorial School. The school, located in the District Ḥaẓíratu’l-Quds, has been absorbed into the public school system but is operated as a Bahá’í primary school. A syllabus on religion has been developed for the school. (November 1984)

Pictured are students in two Bahá’í tutorial school classes in Haute Zaire, the northeastern province of the country whose capital is Kisangani. There are presently more than 40 Bahá’í educational centers in northeastern Zaire. Above: A class in the village of Bobiti, the smallest of the Bahá’í schools in that area. Below: The third-year class at the educational center of Banyowe-Bamanga with their teacher, Ndege Waigo. The town has the largest of the Bahá’í schools with 150 students who come from six neighboring villages.

Ivory Coast. Bahá’í educational project, Felguessi. This community development project plans to address needs for spiritual education, especially for women and children; better health; adult literacy; an accessible school; improved agriculture and use of appropriate technology; and education which helps people analyze problems and make choices. It has been designed as a two-year project, with most costs to be met by the villagers, many of whom are newly enrolled in the Faith. (July 1985)

Kenya. Coffee Growers’ Bahá’í Bank Account, Meru. Bahá’í coffee growers have opened a separate Bahá’í account at a cooperative bank in the Meru area. They arranged to have 1/3 of the proceeds from each sack of coffee they harvest placed in the account, which has financed many community activities. They aim to become com-

[Page 4] Children learn computer use during ‘Operation Catch-Up’ at the Louis G. Gregory Bahá’í Institute near Hemingway, South Carolina.

pletely independent of outside sources for funds. (December 1984)

Gingalili Bahá’í Nursery School. Bahá’ís in Gingalili and Nakuru have established a nursery school at the Gingalili Bahá’í Center, which serves five Bahá’í and 60 non-Bahá’í children. A local believer (a trained teacher who completed a course in nursery school management) operates the school with the help of another teacher. The school is partially self-supporting, and the National Assembly reports that it is functioning well. With permission of the National Spiritual Assembly, the government of Kenya conducts adult literacy classes there. Professional and Bahá’í administrative support is available. (August 1985)

Jiko (Charcoal Burner) Project, Mombasa. The Spiritual Assembly of Mombasa offers working facilities free of charge for the project, which was organized by the Kenya Energy Non-Governmental Organization as a way of supporting the national policy of conserving forests. The Assembly has stressed to the team that the main purpose of the project is to be of service to the Kenyan community, and only secondarily to make a reasonable profit. (January 1985)

Literacy campaign in the Malindi Region. The National Teaching Committee plans to organize a literacy campaign to combat the problem of illiteracy among new Bahá’ís. (April 1984)

Nasianda Nursery School. The National Assembly of Kenya reports that this school is progressing. (August 1985)

Pre-primary school in Magarini. The school building has been completed and classes have begun. (January 1985)

Teacher Training Center. The House of Justice has approved the recommendation of the Continental Board of Counsellors in Africa to establish two Centers: one in northeastern Zaire for French speakers, one in Kenya for English speakers. These Centers are to train Bahá’í teachers for children’s classes, pre-schools and tutorial schools. (September 1985)

Women’s development activities, Luwanda. The Bahá’í women in Luwanda have been engaged in a variety of development activities. At the UN Women’s Conference in Nairobi, they displayed produce and crafts, and clearly explained to astonished visitors the positive benefits of consultation followed by action to improve their condition. (July 1985)

Lesotho. Ha Rampa Tutorial School. The school offers a pre-school curriculum to 17 non-Bahá’í students through classes held in the Regional Bahá’í Center. The registration fee covers the teacher’s salary while the National Women’s and Children’s Committee has provided materials. (July 1985)

Liberia. Radio Bahá’í Liberia, Montserrado County. The National Spiritual Assembly has secured a frequency (990 kHz) and obtained a license to operate ELRB, which will be the first radio station operated by the Faith in Africa. CIRBAL has purchased a 5 kW transmitter and a transmitting tower, which are being shipped to Liberia. A provisional studio has been established in Paynesville, and the site is being prepared for construction of the permanent studio and tower. CIRBAL has praised the studio design, which it believes could be used for many future Bahá’í radio stations. A Radio Committee, which will manage the station, has started operating. Workshops have increased the interest of local Bahá’ís in the project, and others will be held up-country. This is the first Bahá’í-operated radio station

[Page 5] with the potential to cover an entire country and possibly areas of neighboring countries. (September 1985)

Tutorial school in Folley Town. The entire community supports this effort and has agreed to provide materials, etc., for the school. The National Spiritual Assembly has recommended that the local Bahá’ís obtain a written agreement with the town that the school will be operated according to Bahá’í principles. (April 1985)

Tutorial school in Gblokie Town. The school offers both pre-school and elementary school instruction. Thirteen of the 22 students are Bahá’ís. The National Assembly supports the school, whose classes are held in the local Ḥaẓíratu’l-Quds.

Washington Farm. A pioneer family has settled on the farm and is beginning to develop it. The National Assembly has approved a work-study program that would involve youth from the United States. (December 1984)

Malawi. Tutorial schools (four new). Tutorial schools now operate in eight communities, offering instruction in literacy and Bahá’í subjects for people who are 15 years of age or older. All are modest in scale and self-supporting. Guidelines for their operation have been formulated by the National Spiritual Assembly including provisions for deepening local Spiritual Assemblies on their responsibilities in administering such schools. Eleven tutorial school teachers have been trained by government literacy programs, which also promise to provide supplies. The government has no objection to the inclusion of Bahá’í subjects in the curricula. These schools are fast becoming an integral part of the communities and bring recognition to the Faith in the villages. (July 1985)

Mozambique. Agricultural project, Matola-Rio. Youth and assistants to the Auxiliary Board member from Maputo and Infulene helped the community to cultivate the land around the Bahá’í Center. (December 1984)

Nigeria. Agricultural project in South Plateau State. The National Spiritual Assembly has approved this project, which aims to provide training in agriculture.

Olinga Development Project. The local Assemblies of Calabar and Ikot-Uba have begun an agricultural project including appointment of a Board of Management. Two acres of Bahá’í-owned land at Ikot-Uba have been planted with cassava and maize, and about 100 shares in the project have been purchased by individual Bahá’ís and Bahá’í institutions in the area. Steps have been taken to register the project with the government as a business and community farm. (December 1984)

Rwanda. Tree planting and agricultural project on Temple site near Kigali. More than 4,000 trees including eucalyptus, cypress and fruit trees, have been planted at the Temple site. Vegetables and cereals have also been planted. Every Saturday (the day of community work adopted by the government), local Bahá’ís gather to perform maintenance and agricultural work. (May 1985)

Tutorial schools. Schools have been started in the Joma, Nkomero and Remera Districts. (May 1985)

Senegal. Tutorial schools. Schools are operating in Keur Selle and Sinjalon Baynouk. (June 1985)

Seychelles. Accounting classes, Victoria. Accounting classes are held every Tuesday. Three Bahá’ís tutor 37 students, of whom 15 are Bahá’ís. (January 1985)

Mathematics classes. “A” level mathematics classes have been in operation since February 1984. (January 1985)

