A Compilation on Bahá’í Education

by Research Department of the Universal House of Justice

Edition 1, (September 2006)

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Contents

[Frontispiece]

“The newly born babe of that Day excels the wisest and most venerable men of...”

The newly born babe of that Day excels the wisest and most venerable men of this time, and the lowliest and most unlearned of that period shall surpass in understanding the most erudite and accomplished divines of this age....

(The Báb, quoted in “The Dawn-Breakers: Nabíl’s Narrative of the Early Days of the Bahá’í Revelation”, trans. and ed. Shoghi Effendi. (London: Bahá’í Publishing Trust, 1975), p. 65)

FROM THE WRITINGS OF BAHÁ’U’LLÁH:

“1: The Prophets and Messengers of God have been sent down for the sole purpose of...”

The Prophets and Messengers of God have been sent down for the sole purpose of guiding mankind to the straight Path of Truth. The purpose underlying their revelation hath been to educate all men, that they may, at the hour of death, ascend, in the utmost purity and sanctity and with absolute detachment, to the throne of the Most High....

(“Gleanings from the Writings of Bahá’u’lláh”, rev. ed. (Wilmette: Bahá’í Publishing Trust, 1984), Sec. 81, pp. 156–7) [1]

“2: We have decreed, O people, that the highest and last end of all learning...”

We have decreed, O people, that the highest and last end of all learning be the recognition of Him Who is the Object of all knowledge...

(“Gleanings from the Writings of Bahá’u’lláh”, Sec. 98, p. 199) [2]

“3: Consider ... the revelation of the light of the Name of God, the Educator....”

Consider ... the revelation of the light of the Name of God, the Educator. Behold, how in all things the evidences of such a revelation are manifest, how the betterment of all beings dependeth upon it. This education is of two kinds. The one is universal. Its influence pervadeth all things and sustaineth them. It is for this reason that God hath assumed the title, “Lord of all worlds”. The other is confined to them that have come under the shadow of this Name, and sought the shelter of this most mighty Revelation. They, however, that have failed to seek this shelter, have deprived themselves of this privilege, and are powerless to benefit from the spiritual sustenance that hath been sent down through the heavenly grace of this Most Great Name. How great the gulf fixed between the one and the other!...

(“Gleanings from the Writings of Bahá’u’lláh”, Sec. 93, pp. 189–90) [3]

“4: Man is the supreme Talisman. Lack of a proper education hath, however,...”

Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess. Through a word proceeding out of the mouth of God he was called into being; by one word more he was guided to recognize the Source of his education; by yet another word his station and destiny were safeguarded. The Great Being saith: Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit therefrom....

(“Gleanings from the Writings of Bahá’u’lláh”, Sec.122, pp. 259–60) [4]

“5: Bend your minds and wills to the education of the peoples and kindreds of the...”

Bend your minds and wills to the education of the peoples and kindreds of the earth, that haply the dissensions that divide it may, through the power of the Most Great Name, be blotted out from its face, and all mankind become the upholders of one Order, and the inhabitants of one City....

(“Gleanings from the Writings of Bahá’u’lláh”, Sec. 154, pp. 333–4) [5]

“6: We prescribe unto all men that which will lead to the exaltation of the...”

We prescribe unto all men that which will lead to the exaltation of the Word of God amongst His servants, and likewise, to the advancement of the world of being and the uplift of souls. To this end, the greatest means is education of the child. To this must each and all hold fast. We have verily laid this charge upon you in manifold Tablets as well as in My Most Holy Book. Well is it with him who deferreth thereto.

We ask of God that He will assist each and every one to obey this inescapable command that hath appeared and been caused to descend through the Pen of the Ancient of Days.

(From a Tablet—translated from the Persian) [6]

“7: Unto every father hath been enjoined the instruction of his son and...”

Unto every father hath been enjoined the instruction of his son and daughter in the art of reading and writing and in all that hath been laid down in the Holy Tablet. He that putteth away that which is commanded unto him, the Trustees are then to take from him that which is required for their instruction, if he be wealthy, and if not the matter devolveth upon the House of Justice. Verily, have We made it a shelter for the poor and needy. He that bringeth up his son or the son of another, it is as though he hath brought up a son of Mine; upon him rest My Glory, My loving kindness, My Mercy, that have compassed the world.

(“A Synopsis and Codification of the Kitáb-i-Aqdas, the Most Holy Book of Bahá’u’lláh”, 1st ed. (Haifa: Bahá’í World Centre, 1973), pp. 15–16) [7]

“8: ...Everyone, whether man or woman, should hand over to a trusted person a...”

...Everyone, whether man or woman, should hand over to a trusted person a portion of what he or she earneth through trade, agriculture or other occupation, for training and education of children, to be spent for this purpose with the knowledge of the Trustees of the House of Justice.

(“Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas” [rev. ed.], (Haifa: Bahá’í World Centre, 1982), p.90) [8]

“9: Strain every nerve to acquire both inner and outer perfections, for the...”

Strain every nerve to acquire both inner and outer perfections, for the fruit of the human tree hath ever been and will ever be perfections both within and without. It is not desirable that a man be left without knowledge or skills, for he is then but a barren tree. Then, so much as capacity and capability allow, ye needs must deck the tree of being with fruits such as knowledge, wisdom, spiritual perception and eloquent speech.

(From a Tablet—translated from the Persian) [9]

“10: Man is even as steel, the essence of which is hidden: through admonition...”

Man is even as steel, the essence of which is hidden: through admonition and explanation, good counsel and education, that essence will be brought to light. If, however, he be allowed to remain in his original condition, the corrosion of lusts and appetites will effectively destroy him.

(From a Tablet—translated from the Persian) [10]

“11: There are many things which will, if neglected, be wasted, and come to...”

