Child's Way/Issue 51/Text

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THE NATIONAL BAHA’Il CHILD EDUCATION COMMITTEE

RAM A GUIDE FOR BAHAI! PARENTS AND Published by

And God said, Let there be light: and there was light.

O SON OF SPIRIT!

—Genesis I: 3, 4, 5,

With the joyful tidings of light I hail thee: rejoice! To the court of holiness I summon thee; abide therein that thou mayest live in peace forevermore.

WOODS BEHIND GEYSERVILLE SUMMER SCHOOL, THE BAHA'I

—Baha’u’llah The Hidden Words. SCHOOL IN

GEYSERVILLE, CALIFORNIA. COURTESY OF LUTHER WYATT COOPER.

From the editors’ notebook

CONVENTION REPORT

National Baha’i Child Education

Committee

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During this past year the National Child Education Committee has come face to face with the inescapable fact that its first and most important task is to find out exactly what is Baha’i

education, and how it differs from other religious and secular education: what exactly do we hope to accomplish, and how?

We searched the Writings for a spe- cific definition of the goal, knowing that our task was somehow different and more far-reaching than any of us had ever conceived it to be, and con- cluded that until we knew truly “what

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N.G.°. Srhratarat 1S v0 157

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eterna. ~metmttinagza. EDUCATION COMMITTEE

e JUNE 1957 (Baha’i Year 114) No. 51

is Baha’i education” and evolved a philosophy which would illuminate our goals we could not develop suitable materials that would adequately serve the purpose for which they are intend- ed.

It seemed to us, upon examining the present educational methods and the results obtained from them, that these methods do not conform to that basic Bahai principle which ‘Abdu’l-Baha called Independent Investigation. To pour facts and information into chil- dren’s minds and expect the children to repeat these facts solemnly after us is to discourage any attempt on their part to investigate truth for them- selves.

Baha’u’llah said: It is the duty of ev- ery seeker to bestir himself and strive to attain the shores of this ocean, so that he may, in proportion to the eag- erness of his search and the efforts he hath exerted, partake of such benefits as have been pre-ordained in God’s ir- revocable and hidden Tablets.

And in the writings of ‘Abdu’i-Baha we find: Man must cut himself free from all prejudice and from the result of his own imagination, so that he may be able to search for truth unhindered ...If only men would search out truth, they would find themselves united.

There is a faculty in man which unfolds to his vision the secrets of existence. It gives hima power whereby he may investigate the reality of every object. It leads man on and on to the luminous station of divine sublimity and frees him from all the fetters of self, causing him to ascend to the pure heaven of sanctity. This is the power of the mind ... (Reality of Man, p. 16)

The direct aim of Baha’i education should not be to make Baha’i’s of our children, but rather to so educate them —so guide and cultivate their powers —that through their own thought and experience they will be led unerringly to acceptance of Truth.

In the Tablet to Dr. Forel, ‘Abdu’l- Baha speaks of the “chain of causation” that runs through all the kingdoms of creation: Such a chain of causation must of necessity lead eventually to Him Who is the Ever-Living, the AIll- Powerful, Who is Self-Dependent and the Ultimate Cause.

As Baha’is we know that there is a chain of causation, too, which has link- ed all the races and religions of man to Baha’ullah and His World Order, and if our young people turn away from the Faith we have failed to help them find that chain of causation.

Have we, through our methods and

[Page 2]materials, helped our children find the concept of the oneness of all creation —the only concept which adequately explains their own relationship to the universe on one hand, and to God on the other? Or have we simply been giving them facts and figures as a cat- echism to memorize and accept as truth without effort on their part? By what right do we deprive them of the priv- ilege and joy of discovering the Truth for themselves, as we found it for our- selves?

Every Baha’i lives in two worlds, and until he makes his choice between them they are a constant source of conflict in his life. The Baha’i child, too, ex- periences this same conflict, and the contrast is especially strong and felt most keenly at high-school age. It is at this age particularly that he needs a strong spiritual foundation to aid him in weighing the respective values of the two worlds. You can help him to build that foundation only by beginning his Baha’i education early — certainly not later than five or six, and preferably when he is an infant.