Women’s handicraft classes. Women hold handicraft classes in which they learn to sew, knit, make baskets, etc. (June 1985)

Sierra Leone. Bahá’í hostel, Vaama. In Vaama, the community is building a hostel for visiting Bahá’ís. (February 1985)

Tutorial schools, Pujehun District. Schools are presently operating at Vaama and Yikandor. The school at Yikandor was built completely from local materials by the friends in two communities. Entirely fenced in, it has two classrooms and a large compound for recreation. Land is also available to have agricultural plots in the future. Since its formation children have been taught to read within seven months, and several other communities now plan to establish schools in their villages. These schools have proven effective in gaining the confidence of the authorities. Some international firms have turned to Bahá’ís in Pujehun, asking them to help with their social projects. (July 1985)

Sudan. Tutorial school, Bongolo. Initially, the school will have one classroom, constructed from locally available materials. (May 1985)

Swaziland. Tutorial schools. Bahá’í pre-schools, partially supported by monthly fees paid by the students, successfully operate in four communities. The National Assembly is working to turn over management of the schools to the local Assemblies in a gradual and orderly manner, although responsibility for curriculum, materials development and teacher training will re-

A group of musicians performs at one of the popular annual folkloric festivals sponsored by Radio Bahá’í in Otavalo, Ecuador.

[Page 6] main with the National Child Education Committee. The schools are well-regarded and bring recognition to the Faith. Recently, eight people completed a pre-school training program, and the National Assembly is encouraging communities with existing facilities to open pre-schools. (July 1984)

Tanzania. Carpentry workshop. A local Spiritual Assembly has started a carpentry workshop under the name of the Assembly. The World Centre has advised that, although local Assemblies are not encouraged to establish commercial ventures, it can be considered a Bahá’í project if owned and managed by the Assembly. Adequate precautions should be taken to ensure that the interests of the Faith are protected. (April 1985)

Nursery school, Iringa. The local Spiritual Assembly started this school in January 1985 with 25 children. It is open three hours per day, five days per week, and a nominal fee is charged to cover operating and maintenance costs. Since it opened, enrollment has grown to more than 40 students and the program is considered to be well-established. (July 1985)

Ruaha Technical/Agricultural Secondary School, Iringa. The House of Justice has approved a plan to build a private technical/agricultural secondary school in Iringa. Initially, it would have four classrooms and an office, plus housing for the headmaster and teachers. The government encourages the establishment of private and religious schools, and authorities have agreed to allocate a plot of land with an area of more than 60 acres for the school. Based on the government-regulated fee schedule, the school probably will become self-supporting within the first three years. (March 1985)

Togo. Tidonti I Tutorial School. The school opened in January 1983 with 60 students and was the first tutorial school in the country. Three local Assemblies who wanted to see their children educated have collaborated on the project and have received encouragement from the National Spiritual Assembly. Presently, 49 Bahá’ís attend the school, which is fully supported by the parents of the students. A teacher training institute was held in September 1984. (April 1985)

Literacy project. The first session of a literacy project has been held, and plans have been made for additional programs. (February 1985)

Transkei. Tutorial school, Dangwane. A tutorial school has been established in the home of a local believer, with help being provided by two strong Assemblies nearby. The local headman approves of the school. (July 1985)

Tutorial school, Sugarbush. Enrollment in Transkei’s first tutorial school has increased to 71 pre-schoolers who are divided into three classes according to age. (July 1985)

Uganda. Auntie Claire’s School, Kampala. The National Spiritual Assembly of Uganda has assumed responsibility for the school since Miss Claire Gung passed away. She had operated the private inter-racial kingergarten in Kampala since 1957. (May 1985)

Farming and poultry projects, Kanonko. The local Bahá’í community has started crop farming and poultry projects to promote the Faith in the area. (February 1984)

Kikaaya Kindergarten, Kampala. The kindergarten was begun by Miss Claire Gung and is now operated by the National Assembly. (March 1984)

Katira Rural Health Care Project. The pilot project should determine the feasibility of establishing a rural health care service in Uganda based on Bahá’í principles of development. In consultation with the National Social and Economic Development Committee, the Spiritual Assembly of Katira will direct the project, which aims to develop a training and support program for community health workers who will serve a number of localities within bicycle range of Katira. (August 1985)

Louis Gregory Memorial Schools, Odusai and Tilling. Formal ownership of Bahá’í schools in Uganda is not clear, but the National Assembly is not worried since the government is aware that the schools belong to the Bahá’ís. The National Spiritual Assembly believes that attention should be focused on the possibility of building more schools, which serve to protect the Faith. The House of Justice has approved funds to repair these schools and has suggested ways to ensure that the Bahá’ís maintain ownership of the properties and take part in school management. A 1983 report on the Odusai school states that 16 teachers taught more than 560 children in seven classes. (August 1985)

Zaire, Central South. Agriculture project and literacy center, Kawayongo. The local Spiritual Assembly cultivates corn and peanuts to finance construction of a Bahá’í Center and literacy center. As of February 1985, the Bahá’í Center was nearly completed, and by June the literacy center had started operation. (June 1985)

Zaire, Northeast. Bahá’í Educational Centers. The centers, held in the local Ḥaẓíratu’l-Quds, provide functional literacy training for children and adults, augmented by health education and instruction on improving agricultural productivity. Participants pay a modest fee and the community underwrites all operating expenses. Instructional materials are being prepared. Teachers volunteer their services and nearly two-thirds of the schools operate with two teachers. In one area, some governmental and religious authorities who previously opposed the Faith now encourage the people to go to the Bahá’í Educational Centers. (August 1985)

Health center, Walungu. A program provides training in nutrition and preventive medicine, supported entirely by local contributions. (August 1985)

Literacy training program, Goma, N. Kivu. Seventeen people, representing five local Spiritual Assemblies and including 10 Pygmies, attended a one-week training program in July 1985. Participants and the host community met all the expenses. (August 1985)

Local development activities. During the past year, many local Spiritual Assemblies have taken part in rural development seminars sponsored by the government, and 16 of them have initiated activities as a result. Activities include use of improved seeds in agriculture; nutrition; hygiene, and fish culture. (October 1984)

Pygmy Project. Begun in 1983 by an Auxiliary Board member and the Administrative Committee, the project aims to improve literacy and numeracy, health care and agriculture. According to reports received to date, the government has expressed its appreciation for the project, which has resulted in significant changes in the lives of the Pygmies involved. Unfortunately, due to a serious drought and resulting famine in the area, the agricultural

[Page 7] component of the program has been suspended, but other aspects continue. (August 1985)

Teacher Training Center. The House of Justice has approved the recommendation of the Continental Board of Counsellors in Africa to establish two centers: one in northeastern Zaire for French speakers, and one in Kenya for English speakers. These centers will train Bahá’í teachers for children’s classes, pre-schools and tutorial schools. (September 1985)

Training in appropriate agricultural technology. This training program for the Bahá’ís aims to increase agricultural productivity. Costs of food and lodging are paid for by the students, but the Faith covers the cost of transportation to the courses. (August 1985)

