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[Page 1]By the righteousness of the Almighty! The measure of the favors of God hath been filled up, His Word hath been perfected, the light of His countenance hath been revealed, His sovereignty hath encompassed the whole of creation, the glory of His Revelation hath been made manifest, and His bounties have rained upon all mankind. -Bahá’u’lláh

From a teacher's notebook

A Seminar, designed to acquaint Bahá’í teachers with more effective methods of teaching, was sponsored by the National Bahá’í Child Education Committee on July 21, 1956. Members of the Committee and teachers of the Temple Children's Classes attended the Seminar, which was divided into two sessions. The first session was devoted to the "Pre-school through 5th Grade" age group; the second session covered the "Pre-youth (6th through 9th Grade)" age group.

Professional teachers with public school experience were discussion leaders. Florida Sanford of Chicago, Ill., Ruth Easton of Governeur, N.Y., and Hazel Little of Findlay, Ohio, conducted the "Pre-school through 5th Grade" session. The points considered in their introductory remarks and in the discussion period included: Characteristics; capacity to memorize; ability to grasp ideas, facts and principles; recommended literature; arts and crafts, etc.

The second session of the Seminar, devoted to "6th through 9th Grades" was conducted by Lawrence Passow of Franklin Park, Ill., Elaine Passow of Franklin Park, Ill., and Ned Blackmer of Evanston, Ill. The points considered in this session included physical and psychological characteristics; type of reading matter preferred; workshop methods which can be employed; age at which abstractions can be taught; age when interest in world affairs can be instilled; age when harmony between science and religion can be stressed, etc.

The members of the National Bahá’í Child Education Committee anticipate the time when child education will be emphasized in every community, thereby leading to area conferences, of which this Seminar may be considered a forerunner. Therefore, not only as a reader service, but with this larger goal in mind, the Editors of CHILD’S WAY are publishing the results of the Seminar in this and in future issues of the Bulletin.

Report on pre-school age group!

The child, in the history of education, has advanced from the lowest state and conception, until now he has been accepted and given a "bill of rights." In Greek civilization only perfect children were permitted to live; during the Middle Ages they were treated as little adults; at the time of Jesus Christ they were pushed aside, hence His request "Suffer the little children to come unto Me and forbid them not..." In American colonial days children had to sit rigidly in church for long hours and had to memorize the entire Bible. Their hour of liberation did not come until men like Horace Mann, John Dewey, and a host of other educators and psychologists inaugurated progressive education in America.

The Founders of the Bahá’í Faith had the vision of progressive education. Not only does Bahá’u’lláh make it obligatory upon the parents to see that all children receive a sound education, but He defines the true teacher as one who "permits the child freedom to see with his own eyes, hear with his own ears and understand with his own mind," so he may be dependent upon only God and His Manifestations. Bahá’u’lláh stresses that children should be given good training in their early years. ‘Abdu’l-Bahá says in His prayer for children, "God grant them freedom in their childhood..." [Page 2]As to methods, children of the pre-school age learn through their experience—things they see in everyday life. Activity is necessary to hold their interest. Intelligent children need more activity than slow learners. They learn by doing. The use of the “here and now” concept is very important to the pre-school age. Activity creates interest. A child is more interested in his skill in making things with his own hands than in observing the finished product. Since interest develops only through effort it is important never to do anything for a child which he can do for himself.

In order to foster the development of interest the child must be left free to experiment in a world of materials which he can change through his own efforts into a meaningful whole. The summary of the general methods by which children learn is by playing, exploring, discussing, relating new experiences to previous ones, singing, dramatizing, and by dancing.

The attention span of the two or three year old is four to five minutes; the four and five year old has an attention span of ten minutes. A variety of media must be used, which should be subject to change.

The Bahá’í vocabulary can be grasped through single Bahá’í words and their meanings. The names of the Founders can be taught, and the Greatest Name. Short sentences can be learned and understood by relating them to words and pictures. From infancy to six years of age the speaking vocabulary is about 1,500 words, and the understanding vocabulary is about 12,000 words.

Childhood is the golden period of memorization. Picture memory is used in the pre-school age group. The pre-school child recognizes objects by seeing them repeatedly. Memory is a dynamic process. Interest increases the memorizing factor. The young child should memorize beautiful and meaningful words. In Bahá’í education this would apply to the Hidden Words, prayers and Bahá’í life stories.

