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10
Methods of Teaching the Cause
How Should | Teach?
‘Let him not wait for any directions, or expect any special encouragement, from the elected representatives of his community, nor be deterred by any obstacles which his relatives, or fellow-citizens may be inclined to place in his path, nor mind the censure of his critics or enemies... .
“*.. let him carefully consider every avenue of approach which he might utilize in his personal attempts to capture the attention, maintain the interest, and deepen the faith, of those whom he seeks to bring into the fold of his Faith.
‘Let him survey the possibilities which the particular circumstances in which he lives offer him, evaluate their advantages, and proceed intelligently and systematically to utilize them for the achievement of the object he has in mind.
‘‘Let him also attempt to devise such methods as association with clubs, exhibitions, and societies, lectures on subjects akin to the teachings and ideals of his Cause... .
‘“‘Let him, while such contacts are being made, bear in mind the claims which his Faith is constantly making upon him to preserve its dignity, and station, to safeguard the integrity of its laws and principles, to demonstrate its comprehensiveness and universality, and to defend fearlessly its manifold and vital interests.
‘“‘Let him consider the degree of his hearer’s receptivity, and decide for himself the suitability of either the direct or indirect method of teaching... .
‘Let him remember the example set by ‘Abdu’l-Baha, and His constant admonition to shower such kindness upon the seeker, and exemplify to such a degree the spirit of the teachings he hopes to instill into him, that the recipient will be spontaneously impelled to
11
Then What Should | Do?
identify himself with the Cause embodying such teachings.
“Let him refrain, at the outset, from insisting on such laws and observances as might impose too severe a strain on the seeker’s newly-awakened faith, and endeavor to nurse him, patiently, tactfully, and yet determinedly, into full maturity, and aid him to proclaim his unqualified acceptance of whatever has been ordained by Baha’u’llah.’’"—Shoghi Effendi
(The Advent of Divine Justice, pp. 42-43,
emphasis added)
“Let him, as soon as that stage has been attained, introduce him to the body of his fellow-believers, and seek, through constant fellowship and active participation in the local activities of his community, to enable him tocontribute his share to the enrichment of its life, the furtherance of its tasks, the consolidations of its interests, and the coordination of its activities with those of its sister communities.
“Let him not be content until he has infused into his spiritual child so deep a longing as to impel him to arise independently, in his turn, and devote his energies to the quickening of other souls, and the upholding of the laws and principles laid down by his newly-adopted Faith.
‘Let every participator in the continent-wide campaign initiated by the American believers
. . . bear in mind the necessity of keeping in close and constant touch with those responsible agencies designed to direct, coordinate, and facilitate the teaching activities of the entire community. ...
“Let him, moreover, seek, whenever feasible,
through intercommunity visits to stimulate the
zeal for teaching. . . ..—Shoghi Effendi (The Advent of Divine Justice, pp. 43-45, emphasis added)