Training tutorial school teachers and helpers in community development. The project will train teachers for Bahá’í Educational Centers (tutorial schools), prepare educational materials, organize deepening institutes for local Assemblies, promote new educational centers, and involve women in community development activities. The program will be absorbed into the Teacher Training Center described above. (August 1985)

Use of University of Zaire technicians for rural development activities, Uvira and Fizi zones, Kivu. The Committee for Social and Economic Development made arrangements for three senior students trained in rural development to spend four months assessing community needs and teaching modern methods of animal keeping, the use of improved seeds, fish culture, and disease prevention methods. During this period, the student technicians work under the guidance of one local Spiritual Assembly in the area but provide services to all the Assemblies within their reach. The funds for the project are being provided by contributions from the local believers. (August 1985)

Zambia. Tutorial schools. The Machipisa, Mpeji, Musa and Ntende schools provide pre-school education and are fully supported by fees paid by parents. Two are held in Bahá’í-owned buildings, one of which also serves as the local Ḥaẓíratu’l-Quds. Advisers have been appointed to work closely with each of the schools. (July 1985)

William Muthle Masehla Bahá’í Institute. The Institute was established in 1983 when a six-room building on a farm owned by four Bahá’í families was renovated to serve as a center for development-related activities. When some legal formalities have been completed, they will donate 200 hectares of land to the Universal House of Justice. Over-all objectives of the Institute are: to deepen the knowledge of the Bahá’ís in various topics related to the Faith; to provide training in agriculture, hygiene, literacy and trades; and to serve as a base for economic and social services to the rural population in the area. Over the past two years extensive development of the property has taken place, staff members have been hired, and six training courses of two to four months’ duration have been held, benefiting 53 participants directly. Some evidence exists of favorable changes taking place in Bahá’í communities after program graduates return to their villages and start implementing what they have learned. Several government officials have visited the Institute, resulting in proclamation of the Faith and cordial relations. (August 1985)

Residents of the Bahá’í Home in Wilmette, Illinois, take time to enjoy a friendly game of cards.

Zimbabwe. Adult literacy classes at Lothian Farm. This is believed to be the first Bahá’í-sponsored self-help project in Zimbabwe, initiated and operated entirely by the local believers. (August 1984)

Bahá’í lending library. A local Assembly has established a lending library, purchasing new books regularly within the limits of available resources. (June 1985)

THE AMERICAS

Alaska. Alcoholism counseling, Kake. The local Assembly has developed a “specialized workshop” that links Native American teachings and values with the Bahá’í Writings to help the Native alcoholic understand himself and deal with those aspects of his dual nature that may cause his suffering. So far, the materials have been shared with more than 50 people including many non-Bahá’ís in the counseling field. (September 1985)

Clari-Tea, Anchorage. Once each month the local Assembly sponsors a coffee shop to provide those who do not smoke or drink a place to get together, visit and listen to music. It is considered a refuge for people who are trying to stay off alcohol. Local newspapers have given it considerable coverage, and it is generally attended by more non-Bahá’ís than Bahá’ís. (September 1985)

Correspondence study group, Mendenhall Valley and Tee Harbor. Two Assemblies intend to set up an alternative school program for Bahá’í and non-Bahá’í children using correspondence courses offered by the State Department of Education. The Assemblies will provide a paid teacher, and students will attend a “correspondence

[Page 8] These children from rural areas take their study class seriously at the Anís Zunúzí Bahá’í School in Lilavois, Haiti.

study group” daily. Fees will be charged. (July 1985)

Listing of resource persons. A committee is compiling a list of Bahá’ís throughout the state who are working in some capacity that serves a greater community, such as women’s resource groups, crisis lines, alcohol education and counseling, education and counseling for children and youth, health professions, or any other occupation that addresses the goal given Alaska to consider ways of helping the indigenous people by means of social and economic development projects that are within the resources of the community. The committee hopes to make the list available to communities throughout the state so they will be in a better position to make effective use of the resources within the Bahá’í community as they develop their own service projects. (June 1984)

Argentina. Bahá’í Center for the Diffusion and Development of Culture, Buenos Aires. This project of the Spiritual Assembly of Buenos Aires aims to promote cultural activities that are consistent with the social and spiritual principles of the Faith and to establish closer relationships with people in cultural, artistic and governmental circles. (December 1984)

Tutorial school, Saenz Peña. The community uses the modest room of the tutorial school for its Center. The school itself recently resumed operation. (July 1985)

Bolivia. Centers for tutorial education. Centers (tutorial schools) presently operate in 36 localities in the Quechua and Aymara areas. The centers combine Bahá’í spiritual education, bi-lingual literacy training, and social advancement classes which include instruction in health, child care, veterinary science, agriculture, etc. A literacy primer in Quechua has been distributed and by March 1985 the primer in Aymara was ready for printing, the text of which includes Bahá’í quotations. At least five teacher training workshops have been held. Local Bahá’í communities are expected to build any new centers using their own resources. (August 1985)

Radio Bahá’í, Caracollo. Since initiating tri-lingual broadcasting in March 1984, the station has become the number one station in the area according to a formal evaluation conducted early in 1985. At its full 1 kW power, it reaches out more than 100 km (62 miles), broadcasting nine hours per day and 16 hours on Sunday. It has achieved the distinction of being the first Bahá’í radio station to teach the Faith directly, airing about 14 programs on the Faith including a devotional period of prayers and quotations, the Nineteen Day Feast, and anniversary observances. A collaborative project with UNICEF has begun, transmitting a variety of health programs in Quechua, Aymara and Spanish. Other especially noteworthy programming includes “Our Music,” which lasts about eight hours and features live broadcasts by an average of 30 musical groups. In July, the second folkloric festival attracted an audience of at least 4,000 people. The Universal House of Justice has advised that teaching activities be intensified within the station’s listening area and has approved in principle an increase in the station’s power to 5 kW, pending availability of funds. (August 1985)

Brazil. Amazon Integrated Development Project, based in Manaus. This multi-faceted program envisions settlement of a number of Bahá’í pioneers in the Amazon who would also act as development agents in agriculture, health, education and social services. Small schools have been established initially in Manaus and Porto Velho. Land has been cleared for the Raúl Pavón Primary School in Iranduba, and possibilities are being investigated for the establishment of the Jalal Eghrari School of Agriculture, also in Iranduba. The National Assembly is looking into the feasibility of assuming responsibility for management of an existing orphanage. Statutes have been written for ADCAM, “The Association for the Development and Cohesion of the Amazon,” which will be used for legal purposes. (July 1985)

Bahá’í School of Aracas, Bahia. Located near the indigenous area of Mirandela, this tutorial school provides basic education for children and adult literacy classes. Between 23-30 students ages 10-17 are enrolled. The mayor of the city pays part of the teacher’s salary. The community holds Bahá’í meetings and observances in the same building. (June 1985)

Instituto Bahá’í, Criuvas, Rio Grande do Sul. The city provides financial support for this school, which provides basic education for 12 elementary school students in the local Ḥaẓíratu’l-Quds. (February 1984)