That is why the principle of Inde- pendent Investigation is so important, at all age and intelligence levels. The small child whose mind is only begin- ning to reveal its potential must find the truth through the only things he knows to be real—his parents, and the Physical world around him. It is through personal observation of this world that he finds spiritual truth dem- onstrated in physical creation, and his awareness of the oneness of that cre- ation must lead him inevitably to God, and the oneness of His Manifestations. When he knows the purpose of his existence, and knows it not simply as a fact filed away for future reference in some cranial storehouse, but knows it with every fiber of his being because he has experienced it with his senses, his mind, and his very soul, will it be his to have and to hold forever.

With these thoughts in mind, the Na- tional Child Education Committee has been trying to develop a Philosophy which will set every true seeker on the road to discovery of the principles and methods which distinguish Baha’i edu- cation from all other—religious or sec- ular. Recognizing that the full pattern and meaning will reveal itself only after long search and experience, yet feeling that so far as we have now developed it this Philosophy is right, it will be introduced in the Summer Schools this year (through the discus- sion workshop method) on an experi- mental basis.

Lest you be looking for something spectacular, we hope to make it very clear that you will not find in this Philosophy any material that is new to you as a Baha’i—that is if you have been in the Faith long enough to be familiar with the bulk of the writings of Baha’u’llah and ‘Abdu’l-Baha. We think you will find, however, as we did, a new approach to the study of the Baha’i. Writings, and you may find also

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that it sheds the musk of hidden mean- ings over the Kingdoms of .. . Crea- tion.

It is our firm conviction that the vital importance of the education of children has not been fully understood hereto- fore, despite the emphasis placed upon it by Baha’u’llah, ‘Abdu-l-Baha and Shoghi Effendi.

The Supreme Pen enjoins upon all to instruct and educate the children, says Baha’u’lah.

And in The Secret of Divine Civili- zation ‘Abdu’l-Baha says: The primary, the most urgent requirement is the pro- motion of Education... (p. 109) Among those matters which require thorough revision and reform is the method of studying the various branches of knowledge and the organi- zation of the academic curriculum. From the lack of organization, educa- tion has become hap-hazard and con- fused ... (p. 105).

As early as 1923, Shoghi Effendi - said that the Local Spiritual Assemblies . must promote by every means in their -

power the material as well as the spir- itual enlightenment of youth, the means for the education of children, institute whenever possible Baha’i educational institutions, organize and supervise their work and provide the best means for their progress and development.

This Committee feels that the task can no longer be put aside for more favorable times, and it is one which does not rest with a Committee, or a Spiritual Assembly, or even with the National Spiritual Assembly. Funda- mentally, it rests with the parents themselves, as individuals, and it is they who must bear the chief responsi- bility. The parents must be the teach- ers, and while ‘Abdu’l-Baha placed the burden of that responsibility on the mothers as teachers, there is a place and a task for the fathers as well. The job is a big and important one, and it cannot be done in one hour each week in Sunday classes, helpful as they may be. It is a day-today and everyday responsibility, and where there are children in the home we feel very strongly that it should take precedence over all other kinds of teaching activity.

The Committee will try to help those parents who feel frustrated by a sense of inadequacy, but the writings them- selves are the answer to any lack of other teaching materials. Nor will one lack knowledge of how to present this material if he makes a profound study of the Writings themselves. Too, to- day there are many excellent books published for children of all ages, which deal with the world around them and which the parent can use as a guide for relating the Teachings of the Faith to the child’s own level of understand- ing.

Come to the summer schools and let us share the Philosophy with you, so that you may study it, meditate on it, and most important of all, do some- thing about it.

r CADERO OLRVIC

He who educates his son, or any other’s children, it is as though he hath educated one of My children. Up- on such an one be My Baha! My prov- idence and My mercy, which hath em- braced all in the world! :

Table of Ishraqat

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In the treasuries of the knowledge of God there lieth concealed a knowledge, which, when applied, will largely, though not wholly, eliminate fear. This knowledge, however, should be taught from childhood, as it will greatly aid in its elimination. Whatever decreaseth fear, increaseth courage.

Epistle to the Son of the Wolf

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Man must prove whatever he speak- eth by deeds and actions. If he claim faith, he must live and do according to the teachings of the Kingdom of Abha.

Praise be to God! You have proved your words by deeds, were confirmed by divine strength and have gathered together the Bahai children in the morn and taught them communion (prayers). This deed is very acceptable and the joy of hearts, that children gather every morn and turn to the Kingdom, mention God and commune in the utmost sweetness and bounty.

