Picture children drawing a map of America, talking and laughing, correcting one another, while the teacher waits to show the true outline at the end. ‘Abdu’l-Bahá describes lessons like these with evident delight: teaching by questions, a word on the blackboard asked in three languages, praise for every right answer, no more than six hours a day so that the brain is not tired, learning that feels like play. Beneath the method lies a question about purpose. He lays out a whole progression, from the first letter copied on paper to sciences, arts, trades and a vocation chosen by inclination and talent, and then insists that the indispensable basis of all of it is spiritual character; an unlettered person alive with divine excellence still serves society, while learning without a pure intent becomes harm personified. Aristotle asked whether education exists for usefulness, for virtue, or for a fuller life [1], and his disdain for paid occupations throws into relief the dignity given here to useful work. The way continues into the education of children, moral education, and the vision of universal education for every child.
… All questions and answers. You will request the children to draw a map of America. They will begin to draw, talking and laughing together, teaching and correcting one another. Then the teacher should draw for them a map which is correct.
By means of this method the children will learn easily and will enjoy their lessons.
This is a very wonderful system, and the beauty of it is that it will not be laborious for the children, nor fatigue them. The lessons will be so interesting that learning will be like play and the children will be happy all the while.
(‘Abdu’l-Bahá, Words to Prof. E. A. Rogers, spoken on 1912-Oct-22 -- ABU0517)
02
For instance: students should not have more than six hours a day, lessons and preparations included. Otherwise they will not succeed. The brain becomes tired."
(‘Abdu’l-Bahá, Words to Anna Kunz, spoken on 1921-Mar-28 -- ABU0326)
03
For instance, each day the teacher should present one divine topic for the children to discuss among themselves. The children themselves will become extremely enthusiastic, and in a short time even a young child will be able to cite verses and traditions as proof. Secondly, they should be taught manners, character, proper conduct, goodly deeds and actions, reading and writing, algebra, arithmetic, geometry, languages, history, geography, and other beneficial sciences.
If a child hath a liking for commerce, then let him choose commerce; if industry, then industry; if for higher education, then the advancement of knowledge; if for some other of the responsibilities of humankind, then that. Let him be placed in the field for which he hath an inclination, a desire, and a talent.
But the indispensable basis of all is that he should develop spiritual characteristics and the praiseworthy virtues of humankind. This is the primary consideration. If a person be unlettered, and yet clothed with divine excellence, and alive in the breaths of the Spirit, that individual will contribute to the welfare of society, and his inability to read and write will do him no harm.
(‘Abdu’l-Bahá, 1903 ca., to Haji Abdur-Rahim (Baha'i School in Ishqabad) -- AB00236)
05
Once they become skilled readers, let the teacher instruct them in the Persian Tablets, also the "Secret of Divine Civilization", and some of the poetry collections. When they have made some progress, if it be feasible let them be taught basic principles of science, the divine proofs, the knowledge of the oneness of God, algebra, arithmetic, the Arabic language, geography and geometry.
(‘Abdu’l-Bahá, 1903 ca., to Mirza Husayn Jushqani -- AB02191)
06
"In such schools, since only material subjects and natural philosophy are taught, they do not produce highly accomplished souls. Whenever both divine and natural philosophy are taught, extraordinary souls and great advancements will result.
(‘Abdu’l-Bahá, Words to Mr Maxwell, spoken on 1912-Aug-31 -- ABU1166)
07
The Universities and colleges of the world must hold fast to three cardinal principles.
First; Whole-hearted service to the Cause of education, the unfolding of the mysteries of nature, the extension of the boundaries of Pure Science, the elimination of the causes of ignorance and social evils, the standardization of a universal system of instruction, and the diffusion of the lights of knowledge and reality.
Second: Service to the Cause of Morality, raising the moral tone of the students, inspiring them with the sublimest ideals of ethical refinement, teaching them altruism, inculcating in their lives the beauty of holiness and the excellency of virtue and animating them with the excellences and perfections of the religion of God.
Third: Service to the oneness of the world of humanity; so that each student may consciously realize that he is a brother to all mankind, irrespective of religion or race.
(‘Abdu’l-Bahá, Words spoken on 1914-Feb-15 -- ABU1650)
08
The goal is to make the child, the human being, into a citizen of the Kingdom of God. A human being with goals beyond the transient will always be a good citizen for the authorities and for his fellow citizens! The ideal man should be at home in two worlds, in the material, earthly home, and in the world of divine thoughts, the eternal goals in the 'Malakut-i-Allah' = in the Kingdom of God.