Instituto Bahá’í, Gravatai, Rio Grande do Sul. The school has six teachers and offers both pre-school and primary school classes. Once a week, Bahá’í classes are held there for the children. The municipality provides financial support. (February 1984)

[Page 9] Jardim Bahá’í, Alvorada, Rio Grande do Sul. Fifty pre-schoolers are taught by two teachers in this city-supported school in the local Ḥaẓíratu’l-Quds. (February 1984)

Medical Assistance and Needs Assessment Project, Kiriri Indian Area, Bahia. In July 1984, a team of Bahá’ís visited the Indian area surrounding Mirandela. They provided medical and dental services, assessed the need for social and economic development activities, and met with Indian Bahá’ís. The project was held during a period of considerable hostility and suspicion caused by conflict between Indians and non-Indians in the area, but both groups expressed the hope that the Bahá’í team could help bring peace to the two communities. (October 1984)

Medical attendance, Nossa Senhora do Socorro, Sergipe. A Bahá’í obstetrician provides free medical help to pregnant women each Saturday afternoon. The service is sponsored by the local Assembly; the mayor of the city attended the inauguration in September 1984. (November 1984)

Primary school, Lauro de Freitas, Bahia. Daily classes are held at the Ḥaẓíratu’l-Quds conducted by a teacher who is paid by the local Bahá’í community. A Bahá’í class is held once each week. (June 1985)

Primary schools, Lobato/Santa Luzia, Bahia, and Pau da Lima, Bahia. Both schools were started in September 1984 in these suburbs of Salvador. The government provides a teacher for each school, and enrollment is limited to 60. Schools are held in the Ḥaẓíratu’l-Quds, which are very simple buildings. Bahá’í classes are given once a week. (November 1984)

Raimundo Oliveira Menezes School, Salvador, Bahia. Often referred to as the Nova Brasilia School, it conducts classes for pre-school through fourth grade. A total of 298 students are enrolled, of whom 17 are physically or emotionally handicapped. Only two of the 14-member teaching staff are Bahá’ís. No school fees are charged, and the government pays the salaries of all the teachers and provides a small subsidy for maintenance. The teachers raise funds by collecting used items and selling them, and from time to time the National Spiritual Assembly has given financial support for necessary repairs. The state permits the observance of Bahá’í Holy Days in the school and permits absences from the school on those days. (November 1984)

School of the Nations (Escola das Nações, Brasilia. After four years of operation, the school has 150 students from 38 countries, mostly from families of diplomats. Nearly all the teachers are Bahá’ís. The directors have turned over control of the school to the National Assembly, and land has been purchased from the government of the Federal District for a new permanent facility. The land is located on a hill overlooking the city and is zoned for a Temple as well as for educational institutions. Construction of the school was scheduled to be completed in December 1985. (June 1985)

Teacher training center, near Brasilia. The directors of the Escola das Nações have made plans to develop a rural school to train Bahá’í teachers on land owned by the school near Brasilia. (June 1984)

Canada. Bahá’í House-Yukon, Lake Labarge, Yukon. This facility aims to provide education for the Indian people of Canada and Alaska, meeting their need to deal with the world of today while retaining the integrity and spirit of their own culture and identity. (October 1984)

Bahá’í International Health Agency (BIHA), Ottawa, Ontario. An affiliate of the Association for Bahá’í Studies, BIHA’s mandate includes research, educational and service objectives. Initial activities have included research on the teachings of the Faith concerning health and related issues, development of a registry of Bahá’í health professionals, and sponsorship of conferences. The 1985 Annual Conference focused on the theme “Youth and Health.” (June 1985)

Canadian Bahá’í International Development Services (CBIDS), Thornhill, Ontario. As a committee of the National Spiritual Assembly, CBIDS assesses, plans and attempts to secure funding for development projects, collaborating with National Assemblies in host countries when asked to do so by the House of Justice. It is also developing an information file on Bahá’ís who have an interest and/or expertise in development-related areas. Since its inception in 1982, it has been involved with the Caminando Juntos project of Radio Bahá’í in Ecuador, the Anís Zunúzí Rural Development Project in Haiti, and the Rabbani School Village Development Project in India, all of which are partly funded by the Canadian International Development Agency (CIDA). This year (1985), its first priority is to help development activities in the Yukon and one or two other areas in Canada. (July 1985)

English classes for Iranian refugees, New Westminster. The Spiritual Assembly holds classes in English for its Iranian refugees.

Women’s Development Project. With the backing of the National Spiritual Assembly, Dr. Jane Faily is assessing training possibilities for Bahá’í women in Africa. (September 1985)

Chile. Colegio Núr, La Cisterna. Located in a suburb of Santiago, the school offers pre-school, primary and secondary classes to nearly 400 students. A number of voluntary extracurricular activities is offered including optional lessons on the Faith. A private donation has enabled the school to purchase micro-computers and typewriters that will be used for professional/technical training classes. Damage caused by a major earthquake in March (1985) is being repaired. The school is Bahá’í-owned and administered, but receives state support. (June 1985)

Faizí School, Loncopulle. The school has served the Mapuche Indian village of Loncopulle since March 1980, and presently offers grades one through eight for 66 students. The school plans to build boarding facilities. When completed, they will allow the school to admit additional students, which will increase the amount of state aid and make the school more self-sufficient. (July 1985)

Muhájir School, Bollilco. Inaugurated in 1981, the Muhájir School also serves a Mapuche Indian community. At present, 36 students including nine Bahá’í children are enrolled in grades 1-7. Literacy training and some horticultural programs have been undertaken. A private charitable foundation has chosen the school as a center for some cooperative activities with farmers in the surrounding area. Boarding facilities and increased enrollment are planned, which, once established, will make the school more financially viable. (July 1985)

Radio Bahá’í, Chile. The National

[Page 10] Spiritual Assembly awaits final presidential approval of its application for a frequency to operate a 1 kW AM station, which would primarily serve the Mapuche Indian population. All preliminary approvals have been obtained. (August 1985)

Colombia. Training program for tutorial school teachers/community workers, Ruhí Institute, Colombia. In addition to offering regular deepening programs, the Institute trains teachers for the Bahá’í kindergartens (tutorial schools) presently in operation. A locally developed curriculum is used which integrates basic literacy training and spiritual education, based on the Bahá’í teachings. (August 1984)

Tutorial schools, Cali area. Ten kindergartens now operate in communities in the Cali area, and reports indicate that the schools provide a focal point for the consolidation of local Bahá’í communities. Most of these communities hold Bahá’í meetings more frequently than before the schools were organized and provide significant financial support for the schools. In some cases the money contributed for the school has marked the first community contribution offered in support of Bahá’í activities. (January 1985)

Youth project for strengthening Bahá’í tutorial schools. This three-month training program at the Ruhí Institute began in September 1985. Coordinated by the National Spiritual Assembly, it aims to prepare the participants to play an active role in the further development of tutorial schools in Bolivia, Colombia, Panama and Uruguay. Youth from Bolivia, Colombia, Panama and the United States are taking part. As a part of the program, participants spend time living in rural communities where tutorial schools have been established and helping in the development of these schools and in the consolidation of the Bahá’í communities. (September 1985)