Tablets of ‘Abdu’l-Baha

He (Bahau'llah) promulgated the adoption of the same course of educa- tion for man and woman. Daughters and sons must follow the same cur- riculum of study, thereby promoting unity of the sexes. When all mankind shall receive the same opportunity of education and the equality of men and women be realized, the foundations of war will be utterly destroyed. Without equality this will be impossible be- cause all differences and distinctions are conducive to discord and strife. Equality between men and women is conducive to the abolition of warfare for the reason that women will never be willing to sanction it.

Education is essential and all stand- ards of training and teaching through- out the world of mankind should be brought into conformity and agree- ment; a universal curriculum should be established and the basis of ethics be the same.

Promulgation of Universal Peace [Page 3]Sharing our letters

DEAR EDITORS:

The general opinion to date in the U.S.A. seems to be that we have al- lowed our wonderful standard ‘“Free- dom” to run away with our common sense. Our children start early to tyra- nize over us because of our uncertainty as to where to draw the line between creative expression and unreasonable, selfish demands. In school we learn much of the lives given in freedom’s name but little of the responsibility gained. We hear “This is a free coun- try, I have my rights.”

Could you please print something that would be helpful to parents and teachers in their search for the bal- ance we know we must find in order to train our young people, without re- gressing to the “Do it because I say so” type of discipline?

A CONFUSED PARENT

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DEAR PARENT:

In our present social environment we are very conscious of personal free- dom. It is held to be a fundamental of good society, something to be attained by all men. This undoubtedly stems from the centuries of despotic oppres- sion endured by our ancestors and the conditions that still prevail in many parts of the world.

America was populated by people who fled from the restraints of Euro- pean oppression and others who were brought as slaves by the same people who sought freedom for themselves. It seems to be a strange paradox that the people who sought freedom still cap- tured and enslaved others. It demon- strated that all men need the protec- tion of Divine Law. .

The ideal of freedom today still holds the people enthralled and they regard it as the very cornerstone of their social order. The laws are writ- ten to protect freedom under all cir- cumstances, yet such is the character of the human being that he is prone to exaggerate when his freedom is in question and to minimize when it touches the lives of others. This ten- dency is a serious fault in all social or- ganization and unless it is overcome it ean destroy the very fundamentals of all governments. From equal rights it quickly passes over to special priv- ilege which is another way of saying oppression. .

The Teachings of Baha’u’llah re- establish the true basis of human so- ciety. Fundamental in this basis is the renewal of restatement of the Divine Law which includes the clear exposition of the purpose of existence, the rela- tionship of man to the world of na- ture, the function of the Divine Mani- festions in hte created world, and the importance of obedience to both re- ligious and social laws. This new obedi- ence will, strangely enough, be the

cause of freedom for man.

The aim of every Baha’i educator (in this case, parent) must be to help each individual pupil find the true objec- tives in life—his true relationship to other people; his understanding of the true meaning of existence; his attitude toward law, both Divine and secular, in order that through that course in his life he may find within himself the goal of existence-—-the love of God and

of humanity.

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EDITORS NOTE:

The above reply to a parent was tak- en verbatim from the text of the Baha’i Philosophy of Education, which is being formulated by the National

Baha’i Child Education Committee.

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DEAR EDITORS:

How much time should we try to have nursery children spend on trying to learn the ABC’s?* I have been months on it and so far they know only the first two. But they are all very hap- py darlings and just love their songs and prayers which they learn very easily. We try to uphold the standards of Baha’i life in their conduct of course, but sometimes we ask how much are they learning? Will you please make suggestions on this and also any others you wish, either in the magazine or by letter? It will be greatly appreciated.

VERA D. ESINHART, Secretary Baha’is of Souix Falls, 8. Dakota P.S. Our class and I are planning to at- tend the Davison Baha’i School this summer,

Children’s Primer, published by Baha’i

Publishing Trust, 110 Linden Avenue, Wilmette, Illinois.

DEAR MRS. ESINHART: .

In conformity with Baha’i writings which teach the unity of the world of existence, that all of creation is inter- dependent and that through education the worlds of nature are being ad- vanced toward God, small children (be- ing naturally close to nature) can be introduced to this concept by teaching about the things of nature in their en- virons.

