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[Page 1]Child’s Way A GUIDE FOR BAHÁ’Í PARENTS AND TEACHERS

Published by THE NATIONAL BAHÁ’Í CHILD EDUCATION COMMITTEE • JUNE 1957 (Bahá’í Year 114) No. 51

And God said, Let there be light: and there was light. —Genesis I: 3, 4, 5,

O SON OF SPIRIT! 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. —Bahá’u’lláh The Hidden Words.

WOODS BEHIND GEYSERVILLE SUMMER SCHOOL, THE BAHÁ’Í SCHOOL IN GEYSERVILLE, CALIFORNIA. COURTESY OF LUTHER WYATT COOPER.

From the editors’ notebook

CONVENTION REPORT National Bahá’í Child Education Committee

• * *

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 Bahá’í 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 specific 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 concluded that until we knew truly “what is Bahá’í 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 intended.

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 Bahá’í principle which ‘Abdu’l-Bahá called Independent Investigation. To pour facts and information into children’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 themselves.

Bahá’u’lláh said: It is the duty of every seeker to bestir himself and strive to attain the shores of this ocean, so that he may, in proportion to the eagerness of his search and the efforts he hath exerted, partake of such benefits as have been pre-ordained in God’s irrevocable and hidden Tablets.

And in the writings of ‘Abdu’l-Bahá 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 him a 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 Bahá’í education should not be to make Bahá’ís of our children, but rather to so educate them—so guide and cultivate their powers—that through their own experience they will be led unerringly to acceptance of Truth.

In the Tablet to Dr. Forel, ‘Abdu’l-Bahá 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 All-Powerful, Who is Self-Dependent and the Ultimate Cause.

As Bahá’ís we know that there is a chain of causation, too, which has linked all the races and religions of man to Bahá’u’lláh 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 catechism to memorize and accept as truth without effort on their part? By what right do we deprive them of the privilege and joy of discovering the Truth for themselves, as we found it for ourselves?

Every Bahá’í lives in two worlds, and until he makes his choice between them they are a constant source of conflict in his life. The Bahá’í child, too, experiences 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 Bahá’í education early—certainly not later than five or six, and preferably when he is an infant.

That is why the principle of Independent Investigation is so important, at all age and intelligence levels. The small child whose mind is only beginning 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 demonstrated in physical creation, and his awareness of the oneness of that creation 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 National 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 Bahá’í education from all other—religious or secular. 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 discussion workshop method) on an experimental 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 Bahá’í—that is if you have been in the Faith long enough to be familiar with the bulk of the writings of Bahá’u’lláh and ‘Abdu’l-Bahá. We think you will find, however, as we did, a new approach to the study of the Bahá’í Writings, and you may find also that it sheds the musk of hidden meanings over the Kingdoms of . . . Creation.

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

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

And in The Secret of Divine Civilization ‘Abdu’l-Bahá says: The primary, the most urgent requirement is the promotion 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 organization of the academic curriculum. From the lack of organization, education has become hap-hazard and confused . . . (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 spiritual enlightenment of youth, the means for the education of children, institute whenever possible Bahá’í 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. Fundamentally, it rests with the parents themselves, as individuals, and it is they who must bear the chief responsibility. The parents must be the teachers, and while ‘Abdu’l-Bahá 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-to-day 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 themselves 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, today 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 understanding.

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 something about it.

READERS’ SERVICE

He who educates his son, or any other’s children, it is as though he hath educated one of My children. Upon such an one be My Bahá! My providence and My mercy, which hath embraced all in the world!

‎Table Tablets‎ of Ishraqat

• * *

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

• * *

Man must prove whatever he speaketh by deeds and actions. If he claim faith, he must live and do according to the teachings of the Kingdom of Abhá.

Praise be to God! You have proved your words by deeds, were confirmed by divine strength and have gathered together the Bahá’í 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-Bahá

• * *

He (Bahá’u’lláh) promulgated the adoption of the same course of education for man and woman. Daughters and sons must follow the same curriculum 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 because 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 standards of training and teaching throughout the world of mankind should be brought into conformity and agreement; 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 allowed our wonderful standard “Freedom” to run away with our common sense. Our children start early to tyrannize 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 country, I have my rights.”

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

A CONFUSED PARENT

• * *

DEAR PARENT:

In our present social environment we are very conscious of personal freedom. 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 oppression 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 European 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 captured and enslaved others. It demonstrated that all men need the protection 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 written to protect freedom under all circumstances, 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 tendency is a serious fault in all social organization and unless it is overcome it can destroy the very fundamentals of all governments. From equal rights it quickly passes over to special privilege which is another way of saying oppression.

The Teachings of Bahá’u’lláh re-establish the true basis of human society. Fundamental in this basis is the renewal or restatement of the Divine Law which includes the clear exposition of the purpose of existence, the relationship of man to the world of nature, the function of the Divine Manifestations in ‎hte the‎ created world, and the importance of obedience to both religious and social laws. This new obedience will, strangely enough, be the cause of freedom for man.

The aim of every Bahá’í educator (in this case, parent) must be to help each individual pupil find the true objectives 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.