Costa Rica. National Youth Institute, near Villa Colón. Land has been acquired and plans are being drawn for the first building of this institute, which plans to focus on the use of the arts in the field of service. In the future it may become a full-time educational institution for teaching the arts, and agricultural and outreach programs may also be initiated. Construction costs of the buildings will be met by a private donor. (September 1984)

Ecuador. Radio Bahá’í Ecuador, Otavalo. The first Bahá’í radio station now broadcasts 19 hours a day and has upgraded its power to 3 kW, giving it the potential to reach more than 200,000 people on medium wave. Response from short wave listeners in Esmeraldes and the Oriente has been enthusiastic. The station sponsored an eight-day course for radio programmers, and a mobile programming center will be established, increasing the station’s ability to gear programming, especially on short wave, to the needs of distant communities. In a recently adopted three-year program plan, the staff aims to enroll 10% of the population in the medium wave listening area, develop 50 functioning local Spiritual Assemblies, and establish regular children’s classes in at least 20 communities. A variety of community educational goals has also been adopted. (August 1985)

El Salvador. Literacy project. The National Spiritual Assembly plans to launch a literacy program on a national level in collaboration with the Ministry of Education. (September 1985)

New Revelation School, Las Moras/Colón. Fifty-seven children, ages 5-14, are divided into three classes which meet every weekday for a total of 25 hours per week. The local Spiritual Assembly of Santa Tecla provides assistance. (October 1984)

French Guiana. Literacy class. A member of the Bahá’í community of Cayenne conducts literacy classes for a group of Saramacca (Bush Negroes) who live near Cayenne and have formed a local Spiritual Assembly. (July 1984)

Guatemala. Electric light service, Palmira Vieja. In April 1985, the Bahá’í community initiated provisional electric light service to the homes of the Bahá’ís living closest to the Bahá’í Center. Those who benefit contribute to the cost of fuel for the electric motor that supplies power to light the homes and illumine the Bahá’í Center. (June 1985)

Women’s classes in Huehuetenango. This community has begun a small project consisting of classes for teaching arts, crafts, cooking, etc. to women in the rural area. Simple materials are used to make useful household items for personal use or sale, which augments family income. About 12 women attend the weekly classes, which are held in the Bahá’í Center. (August 1985)

Guyana. Buying facility, Plaisance/Industry. Scarce goods are purchased in large quantities at prices far below the market price and sold to the believers. (November 1984)

Penny Bank, Plaisance/Industry. The local Spiritual Assembly has organized a cooperative savings project with interest from the savings deposits going to the local Bahá’í Fund. Thus far, it has 30 accounts and more than $2,000. (August 1984)

Tutoring program, Morawhanna. At the request of parents, the Spiritual Assembly has begun a tutoring program for Bahá’í children in the community. The tutors instruct the children in reading and spelling, as these are the primary areas of difficulty for them. The Regional Education Officer approves as long as the program remains moderate in size and no fees are collected for instruction. (August 1984)

Haiti. Anís Zunúzí Bahá’í School, Lilavois. The school opened in 1980 as a primary school for rural children. At present (1985) it has 190 students and eight teachers for kindergarten and six primary grades. Recent achievements include development of a Basic Creole Reader and the introduction of extracurricular courses in instrumental music and advanced oral French. The school reports that its scholarship program is highly successful, and the National Assembly says the school has become the hub for institutes, conferences and a variety of other local and national Bahá’í activities. Plans have been made to add grades 7-8 in the fall of 1985, and the school hopes also to add a vocational training section to formalize and expand an ongoing informal effort in this area. Programs in rural development are based at the school, and literacy activities are being integrated into the curriculum. (August 1985)

Anís Zunúzí Vocational and Trade School, Lilavois. Growing out of an existing pilot project that introduced carpentry and metal-work training to several apprentices, this program will combine trade courses, agricultural training and spiritual education. Its goals are to contribute to rural development and to increase opportunities for individual service. A proposal to

[Page 11] obtain equipment needed for this technical section of the Anís Zunúzí Bahá’í School has been submitted to a funding source. (August 1985)

Anís Zunúzí Rural Development Project. Major activities supported by the project include the operation of family education centers, organization and support of mini-cooperatives (or groupements), and tree-planting programs. Present activities have been developed based on the results of a community education survey conducted at the start of the project. Local leaders trained as extension workers, organizers and promoters of rural wellbeing have played an important role in developing and maintaining the present efforts. Additional recent activities include sewing classes at the Amelia Collins Bahá’í School, the formation of a young women’s group in Liancourt, a bi-weekly ceramics class in Lilavois, and a clinic organized in Léroux at which 70 children were vaccinated. (September 1985)

Pre-school and family education centers. Centers (tutorial schools) initiated by the Rural Development Project are presently operating at the Anís Zunúzí Bahá’í School, Léroux, Savane Blonde, Dépio, Liancourt, Pont Benoit and Guérot. They follow the UNICEF early stimulation program for 3-5 year olds, supplemented by moral education and the study of Bahá’í prayers and short quotations. The Liancourt community has formed a women’s group and 12 community self-help groups, sponsors school and community rehabilitation projects, and supervises kindergarten, primary school and adult education programs. (July 1985)

Self-help groups (26). Initiated by the Anís Zunúzí Rural Development Project, self-help groups have been established in the Lilavois and Artibonite areas. To serve the community, these groups engage in commercial activities such as making and selling peanut butter, buying and selling corn, rice, sugar, etc., while they promote women’s interests. In Liancourt, an association of “groupements” has been formed. (July 1985)

Honduras. School literacy project, Jicaque Village, La Monta. The school has begun to function in a rudimentary manner, teaching indigenous children to read and write. In a cooperative endeavor, the tribe supplies the building (now under construction), the National Assembly provides teachers and helps with their training, and the government pays the teachers’ salaries. (May 1985)

A Bahá’í children’s class in Palm Oil Camp No. 14, Nigeria, taught by Mrs. Offiong Ekpe (center with white head-dress).

Jamaica. Primary school, Kingston. The National Spiritual Assembly has some funds available and is making plans for a private preparatory school in or near Kingston. (July 1985)

Renovation of a community school building, Broadgate. The National Spiritual Assembly has decided to provide funds to renovate this building, which was originally intended for use as a basic school. Local Bahá’ís will be able to use the facility as their meeting place. (February 1985)

Mexico. Agricultural project, Dzitya, Yucatán. An agricultural project has been initiated in the Mayan Indian pueblo of Dzitya on two hectares of vacant land to which the local Spiritual Assembly has access. Planting has begun, using an appropriate technology irrigation system developed by a nearby government research station. The agency that provides technical assistance has treated the project well, and apparently is pleased with the results so far. The project is monitored by the National Socio-Economic Development Committee. (July 1985)