The whole world of nature is a work- shop for such a school and through it the interdependence of all things can be taught. The plants growing in the soil—how the roots reach down to suck nourishment from the earth; how stems and branches carry that nourishment to the leaves; how the leaves catch the light and warmth from the sun and give off into the air the fragrances (oxygen) that the world, the animals and people all need. And they may also learn how, when animals eat leaves and grass, the plants advance into the ani- mal life. The objective is to open through the child’s natural curiosity the gradual awakening to the under- standing of the unity of existence—

that all life operates according to Di- vine Law and that this law is what is meant by the Law of God.

Stories that illustrate points connect- ed with the theme should be read or told. There should be field trips, fol- lowed by discussion of the things they have seen. If possible all the children should take part and the teacher should make effort to draw out those who are timid and also tactfully avoid dom- inance of the group by some individuals who are naturally dominant.

Drawing by the children is also a natural medium for education. The chil- dren are to be encouraged to draw pic- tures of the things they saw—not copied from nature or pictures, but purely memory impressions. Coloring pictures is also discouraged because it sets before the child an adult pattern of pictures whereas the objective should be to develop the child’s own expression and creative ability.

Naturally songs and games must be a part of the program. At this time the class program should be flexible and the activity as spontaneous as possible in order that the children may enjoy the experience. This, of course, does not imply being disorderly, Fostering independent thinking should not lead to independent action and the objec- tives of the class are not confined to fostering independence in searching for truth. Other commands of the Divine Manifestation (such as obedience) set up patterns of development that should be given sway in a Baha’i class.

EDITOR’S NOTE:

The above answer to Mrs. Eisinhart’s letter is from the text of the Baha’i Philosophy of Education, being formi- lated by the National Baha’i Child Edu-

cation Committee.

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COMMENTS and CRITICISMS

““é

. . thank you for the fine help your publication provides in teaching myself and my children!”

“The Editors should stimulate read- ers to buy or borrow the suggested books rather than quoting too much from the book,

“My Baha’i Children’s Class enjoys hearing the stories read to them, al- though I have to adapt some of the ma- terial from the magazine for the pre- schoolers ...I find most of the mater- ial is for the older children.”

“The word ‘Baha’i’ should be dropped before ‘children,’ as this creates a dis- tinction between children of Baha’i and non-Baha’i families.”

“The idea of fighting in such a story as ‘The Temple of Light’ is odious. In- stead, there could be a variety of sto- ries based on: the theme of the One- ness of Mankind.” ,

“Encouraging the children to sing, through the inclusion of music and arti- cles re music is most commendable. These children will in turn teach their children, who will sing in fufure Houses of Worship.” —

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Trends, techniques, tips

THE ART OF MUSIC

What is music? It is sound, vibration and rhythm.

Centuries ago the cave dwellers heard music in nature—singing birds, pattering rain, whistling winds, mur- muring brooks, the crescendo of a water- fall. The first natural instruments were the human voice, hands and feet. A very ancient instrument mentioned in the Bible, the cymbals, may have been invented by someone clapping his hands together to make rhythm for a dance and wishing for a louder sound, brought together sticks or stones. The earliest wind instruments were made

by shepherds of hollow reed stalks found near swamps and lakes. By punching a few holes in them it was possible to play a tune. The shepherds used them to call their sheep. The stringed instruments must have been invented when it was found that vibra- tions could be made by stretching fine pieces of gut across a board, fastening down the ends. The drum or tom-tom was made by stretching an animal skin tightly over a hollow log.

Many instruments can be made by children in the home or classroom so they can discover for themselves how and why different ones produce dif- ferent sounds. For example, a tam-

Questions and answers

As Baha’i parents are enjoined to train their children, what is the im- portance of weekly Baha’i children’s classes?

ANSWER:

School for the children in which Tablets are read, the teachings of His Holiness Baha’u’llah explained, and the Word of God read, is exceedingly blessed. Undoubtedly meetings should be held regularly and invested with importance so that day unto day its circle may be enlarged and be quick- ened with the breaths of the Holy Spirit. If this meeting be organized be- fittingly, rest thou assured that it shall yield most great results; but firmness and steadfastness are necessary... .

Words of ‘Adul’l-Baha. Quoted in Star of the West, Vol. IX, p. 92

What is the significance of the Baha’i’s Feast?