(‘Abdu’l-Bahá, Words spoken on Mt Carmel in June 1909 -- ABU0376)
09
He said: "The object of such a Baha'i school will be the cultivation of the spiritual and intellectual instincts in the child by arranging a thorough program for his moral and scientific training. … Aside from the purely technical side of the program, which I do not need to dwell upon it for obvious reasons, there will be prepared a program spiritual in character, consisting of ethics, prayers, supplications and those divine, religiously - undenominational subjects which will tend to uplift the thought of the student toward his Maker and instill in his mind a glowing love for his fellow men. This spiritual program will be graded from the very simple lessons to the more complex subjects.
… Books are not necessary at this stage of teaching. Oral instruction is the best. In this manner the child will learn in one year what he would have learned ordinarily in 3 or 4 years.
(‘Abdu’l-Bahá, Words to some friends, spoken on 1914-Nov-10 -- ABU0568)
10
But whatever matter the divine friends undertake should be carried out with utmost perfection, thoroughness and order. The lessons should be organized, the times fixed, the teachers accomplished, and the students should make every effort, so that the desired results may be achieved from these established schools and day by day the young plants of the divine garden may progress in all branches of knowledge and win the trophy of excellence over all other children.
(‘Abdu’l-Bahá, 1908-Jul-07, to Baha'is of Najafabad -- AB01632)
11
The teachers of the school must be educators - they must both educate and teach the children. They must teach spiritual qualities and heavenly attributes, so that the children may become like brilliant candles, bestowing the lights of human perfections.
… Therefore all the teachers of that school must be souls who are believing, assured, of good character, of good conduct, knowledgeable and educators. Only then will results be obtained from the children's school. Otherwise the result will be defective.
(‘Abdu’l-Bahá, Words spoken ca. Jan. 1909 -- ABU0949)
12
I have carried in my memory an educational system but so far there has been no means for its realization.
Once that system is beaten into a workable shape in two years the children will study four languages; at the age of ten they have studied science and at the age of twelve they are graduated. I wanted to establish a trial school of 81 pupils (9 x 9) all at the age of 6 years, the children to be brought from Persia and Ashkabad, the teachers to be engaged from America but a number of unforeseen difficulties prevented me."
(‘Abdu’l-Bahá, Words spoken at House of Abbud in Akka, 1914-Dec-12 -- ABU1452)
13
If you carry out the plan I outlined for your school, it will afford me great spiritual joy.
(‘Abdu’l-Bahá, 1912-Nov-12, to E A Rogers -- AB11039)
14
Rather, the people of Iran themselves should promote education without foreign interference. Similarly, they should promote beneficial knowledge and useful sciences, not letting schools become places for promoting worthless ideas and corrupt teachings.
(‘Abdu’l-Bahá, to Mirza Muhammad Hasan Adib -- AB05039)
15
From childhood the mothers train the minds of their children with noble ideals and make them look at pictures giving them object lessons;- so that in the long run it becomes a second nature to them.
… They must have rules and regulations to prevent the children reading books of romance and exciting stories; even the teachers must not refer to such things in their lectures or class-rooms.
When the moral tone of the community is raised to a higher level through this system of ethical education, they will make great advancement in sciences and arts and crown their lives with success and prosperity.
(‘Abdu’l-Bahá, Words spoken on board the SS Baron Call at sea, 1913-Dec-03 -- ABU2358)
16
Most ideas must be taught them through speech, not by book learning. One child must question the other concerning these things, and the other child must give the answer. In this way, they will make great progress. For example, mathematical problems must also be taught in the form of questions and answers. One of the children asks a question and the other must give the answer. Later on, the children will of their own accord speak with each other concerning these same subjects.
(‘Abdu’l-Bahá, Words to the friends, spoken at Hotel Marquardt on 1913-Apr-29 -- ABU2054)
17
O spiritual Mahmud! Make your school the divine school and become the teacher of infinite bounty. Teach lessons in truths and meanings. Train the children in such wise that each one may become proficient in all the sciences and arts, both literary and material, and in divine meanings, and may become an adornment to the world of humanity.
(‘Abdu’l-Bahá, to Mirza Mahmud Damghani -- AB09481)
18
Therefore, this firm foundation must be laid in childhood, for while the branch is fresh and tender, it can easily be made straight and upright.
… The teachings for children's schools are extensive, and there is no time now to elaborate, so a brief outline is provided: First, training in manners and character, refinement of qualities, encouragement to acquire perfections, urging adherence to the religion of God and firmness in God's law, complete obedience and submission to just government, truthfulness and trustworthiness toward the present throne, benevolence toward all humanity, kindness to all peoples, learning beneficial arts and foreign languages, good conduct, persistence in offering prayers for the good of kings and subjects, and avoiding the reading of books of materialistic sects and naturalistic peoples, as well as love stories and romantic compositions. The essence of all lessons is confined to the acquisition of human perfections.
(‘Abdu’l-Bahá, 1900 or <, to Mulla Ahmad Ali Nayrizi -- AB00251)