Martha Root Institute Education Project, Muna, Yucatán. A study has been made to assess the feasibility of establishing an educational and training center for Mayan youth at the Martha Root Institute. As planned, the project will be implemented in two stages. Initially, preliminary experimental projects will be started in a few selected communities by a team of two or three teachers from Mérida. They will conduct weekly Bahá’í classes and provide instruction in vocational or cultural subjects. Secular subjects will be chosen based on the interests of the students and the capabilities of the teachers. The second phase will be a project in Muna including a course conducted in two stages of one year each for Mayan youth. The curriculum will include basic sciences and arts, trades, handicrafts, music, English and training in the Faith. A cost estimate has been made for renovation of the Institute, new construction and first-year operating expenses, while an ad hoc committee has been appointed to develop a detailed plan for the educational aspect of the project. (August 1985)

Panama. Guaymi Cultural Center/Institute, Boca de Soloy. Program activities have begun, using a large circular “choza,” an open-sided shelter capable of seating hundreds of people, as the initial building in the complex. The additional facilities, now nearing completion, make extensive use of specially strengthened adobe blocks

[Page 12] constructed on-site using locally available materials. As the complex develops, cultural festivals and the establishment of a Native Council will help to preserve Indian cultural identity through maintenance of language, folklore and legends, crafts, dances and music. The Center will become the focus of a Guaymi tutorial school network, including health and agricultural activities. (August 1985)

Radio Bahá’í Boca del Monte and Boca de Soloy. The government has granted a frequency (1300 kHz AM) for this 1 kW station. The main studio and transmitter will be located in Boca del Monte and a remote studio will be integrated into the Guaymi Cultural Center in Boca de Soloy. The National Spiritual Assembly expected to complete construction of the station by October 1, 1985. (August 1985)

Tutorial schools. Nine tutorial schools presently function in Chirique Province, serving the Guaymi Indian community. Operation of two schools in Darien Province has been suspended because of difficulties in finding dependable teachers. All of the tutorial schools are partially supported by the local believers, and the National Spiritual Assembly has been consulting with Guaymi communities about ways to make the schools completely independent of the Bahá’í Fund. To avoid complications with the government, the National Assembly has changed the name from “tutorial schools” to “centers of culture.” (September 1985)

Tutorial schools. Three additional schools have been approved for Darien and San Blas. (January 1985)

Paraguay. Agricultural development program. The National Teaching Committee is in charge of a program to stimulate development of rural indigenous communities, aiming to increase agricultural productivity and contributions to the Fund. Seed, some tools and technical help are provided. (June 1984)

Peru. Bahá’í Youth Theatre Group, Arequipa. Inspired by the first Bahá’í Theatre Institute held in South America, youth from Arequipa have founded their own Bahá’í youth theatre group. (August 1985)

Bread and Peace Theatre (El Teatro de Pan y Paz), Puno. Bahá’í youth from the Puno area have organized a theatre troupe which has produced plays emphasizing social and spiritual issues, demonstrating one way in which to use the arts to address development-related issues and proclaim the Faith. The troupe has performed a number of highly popular live shows in the villages and is now collaborating with Radio Bahá’í del Lago Titicaca to produce a series of radio dramas. (August 1985)

New Era Cultural Association, Lima. This Association was established to provide a legal framework for Radio Bahá’í in Peru and may provide a model for establishing Radio Bahá’í in other countries with similar legal systems. Under an agreement with the Ministry of Education, the Association sponsors a literacy program that is currently broadcast on Radio Bahá’í. (August 1984)

Radio Bahá’í del Lago Titicaca, Chucuito and Puno. This 1 kW medium wave station now operates nine hours a day with programming in Spanish, Quechua and Aymara. It broadcasts a literacy program under an agreement with the Ministry of Education, while announcements have been prepared to support vaccination programs, and a cooperative relationship has been established with the Forestry Center of the Ministry of Agriculture. In spite of various technical difficulties, Radio Bahá’í is the most popular station in the area according to an evaluation of mass media in Puno by the Ministry of Education. It also helped elect 80 local Spiritual Assemblies within its listening area. (August 1985)

Puerto Rico. Amoz Gibson Training Centre for Bahá’í Media, Arecibo. Operated in collaboration with CIRBAL, the Training Centre provides courses to give Bahá’ís practical knowledge and skills needed to serve on national media committees, to staff Bahá’í radio stations, and to act as volunteers for the media work in Latin America. The Centre offers a classroom facility with radio production studio, darkroom space for photographic work, a workroom for graphic arts, an electronics laboratory, 11-bed dormitories for men and women, a dining area, and a cook/caretaker’s apartment with an institutional kitchen. It was founded with the intention of becoming an institution of higher learning and is presently working toward accreditation. (August 1985)

St. Vincent and the Grenadines. Day care school. The National Spiritual Assembly plans to open a school, for which a director has already been chosen. (February 1985)

Education programs for youth and adults. Two six-week programs have been held with a total of more than 50 students participating. Topics covered have included math, English, cooking, art, and spiritual development (using the Ruhí Institute program). (May 1985)

Suriname. Bush Negro Project, in or near Paramaribo. In this economic and spiritual development program, the National Assembly plans to build a simple building to provide accommodations and a base of operations for Bush Negroes who come to Paramaribo temporarily to produce handicrafts. Objectives include improving the quality of their work, developing sales opportunities, deepening the Bahá’ís, and teaching the Faith to non-Bahá’í participants. (June 1985)

Pilot agricultural project, near Kamaloea. In collaboration with the local Spiritual Assembly, the National Assembly intends to continue developing a pilot program to grow peanuts. The project aims to improve soil recovery techniques practiced by the Bush Negroes, increase agricultural productivity, and develop community social life and welfare. (November 1984)

Tutorial school, Kamaloea. The school has resumed operations after being temporarily suspended. (June 1985)

United States. Bahá’í Home for the Aged, Wilmette, Illinois. The first dependency of the Mother Temple of the West was established in 1955 as a sheltered care home for the aged. It presently has 20 residents.

Center for Interracial Understanding, Louhelen, Michigan. At present, the Center consists of some Michigan Bahá’ís who have expertise in race relations, education and business. It is assessing the needs of various institutions in the area and defining its scope of operation. The Center intends to build racial understanding through consultative services, workshops, conferences and interaction with other public agencies. (Summer 1984)

Charitable foundation. The National Spiritual Assembly has decided

[Page 13] to establish a charitable foundation to be governed by a board of directors appointed by and responsible to the National Assembly. (November 1984)

Community adult education program, Nez Perce Indian Reservation, Idaho. Following a community survey conducted by a local Bahá’í, which found that among young people ages 18-30, 80% had not completed high school and 90% were unemployed, the Bahá’ís have begun remedial education classes as a service to the Native Americans on the Reservation. They have purchased and begun renovating a building that will also serve as a Bahá’í Center. The building formerly was the first Indian-owned bank in the U.S. and is listed on the National Register of Historic Places. (April 1985)

Medical clinic, Hemingway, South Carolina. The National Spiritual Assembly has approved in principle a proposal to establish a medical clinic at the Louis Gregory Institute. (January 1985)

Operation Catch-Up, Hemingway, South Carolina. An educational tutorial and enrichment program for children and adults, this outreach effort of the Louis Gregory Institute offered its initial program in computer use and programming in late 1983. Forty children and 20 adults participated. Future offerings will focus on language arts, math, arts and crafts, computers, and other subjects. (March 1984)