Facts can be taught early. If not given facts, a child will go into fantasy. A child cannot think without facts. Principles can also be taught at the preschool age, though they should be taught as part of the child’s living experience rather than as abstract ideas. Unity, for example, can best be taught through the child’s natural relationship with other races and backgrounds, rather than through the use of the term “Unity.” The warmth of living and learning together during a Bahá’í class is expressive of this principle and does far more than words to impress the principle upon the child.

Materials which will help the child to learn through his hands should be provided for class work. Such materials include blocks, clay, textiles, crayons, cardboard, paint, dishes, pictures, books, sandbox, flannel board and small musical instruments. The teacher should not try to develop a skilled artisan in the child. The object is to stimulate the child’s interest in his own efforts. “Children’s Games From Many Lands” arouses the child’s interest in other cultures, leading to the Bahá’í universal consciousness.

The teacher should direct herself neither to the highest capacity of the class nor to the lowest, but to the individual child, as no two children are alike. Every child is virgin territory to be explored.

Lessons cannot be given with continuity at the pre-school age.

The narrative type of story is ‎preferrable preferable‎ to the story based on dialogue at this age.

‘Abdu’l-Bahá’s prayer for children shows the advanced thinking which we had in the field of education (with emphasis on the development of the inner, spiritual child): “O Thou pure God! I am a little child; make Thou the bosom of Thy gift a dear resting-place of comfort, suffer me to grow and be nurtured with the honey and the milk of Thy love and train me under the breast of Thy knowledge; bestow Thou freedom while in a state of childhood and grant Thou excellence! O Thou Incomparable One! Make me the confidant of the Kingdom of the Unseen! Verily, Thou art the Mighty and the Powerful!”

EDITORS’ NOTE: Freedom does not imply lack of controls; it is essential that the child be guided. Proper teaching methods offer guidance without confining restrictions which prohibit the child from expanding. The teacher and the subject matter are the guide, but as every modern educator agrees, the curriculum should be molded to the child, not the child to the curriculum.

The Seminar report will be continued in subsequent issues of CHILD’S WAY.

What Is Perfection?

(Junior Youth)

“Upon the inmost reality of each and every created thing He hath shed the light of one of His names . . . Upon the reality of man, however, He hath focused the radiance of all of His names and attributes, and made it a mirror of His own Self . . . These energies with which the Day Star of Divine bounty and Source of heavenly guidance hath endowed the reality of man lie, however, latent within him, even as the flame is hidden within the candle and the rays of light are potentially present in the lamp . . .”—Gleanings from the Writings of Bahá’u’lláh

Perfection is the quality of only God Himself, and His Manifestations. But since man was created in the image of God, he can reflect the qualities of God, as a mirror reflects the light of the sun. He can do this only by developing the qualities created in him. Perfection, therefore, is development. A tree which develops to its fullest capacity is a perfect tree; the tree at one time was only a seed, but in that seed the perfect tree existed. The development of the seed brought forth its full power, transforming it from a small hidden particle underground to a mighty tree, bearing leaves, branches and fruit.

Man is aware of his mental powers, and proud of the fact that he can invent, discover, experiment and prove. He is as yet unaware of his spiritual powers—to reflect the perfections of God, to create a peaceful society, to attain closeness to God. Until man develops the spiritual qualities latent in himself, he has not reached his full growth.

On August first the Bahá’í month of Perfection begins, lasting nineteen days—to August 20th. If during this month we meditate on the God-created powers within us we will realize that by developing them it is possible to become a perfect creation on the human plane, which is God’s will for man. This can be accomplished only through struggle, however, for in every kingdom struggle is the means to development. By practicing the noble virtues constantly we can make them part of our lives. Then they will become natural for us. Why not make this experiment for the month of Perfection?