• * *

EDITORS NOTE:

The above reply to a parent was taken verbatim from the text of the Bahá’í Philosophy of Education, which is being formulated by the National Bahá’í Child Education Committee.

• * *

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 happy darlings and just love their songs and prayers which they learn very easily. We try to uphold the standards of Bahá’í 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 Bahá’ís of ‎Souix Sioux‎ Falls, S. Dakota

P.S. Our class and I are planning to attend the Davison Bahá’í School this summer.

• Children’s Primer, published by Bahá’í Publishing Trust, 110 Linden Avenue, Wilmette, Illinois.

DEAR MRS. ESINHART:

In conformity with Bahá’í writings which teach the unity of the world of existence, that all of creation is interdependent and that through education the worlds of nature are being advanced toward God, small children (being naturally close to nature) can be introduced to this concept by teaching about the things of nature in their environs.

The whole world of nature is a workshop 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 animal life. The objective is to open through the child’s natural curiosity the gradual awakening to the understanding of the unity of existence—that all life operates according to Divine Law and that this law is what is meant by the Law of God.

Stories that illustrate points connected with the theme should be read or told. There should be field trips, followed 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 dominance of the group by some individuals who are naturally dominant.

Drawing by the children is also a natural medium for education. The children are to be encouraged to draw pictures 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 objectives 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 Bahá’í class.

EDITOR’S NOTE:

The above answer to Mrs. Esinhart’s letter is from the text of the Bahá’í Philosophy of Education, being formulated by the National Bahá’í Child Education Committee.

• * *

COMMENTS and CRITICISMS

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

“The Editors should stimulate readers to buy or borrow the suggested books rather than quoting too much from the book.

“My Bahá’í Children’s Class enjoys hearing the stories read to them, although I have to adapt some of the material from the magazine for the preschoolers . . . I find most of the material is for the older children.”

“The word ‘Bahá’í’ should be dropped before ‘children,’ as this creates a distinction between children of Bahá’í and non-Bahá’í families.”

“The idea of fighting in such a story as ‘The Temple of Light’ is odious. Instead, there could be a variety of stories based on the theme of the Oneness of Mankind.”

“Encouraging the children to sing, through the inclusion of music and articles re music is most commendable. These children will in turn teach their children, who will sing in future Houses of Worship.” [Page 4]

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, murmuring 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 vibrations 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 different sounds. For example, a tambourine 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 little 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 bottom 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 scale, sound the note. The child first hums it, then taking a deep breath, sings the note on exhaling. 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-Bahá tells us in Bahá’í World Faith . . . The Manifested Light, Bahá’u’lláh, in this glorious period has revealed in Holy Tablets that singing and music are the spiritual food of the hearts and souls. In this dispensation, 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.

Questions and answers

As Bahá’í parents are enjoined to train their children, what is the importance of weekly Bahá’í children’s classes?

ANSWER:

School for the children in which Tablets are read, the teachings of His Holiness Bahá’u’lláh 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 quickened with the breaths of the Holy Spirit. If this meeting be organized befittingly, rest thou assured that it shall yield most great results; but firmness and steadfastness are necessary. . . .

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

What is the significance of the Bahá’í’s Feast?

ANSWER

The Nineteen Day Feast was inaugurated by The Bab and ratified by Bahá’u’lláh in His Holy Book, the Aqdas, so that people may gather together and outwardly show fellowship and love, that the Divine mysteries may be disclosed. The object is concord, that through this fellowship hearts may become perfectly united, and reciprocity and mutual helpfulness be established. Because the members of the world of humanity are unable to exist without being banded together, co-operation and helpfulness is the basis of human society. Without the realization of these two great ‎principals principles‎ no great movement is pressed forward.

—‘Abdu’l-Bahá The Bahá’í Community

“The Nineteen Day Feast has been described by the Guardian as the foundation of the World Order of Bahá’u’lláh. It is to be conducted according to the following program: the first part, entirely spiritual reading from Bahá’í Sacred Writings; the second part consists of general consultation on the affairs of the Cause. The third part is the material feast and social meeting of all the believers, and should maintain the spiritual nature of the Feast.”

The Bahá’í Community

Children’s hour news

Teach your children what hath been revealed through the Pen of Glory. Instruct them in what hath descended from the heaven of greatness and power. 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-Bahá, 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 Bahá’í children’s a cappella choir sang from the gallery, in the auditorium. They sang the “Five-Fold Greatest Name” and the “Prelude” and “Benediction.”

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

FRED PENOYER, KATHY PENOYER, HOWARD DEPPE, LINDA DEPPE, SANDRA JENSEN, LEONEL JENSEN, ALFRED JENSEN, CAROL CHRISTENSEN, DICK CHRISTENSEN, KAROL KAYE, SUSAN KAYE, JIMMY HANNEN, LINDA HANNEN, JUDY HANNEN, DEBBIE RANKIN, MONA GAIL RANKIN, PATRICIA GREGORY, DANA CONNER, JULIETTE LA ROCQUE, MICHAEL LA ROCQUE, MARY GELLER, KATHY HYDE, LAURIE HUTCHINSON, LYNN HUTCHINSON.

Child’s Way Published bi-monthly by the National Bahá’í Child Education Committee with the help of all Bahá’ís. 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.

PRINTED IN U.S.A.