Radio Bahá’í (WLGI), Hemingway, South Carolina. A 50 kW FM station, WLGI broadcasts a mixture of adult contemporary music and community service features to an audience of 800,000 including the largest concentration of Bahá’ís in the U.S. Reports indicate that since its opening ceremonies on March 23, 1985, it has attracted considerable attention from all strata of society and has become a powerful instrument for propagation of the Faith. Informal reports suggest that a majority of the people in the area listen to WLGI. It plans to broadcast the entire text of the statement by the Universal House of Justice, “The Promise of World Peace,” and will be visited by a group of Liberians taking part in a tour of American broadcast facilities. (September 1985)

Residential college, Louhelen, Michigan. The Louhelen Bahá’í School Council is accepting applications for September 1986 enrollment into this program, which will combine formal study of the fundamentals of the Faith with degree-earning studies at one of two nearby colleges. Students will live at the Louhelen Bahá’í School, serving the school in various capacities and receiving counseling in study skills and career planning. (September 1985)

United States (Turks and Caicos Islands). Community pre-school and other education programs, Bottle Creek. About 10 children, ages 2-4, attend a community pre-school held by a Bahá’í pioneer family who also tutor older boys, ages 11-14, after school in exchange for odd jobs done by the boys on Saturdays. In addition, the family teaches an English class for the dozen or so Haitians living in the community and has established a lending library for children. (June 1984)

Venezuela. Alitainchon Tutorial School. Twenty Bahá’í children receive basic instruction in reading, writing and math in classes conducted at the local Ḥaẓíratu’l-Quds. The National Assembly pays the teacher’s salary and transportation, while students provide their own school supplies. (March 1984)

Bahá’í school, Maracaibo. Elementary education and crafts are taught by volunteer teachers to 35 students, the majority of whom are not Bahá’ís. The school is partially self-supporting, with additional support provided by the local Assembly and the Regional Teaching Committee. (March 1984)

CIRBAL (Central Office), Maracaibo. Directly responsible to the Universal House of Justice, CIRBAL coordinates development of Bahá’í radio and other mass media activities, primarily in Latin America. It provides consultative support services to National Assemblies and their committees, trains personnel, disseminates information to the Bahá’í world concerning radio and TV, distributes and produces mass media materials, and holds conferences. Its Broadcasting Division, including the Amoz Gibson Training Centre, is in Arecibo, Puerto Rico, and a Programming and Production Division is based in Lima, Peru. The central office handles distribution of materials. (August 1985)

Next month: A review of Bahá’í-sponsored social and economic development projects in Asia, Australasia and Europe.

The Louhelen Bahá’í School near Davison, Michigan. In September 1986, the school plans to begin a residential college which will combine formal study of the Faith with degree-earning programs at one of two nearby colleges.

[Page 14]

The world

Farhangi Academy ends first course

A ceremony was held last August 20 at the Bahá’í Hall in Karachi, Pakistan, to mark the conclusion of the first Course at the Masih Farhangi Academy.

The Academy, sponsored by the National Spiritual Assembly of Pakistan in response to the message from the Universal House of Justice urging the friends to produce scholars of the Faith, is named after Counsellor Masih Farhangi who was martyred in Iran.

The Academy supervisor is Auxiliary Board member Mrs. Parveen Yazamaidi. Classes are held twice weekly, for two hours apiece.

Topics studied during the first Course were “The Importance of the Covenant and the Will and Testament of ‘Abdu’l-Bahá” (taught by Mrs. Bahirih Najmi), and “The Administrative Order and the Constitution of the Universal House of Justice” (taught by Farhad Mashreqi).

A study session at the Masih Farhangi Academy in Pakistan. The main purpose of the Academy, which is sponsored by the National Spiritual Assembly of Pakistan, is not only to deepen the knowledge of the friends but also to create an interest within them to study the sacred Writings and teachings of the Faith.

Canada

On Friday, October 11, Mehrdad and Zohreh Hamrazian, Bahá’ís from Iran who had settled in Spruce Grove, Alberta, Canada under the refugee program, were killed in an auto accident while on their way to the airport to pick up participants in a Children’s Education Conference.

A drunk driver caused the accident, which involved a number of vehicles.

The Spiritual Assembly of Spruce Grove attended to the details of notifying friends and relatives and conducting the funeral service and burials.

Several days before the accident, Zohreh had a dream in which her deceased grandmother said to her: “Don’t go to your Feast; come to mine.” Zohreh interpreted the dream to mean that her grandmother wanted prayers.

Within a week of the tragedy, the secretary of the Spruce Grove Assembly gave birth to a girl whom she named Zohreh.

* * *

A 23-year-old Bahá’í refugee from Iran who has been in Canada for only 10 months and is striving to learn English has won a mathematics scholarship worth $2,500 by attaining fourth place among entrants in British Columbia and being in the top 10 among the 800 students who took a nationwide math exam.

The young man interests his classmates in the Faith by conducting lunch-hour discussions using Bahá’u’lláh and the New Era as a text.

Peru

Four hundred youth representing seven countries and four native tribes were present last August 2-5 at a Bahá’í Youth Conference in Peru.

Among those addressing the youth were the Hand of the Cause of God ‘Alí-Muhammad Varqá and three members of the Continental Board of Counsellors: Dr. Hidayatu’lláh Ahmadíyyih, Dr. Farzam Arbáb and Isabel P. de Calderón.

Three evening events were highly successful with more than 800 attending each night. Forty-seven youth organizations were Officially represented in panel discussions.

The spirit of the conference led to the creation of eight national and international teaching projects.

[Page 15]

Chad

During the recent Olinga Campaign in Bongor, Chad, four traveling teachers spent eight days visiting communities in three districts, raising up five new local Assemblies and opening five localities.

As a result, 105 people were enrolled in the Faith while the Spiritual Assembly of Bongor organized an exhibit on marriage and the education of women and children, inviting several officials to attend.

Village chiefs received the visitors warmly and asked many questions. The traveling teachers stopped in many villages, where the local Bahá’ís awaited them and gathered to pray with them.

New Zealand

Bahá’ís in New Zealand, in cooperation with a non-Bahá’í journalist and literary critic, participated last year in a poetry reading sponsored by the International Writers’ Workshop at the American Center.

The audience, which nearly filled the auditorium, heard Jenny Cottier, a Bahá’í, read two poems by Roger White from his book, One Bird, One Cage, One Flight.

The program also included readings of poetry by North American Indians and of some works by an American poet, Mary Oliver, winner of the 1984 Pulitzer prize for poetry.

Botswana

On October 24, the Bahá’í community of Gaborone, Botswana, sponsored a dinner honoring the 40th anniversary of the founding of the United Nations.

The theme of this year’s event, the third sponsored by the Bahá’ís of Gaborone, was “Unity and Peace.”

Among the 82 guests attending were the assistant Minister for Finance and Development, Mr. D. Madang, and his wife, and Mr. D. Matthews, the headmaster of the local secondary school.

The guest speaker was Nadine Smith, program officer of UN Volunteers in Botswana. In her address, she discussed similarities in the philosophies of the UN and the Faith.