ANSWER

The Nineteen Day Feast was inaugu- tated by The Bab and ratified by Baha’w'llah in His Holy Book, the- Aqdas, so that people may gather to-

Children’s hour

Teach your children what hath been revealed through the Pen of Glory. In- struct them in what hath descended from the heaven of greatness and pow- er. Let them memorize the Tablets of the Merciful and chant them with the most melodious voices in the halls of the Mashriqu’l-Adhkar,

-~—‘Abdu’l-Baha, Star of the West, Vol. IX

An event of historic importance took place at the Feasts of Naw-Ruz and Ridvan in the Mashriqu’l-Adhkar, the Holiest House of Worship in the world, when the first Baha’i children’s a cap-

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gether and outwardly show fellowship and love, that the Divine mysteries may be disclosed. The object is con- cord, that through this fellowship hearts may become perfectly united, and reciprocity and mutual helpful- ness be established. Because the mem- bers of the world of humanity are un- able to exist without being banded to- gether, co-operation and helpfulness is the basis of human society. Without the realization of these two great prin- cipals no great movement is pressed forward.

—Abdu’l-Baha The Baha’i Community

“The Nineteen Day Feast has been described by the Guardian as the found- ation of the World Order of Baha’u‘l- lah. It is to be conducted according to the following program: the first part, entirely spiritual reading from Baha’i Sacred Writings; the second part con- sists of general consultation on the af- fairs of the Cause. The third part is the material feast and social meeting of all the believers, and should main- tain the spiritual nature of the Feast.”

The Baha'i Community

NEWS

pella choir sang from the gallery, in the auditorium. They sang the “Five- Fold Greatest Name” and the “Pre- lude” and “Benediction.”

Children in the choir represented the communities of Chicago, Deerfield, Elmhurst, Villa Park, Glencoe, North- brook, Norridge and Oak Park, Skokie:

FRED PENOYER, KATHY PENOYER, HOW- ARD DEPPE, LINDA DEPPE, SANDRA JEN- SEN, LEONEL JENSEN, ALFRED JENSEN, CAROL CHRISTENSEN, DICK CHRISTEN- SEN, KAROL KAYE, SUSAN KAYE, JIMMY HANNEN, LINDA HANNEN, JUDY HAN- NEN, DEBBIE RANKIN, MONA GAIL RAN- KIN, PATRICIA GREGORY, DANA _ CON- NER, JULIETTE LA ROCQUE, MICHAEL LA _ROCQUE, MARY GELLER, KATHY HYDE, LAURIE HUTCHINSON, LYNN HUTCHINSON, .

bourine to delight a child can be made by stitching two paper plates together, face to face. Use colored string, large stitches and at each stitch attach a lit- tle bell. Then color the plates gaily with crayons or paints. A tom-tom can be made from a round oatmeal box. Make a small hole in the bottom and in the top. Measure a piece of cord the length of the outstretched arms. Put the cord through the hole in the bot- tom of the box tying a large knot in the end of the cord inside the box. Put the other end through the cover, tying another large knot in that end inside the cover. Fasten the cover on tightly with tape, then paint or cover the box with fancy paper. Finally, find two sticks, hang the drum around the neck like a locket and beat out a rhythm!

In teaching children to sing it is very important to acquaint them with the true pitch of each note of the scales within their voice range. A piano in perfect tune .. , is fine, of course, but lacking this the Master Key Chromatic pitch instrument can be purchased in most music appliance stores for two dollars, Starting with middle C, or “do” of the C major seale, sound the note. The child first hums it, then taking a deep breath, sings the note on exhal- ing. Proceed with the next note and on up the scale sing do, re, me, fa, so, la, ti, do, and down again for one octave or as far as the child can sing without strain,

The bounty is ours in acquiring the art of music. ‘Abdu’l-Baha tells us in Bahai World Faith ... The Manifested Light, Baha’u’llah, in this glorious period has revealed in Holy Tablets that singing and music are the spiritual food of the hearts and souls. In this dis- pensation, music is one of the arts that is highly approved and is considered to be the cause of the exaltation of sad and desponding hearts.

CONCLUSION

Child’s Way

Published bi-monthly by the Na- tional Baha’i Child Education Com- mittee with the help of all Baha'is.

EDITORS:

Mrs. Jean Hutchinson Mrs. Janet Rodgers Kaye Mrs. Betty Fiedler

Mrs. Ruth W. Jones

CORRESPONDENCE AND SUBSCRIPTIONS:

Child’s Way

Box 245

Wilmette, Illinois

Price: $2.00 for six issues.

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