Do you have a question for CHILD’S WAY, a question whose answer will contribute to general interest of our readers? If you do, send it to the bulletin. We would also welcome any comment you might have about the answers. [Page 3]

Art Work in Class

Out of our desire to bring pleasure to the children and to help them remember what they have learned, we have concluded in our eight-ten year age group at the Bahá’í House of Worship that a take home project, complete for that day, is desirable whenever possible. From a stockpile kept by the teacher, the children choose pictures that tell the story of what has been studied. Cut-outs from construction paper, preferably done by the children, can be pasted on posters according to a general plan. The keynote should be a quotation from the Writings that clarifies their thinking.

The chart pictured here was the result of several sessions as it was too complex a subject to be handled in one day. However, continuity can be established by taking home after each class a supplementary chart stating the Kingdom studied, a picture chosen pertinent to it and a duplicate of the cut-out that is being saved for this final poster. The material collected, representing their knowledge of the subject, can be pasted up in the final session of the series. An excellent bulletin board can be arranged using this pattern also.

The subject of Bulletin Boards will be featured in CHILD'S WAY's next issue, with suggestions for their construction, as well as for their planning.

"HIS ARE THE KINGDOMS OF REVELATION MOSES KRISHNA ZOROASTER JESUS CHRIST BUDDHA MUHAMMUD THE BAB BAHÁ’U’LLÁH AND CREATION MAN PLANT ANIMAL MINERAL

It has come to the attention of the Editors of CHILD'S WAY that some of the subscribers have not received their June issue. If this has been your experience please notify Miss Banu Hassan, 1244 Maple Avenue, Wilmette, Illinois and another copy will be mailed to you.

Questions and answers

Modesty seems to be lacking in our modern way of life. How are we to teach our children this becoming virtue?

ANSWER: Yea, there exists a sign in the being of man which guards and protects him from that which is unworthy and unbecoming. That sign is called modesty. But this virtue is assigned to a few, for all are not endowed with this station. — Bahá’í World Faith

And so we understand, in the first place, that this is not necessarily a natural quality, that it must be taught. The unbecoming characteristics that arise from its lack—egotism, conceit, boldness, arrogance, deprive us of spiritual advancement, of our sense of unity with one another as we continually advance ourselves and our power over others.

To teach our young people their total dependence upon God, love and respect for one another, the elements of good taste from harmonious color schemes to courtesy and good manners—is our special responsibility, never forgetting the scope of this single attribute as it affects every area of our existence, from our effect upon others to our relationship to God.

If we live a good life why do we need religious training?

ANSWER: Know that such actions, such efforts, and such words are praiseworthy and approved, and are the glory of humanity. But these actions are not sufficient; they are a body of the greatest loveliness, but without spirit. No, that which is the cause of everlasting life, eternal honor, universal enlightenment, real salvation and prosperity, is, first of all, the knowledge of God. It is known that the knowledge of God is beyond all knowledge, and it is the greatest glory of the human world. For, in the existing knowledge of the reality of things there is material advantage, and through it outward civilization progresses; but the knowledge of God is the cause of spiritual progress and attraction, and through it the perception of truth, the exaltation of humanity, divine civilization, rightness of morals and illumination, are obtained. — Some Answered Questions [Page 4]

Sharing our letters

DEAR EDITORS: Our youngest group, ages five to eight, has shown great enthusiasm over the “You name the song” idea. At first reluctant to offer any suggestions, they soon warmed to the idea when I said we would have a special treat if one of our names was chosen. The ideas tumbled forth then!

I think this is a wonderful teaching medium for the younger children. They really think about what the words mean, and gain a feeling of the importance of their own thoughts.

JEANNE LAITE (Bahá’í Children’s School of Greater Kansas City, Missouri)

DEAR EDITORS: My daughter is eleven years old, that difficult age between childhood and adolescence. She feels an aloneness in the Faith that worries me greatly. Being too young to enter into Youth activities and too old to be content to be grouped with the little children, she feels that there is no place for her age group in the Faith. Naturally, I hope she will feel close enough to the Bahá’í Faith to want to declare herself at fifteen. She is attending a Bahá’í children’s class once a week and is taught the Faith at home, but without more intimate contact with Bahá’ís I find she tends to conform to the ways of her non-Bahá’í friends because they are her age and she feels closer to them. Can you suggest any solution to this problem?