Tonga

Bahá’í youth in Tonga took part last July 4 in a marching competition with about 20 other youth groups in Nuku’-alofa honoring the birthday of His Majesty Taufa’ahau Tupou IV, the King of Tonga, who was present to view the competition. The Bahá’í youth also made a float for a parade the following Saturday, which marked the end of a week-long series of activities known as the Heilala Festival, a cultural and social event whose purpose is to foster understanding between the people of Tonga and visitors from abroad. This marked the first time the Bahá’ís had entered a float in the parade.

Trinidad/Tobago

Bahá’ís were among those who took part last December 15 in an anti-drug prayer rally organized by the Inter-Religious Organization of Trinidad and Tobago.

About 500 people were present at the rally including His Excellency Sir Ellis Clarke, the President of Trinidad and Tobago; the Very Rev. Anthony Pantin, Archbishop of Port of Spain; and two members of the National Spiritual Assembly of Trinidad and Tobago, Dr. Harry Collymore and Dr. Hamid Farabi.

After songs and words of welcome by the Archbishop, Dr. Farabi led the audience in reciting a prayer for peace by ‘Abdu’l-Bahá. Later in the program, Dr. Collymore, the chairman of the National Assembly, read passages from the Bahá’í Writings.

“This is indeed a blessed day,” Mr. Clarke said in his remarks. “Can you think of anywhere else in the world where people of different faiths can get together for the good of the country?”

The program, which included testimonies from three anonymous recovering drug addicts, was closed when everyone joined hands to sing, “Let There Be Peace on Earth.”

* * *

On October 30, the East Area Teaching Committee of Trinidad visited Leroy Morris, mayor of the Borough of Arima, East Trinidad.

Peter Coward; his wife, Verdin; their nine-year-old daughter, Tahirih, and Willis Burris held an enlightening conversation with the mayor.

Tahirih presented him with a copy of the peace statement “The Promise of World Peace” and the books A Cry from the Heart and A Crown of Beauty.

The mayor expressed his appreciation for the Bahá’í view of the oneness of religion and of accepting all the Holy Books of past religions. In his words, “This crowns it all!”

[Page 16]

Germany

At a press conference held January 14 in Bonn, West Germany, the National Spiritual Assembly of the Bahá’ís of Germany introduced to the public the new fourth edition of its documentation of the situation of the Bahá’ís in Iran.

Taking part in the event were Christopher Sprung, secretary of the National Spiritual Assembly; Douglas Martin, director-general of the Office of Public Information in Haifa; and Mrs. Olia Ruhizadegan, a Bahá’í refugee from Shiraz who appeared as a witness.

Mr. Sprung explained that the reason the Bahá’ís are being persecuted is simply because they represent “a different faith” from Islam, whose leaders presently run the government in Iran.

Mr. Martin referred to the importance of the recent resolution on human rights in Iran passed by the UN General Assembly, saying the Bahá’í community appreciates and welcomes the historic action by the General Assembly.

Journalists were most impressed by Mrs. Ruhizadegan’s testimony. She related in a moving and dignified way the story of her detention in the prison in Shiraz and the martyrdom of 10 Bahá’í women and girls on June 18, 1983, and presented documents that clearly demonstrated the religious character of the persecutions and gave further proof of the intentions of the authorities in Iran toward the Bahá’ís.

As a result of the press conference, the major German news agency (dpa) distributed a full-page article to all news media in Germany, the French news agency (AFP) prepared an article that was published in part in Le Monde, and the Austrian news agency (APA) included a favorable release in its regular news dispatch.

* * *

A delegation of members of the National Spiritual Assembly of Germany met for one hour last December 5 in Bonn with Dr. Richard von Weizsäcker, the President of the Federal Republic of Germany.

After a friendly welcome, the President discussed with the Bahá’ís the history and principles of the Faith and its present-day activities in Germany and around the world.

The President also touched on the peace statement from the Universal House of Justice, which had been mailed to him some time before the meeting.

* * *

After years of effort, the settling of nine homefront pioneers and one declaration, a local Spiritual Assembly has been formed in Bremerhaven, Germany.

Uganda

The Mobile Institute team, reinforced by participants from Kenya, the United States, Malaysia and Uganda, recently brought 130 people into the Faith in the Kapchorwa district of Uganda.

Many of those who embraced the Faith during the campaign are school teachers. The result after only one week of teaching: lapsed Assemblies were re-formed and consolidation and deepening programs begun.

Norway

‘When East and West Embrace’ is the title given to this photograph, taken on Norway’s National Day last May 17, by that country’s National Spiritual Assembly, which says it describes the enthusiastic reception given Bahá’í refugees to Norway. The young woman on the left is a refugee from Iran; on the right is a Bahá’í youth from Gjovik. Norway’s 1985 summer school, says the National Assembly, was especially notable for the ‘joyous integration’ of new Persian pioneers.

[Page 17]

Arctic

The northern areas of Norway, Finland and Sweden (called the Nordkalott) are regarded by many as one area. The Sami (Lapp) people see the area as one country.

The Bahá’ís in the Nordkalott region are a close-knit group, often working together for the Cause. They travel long distances in the difficult Arctic weather to support one another.

Angeli is a small (population 62), remote Sami village 400 km (248 miles) above the Arctic Circle where a pioneer family from Alaska has settled in a house they built themselves.

These pioneers, Todd and Gerry Nolen, invited friends from the Nordkalott to celebrate the anniversary of the Birth of the Báb in Angeli.

The map shows where the visitors came from, just to be together for one special day. One family drove 10 hours each way.

Besides celebrating, the friends consulted on teaching in the North, arriving at several concrete decisions to suggest to the Northern Teaching Committees in all three countries.

Bahá’ís in the Nordkalott area of Norway, Sweden and Finland gather in Angeli, Finland, to celebrate the anniversary of the Birth of the Báb last October at the home of pioneers Todd and Gerry Nolen.

Malaysia

Some of the more than 200 participants in a ‘Song of Peace Festival’ held last October 26 in Sabah, East Malaysia, join hands on stage to sing ‘We Are the World.’ The festival, which brought together young people of various ethnic, religious and cultural backgrounds and allowed them to express their desire and hope for peace through music and the arts, was planned by the International Year of Youth Committee of the Bahá’ís of Kota Kinabalu, Sabah.

Cape Verde

The National Spiritual Assembly of the Bahá’ís of Cape Verde has been given juridical personality, which is equivalent under other legal systems to incorporation.

A formal government decree published August 10, 1985, gives full recognition to the Faith as a religion, the fourth in that country.

The National Assembly, formed for the first time at Riḍván 1984, described the achievement in a report to the Universal House of Justice as “a wonderful gift from the Blessed Beauty.”

Thailand

The Khao-I-Dang refugee camp for Cambodians in Thailand elected its first Spiritual Assembly last June with 107 eligible voters and 107 votes cast.

Lacking a central meeting place, the Bahá’ís voted in their homes, having complete voting lists, instructions written in Khmer, and ballots with return envelopes.

Plans are being made to acquire a site on which to build a Bahá’í Center for the community.

[Page 18]

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