—BAHÁ’Í MOTHER

DEAR BAHÁ’Í MOTHER: This problem of aloneness is fairly universal among eleven-year-olds, for eleven is an almost desperate age with an extremely strong tendency to conform—to seek security in the group. At the same time independence, especially from authority, is as desperately sought. The eleven-year-old often follows the lead of those whose behavior is not in accord with the standard he has been taught because (1) he wants to belong, and any Faith (whether of a majority or minority) which insists that he uphold a standard of life not generally observed by his companions seems to deny him the privilege of belonging. (2) It is a rebellion—an expression of escape from the discomfort of age eleven, which can be classified as neither child nor man.

Yet, since abstract ideas, such as justice, etc., are accepted and understood by the eleven-year-old for the first time in his life, it is more than ever important that he be given a standard, and that that standard be insistently upheld. The authority to which the adult world must defer—the authority of God and of the law,—should be particularly stressed, so that he may realize that no one is ever completely independent.

This is not only the parents’ responsibility, however. It is very definitely one of the foremost functions of the Bahá’í Community to integrate all the members of the Community, both adults and children, into a social whole. ‘Abdu’l-Bahá stressed this fact again and again.

In earlier times, before movies, television and the other forms of amusement that characterize our era, the church was the social center of all life and as such it provided a strong bond among its members. The strength of this bond has been dissipated in this day because of the secular distractions that have made a self-centered unit of the family and, worse, have diluted the influence of the family upon its members. The Bahá’ís have a responsibility to restore the spiritual center of life and make it a more dominant factor than ever before.

Children of believers should be invited to Feasts and given some part to play in these Feasts so they will look forward to them. As many social events as possible should be arranged so that the children are brought together and so they will feel loved and wanted by the Bahá’í Community. The eleven-year-old’s desire to “belong” is an asset. He will be attracted and give loyalty to any group with which he feels at ease.

Frequent contact with children whose standard of conduct is in accord with what he has been taught is of course most desirable. But whether or not such children are available in the Bahá’í Community, the responsibility for making a place for the eleven-year-old rests upon every individual in the Community. This is not a difficult feat because the eleven-year-old enjoys being accepted on ‎a an‎ adult basis. This is partly due to his yearning for adult status. Too, eleven is a contemplative age, which finds satisfaction in sitting quietly in a room with adults, listening to their conversation. Often, unexpectedly, he will make a statement about the subject under discussion, or ask a question, which reveals that he has been receiving and weighing all that has been said.

Acceptance by adults of the eleven-year-old is preparation for the child’s acceptance, at fifteen, of the adults and of the Faith they represent.

—THE EDITORS

Teaching The Bahá’í Calendar

Have you considered celebrating Feasts in the Bahá’í children’s classes? At Naw-Rúz the subject of the Bahá’í Calendar is introduced in most Children’s Hours, but without constant repetition children cannot remember the division of the Calendar into nineteen months of nineteen days each. If Feast dates are stressed regularly, either as part of the class curriculum, or during the assembly period before classes, the children will be aware of the Calendar throughout the year. The most effective means of creating this awareness and invoking the children’s interest is through assigning readings for the Feast beforehand and asking the children to look up the readings themselves.

Bahá’í education

The prophets of God are the first educators. They bestow universal education upon men and cause him to rise from lowest levels of savagery to the highest pinnacles of spiritual development.

—‘Abdu’l-Bahá

Child’s Way welcomes all news of Children’s Hours throughout the country. Send in your class projects and plans!

Child’s Way

Published bi-monthly by the National Bahá’í Child Education Committee with the help of all Bahá’ís. Address editorial communications to Mrs. Betty Fiedler, 836 Cedar Terrace, Deerfield, Illinois. Address subscriptions ($1 for six issues) to Banu Hassan, 1244 Maple Avenue, Wilmette, Illinois.

PRINTED IN U.S.A. [Page 5]

Feast Day

There was a warm, wonderful smell in the house when Ruth Ann came home from school.

"Mm . . mm-cookies,” she said, hurriedly shoving her Grade II reader on a shelf.

In a wink she had perched herself on the stool by the kitchen table where mother was rolling out dough.

Mother smiled, knowingly. "For the Feast tonight,” she explained.

"Which one?" Ruth Ann, eyeing the cookies hungrily.

"The Feast of Kamal-that's Persian for Perfection."

"What's the word the months are named after? I never can remember it."

"Attributes," Mother answered.

“That's it, Attributes of God. That means the things God is, doesn't it?"

"Yes, dear."

The cookies were now ready and laid out in neat rows on the cookie sheet. Mother popped them into the waiting hot oven.

"The only way we can know God is through His Attributes," she continued. By naming the months after them we remember them and the bounties God has given us."

She began to wash the bowls and utensils she has used.

"There's a batch of cookies in the warming oven, Ruth Ann, if you want one.”

"Thank you.” She climbed up on a chair by the stove, opened the door and took one.

"Oh, it's hot." She blew on it and flip-flopped it from hand to hand until it was cool.

"Why do you always bake and have nice things when the Bahá’ís come here?”

"I'm being hospitable," Mother replied, dipping the bowls and spoons in the sudsy water. "That means being kind and thoughtful. ‘Abdu’l-Bahá says we are one family, so I must be kind and loving to everyone.”

"Like you are to us?" Ruth Ann took a bite of the cookie, closing her eyes to relish the taste.

You name the song

Send your name for the song to Mrs. Betty Fiedler, Secretary, 836 Cedar Terrace, Deerfield, Illinois.

The Bahá’í Children's School of Greater Kansas City, Missouri names the song - Holy Gate

When we work with joy and strive for Perfection, our work be-comes wor_ship and re-ceives God's Rit. Sancation.

So work, Work, work with joy, and strive for Per-tec — tion. [Page 6]"That's right, dear. And at a Feast we end by having a material feast after we've had the spiritual feast." Then she added, "You know, the readings, which are the words of God to us because they are given to us by the Manifestation Himself."

"Is Billy going to read something tonight?" Ruth Ann asked.

"Yes. In fact he's helping me select them this time."

"Can he pick out readings when he's not a Bahá’í?”

"O yes, dear. He's a Bahá’í Youth. The only thing he can't do is vote. But when he's as old as Keith he'll have voting rights too.”

"I'll help dry," said Ruth Ann. She took a clean towel from a drawer and started to wipe the big bowls.

For a few moments it was quiet, as Mother washed and her daughter, tiny and sweet by her side, carefully turned each bowl as she dried it.

Suddenly Billy burst into the room, holding an open book. There was a big smile on his face as he said, "Look what I've found."

“What is it?” Mother asked, drying her hands on her apron and taking the book from him.

"It's a prayer I found while I was looking for readings. Wow! What smells so good?"

Ruth Ann pointed to the warming oven, which he reached in three large strides.

"It's for the friends in Persia," Billy said, nodding toward the book. "Isn't it a wonderful prayer?"

"Yes," she agreed, "and it's especially so to you because you found it by yourself. If we study and read as Shoghi Effendi asks us, we grow and receive the bounty when we find such gems."

"Read it out loud, will you Mama?”

"All right, Ruth Ann."

As she finished reading Keith came into the kitchen, carrying a small white box.

"It's for the Feast tonight,” he said, holding the box out with one hand and reaching for a cookie with the other.

They all gathered around as Mother opened it.

In the box lay a single, brilliant, red rose. It was half-open and a tiny drop of dew glistened, jewel-like, on a petal.

"It's beautiful," they all exclaimed at once.

"‘Abdu’l-Bahá thought the rose was the most perfect flower," said Keith.

"It was Bahá’u’lláh’s favorite flower," added Billy.

"Often it is used as a symbol of the Blessed Perfection," Mother added as she went to the cupboard for a bud vase.

As three hands reached out toward the cookies she warned, "No more now. The rest are for the Feast."

"If we eat them all up we won't be hospital,” she small voice of Ruth Ann announced.

Everyone laughed, and as her three children left the kitchen arm in arm, Mother silently offered up a prayer of thanksgiving.

This picture is incomplete because as you know, a still lake mirrors perfectly everything above it. Can you finish the picture by drawing in the reflections of the sun, clouds and trees? Remember, they will be reflected upside down.

Memory quote

Souls are like unto mirrors, and the bounty of God is like unto the sun. When the mirrors pass beyond all coloring and attain purity and polish, and are confronted with the sun, they will reflect in full perfection its light and glory. —‘Abdu’l-Bahá