There are many things which will, if neglected, be wasted, and come to nothing. How often in this world do we see a child who has lost his parents and who, unless attention be devoted to his education and training, can produce no fruit. And better off dead than alive is he who produceth no fruit.

(From a Tablet—translated from the persian) [11]

“12: It is the bounden duty of parents to rear their children to be staunch in...”

It is the bounden duty of parents to rear their children to be staunch in faith, the reason being that a child who removeth himself from the religion of God will not act in such a way as to win the good pleasure of his parents and his Lord. For every praiseworthy deed is born out of the light of religion, and lacking this supreme bestowal the child will not turn away from any evil, nor will he draw nigh unto any good.

(From a Tablet—translated from the Persian) [12]

“13: The fear of God hath ever been the prime factor in the education of His...”

The fear of God hath ever been the prime factor in the education of His creatures. Well is it with them that have attained thereunto!

(“Epistle to the Son of the Wolf”, rev. ed. (Wilmette: Bahá’í Publishing Trust, 1979), p. 27) [13]

“14: That which is of paramount importance for the children, that which must...”

That which is of paramount importance for the children, that which must precede all else, is to teach them the oneness of God and the laws of God. For lacking this, the fear of God cannot be inculcated, and lacking the fear of God an infinity of odious and abominable actions will spring up, and sentiments will be uttered that transgress all bounds...

The parents must exert every effort to rear their offspring to be religious, for should the children not attain this greatest of adornments, they will not obey their parents, which in a certain sense means that they will not obey God. Indeed, such children will show no consideration to anyone, and will do exactly as they please.

(From a Tablet—translated from the Persian) [14]

“15: ...Schools must first train the children in the principles of religion,...”

...Schools must first train the children in the principles of religion, so that the Promise and the Threat recorded in the Books of God may prevent them from the things forbidden and adorn them with the mantle of the commandments; but this in such a measure that it may not injure the children by resulting in ignorant fanaticism and bigotry.

(“Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas”, p. 68) [15]

“16: ...Arts, crafts and sciences uplift the world of being, and are conducive...”

...Arts, crafts and sciences uplift the world of being, and are conducive to its exaltation. Knowledge is as wings to man’s life, and a ladder for his ascent. Its acquisition is incumbent upon everyone. The knowledge of such sciences, however, should be acquired as can profit the peoples of the earth, and not those which begin with words and end with words....

In truth, knowledge is a veritable treasure for man, and a source of glory, of bounty, of joy, of exaltation, of cheer and gladness unto him. Happy the man that cleaveth unto it, and woe betide the heedless.

(“Epistle to the Son of the Wolf”, pp. 26–27) [16]

“17: ...The learned of the day must direct the people to acquire those...”

...The learned of the day must direct the people to acquire those branches of knowledge which are of use, that both the learned themselves and the generality of mankind may derive benefits therefrom. Such academic pursuits as begin and end in words alone have never been and will never be of any worth. The majority of Persia’s learned doctors devote all their lives to the study of a philosophy the ultimate yield of which is nothing but words.

(“Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas”, P. 169) [17]

“18: It is incumbent upon the children to exert themselves to the utmost in...”

It is incumbent upon the children to exert themselves to the utmost in acquiring the art of reading and writing.... Writing skills that will provide for urgent needs will be enough for some; and then it is better and more fitting that they should spend their time in studying those branches of knowledge which are of use.

As for what the Supreme Pen hath previously set down, the reason is that in every art and skill, God loveth the highest perfection.

(From a Tablet—translated from the Persian) [18]

“19: In the treasuries of the knowledge of God there lieth concealed a...”

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....[1]

(“Epistle to the Son of the Wolf”, p. 32) [19]

“20: It beseemeth ... the ... officials of the Government to convene a gathering and...”

It beseemeth ... the ... officials of the Government to convene a gathering and choose one of the divers languages, and likewise one of the existing scripts, or else to create a new language and a new scripts or else to create a new language and a new script to be taught children in schools throughout the world. They would, in this way, be acquiring only two languages, one their own native tongue, the other the language in which all the peoples of the world would converse. Were men to take fast hold on that which hath been mentioned, the whole earth would come to be regarded as one country, and the people would be relieved and freed from the necessity of acquiring and teaching different languages....

(“Epistle to the Son of the Wolf”, p. 138) [20]

“21: Teach ye your children the verses that have been divinely revealed, that...”

Teach ye your children the verses that have been divinely revealed, that they may recite them in most melodious voices. This is what hath been set down in His mighty Book.

(From a Tablet—translated from the Arabic) [21]

“22: Teach your children that which hath been sent down from the heaven of...”

Teach your children that which hath been sent down from the heaven of majesty and power that they may recite the Tablets of the Merciful in the halls of the Mashriqu’l-Adhkárs in most melodious tones....

(“Kitáb-i-Aqdas”—provisional translation from the Arabic) [22]

“23: At the outset of every endeavour, it is incumbent to look to the end of...”

At the outset of every endeavour, it is incumbent to look to the end of it. Of all the arts and sciences, set the children to studying those which will result in advantage to man, will ensure his progress and elevate his rank. Thus the noisome odours of lawlessness will be dispelled, and thus through the high endeavours of the nation’s leaders, all will live cradled, secure and in peace.

...

The Great Being saith: The man of consummate learning and the sage endowed with penetrating wisdom are the two eyes to the body of mankind. God willing, the earth shall never be deprived of these two greatest gifts....

(“Tablets of Bahá’u’lláh Revealed after the Kitáb-i-Aqdas”, pp. 168–71) [23]

“24: As to the children: We have directed that in the beginning they should be...”

As to the children: We have directed that in the beginning they should be trained in the observances and laws of religion; and thereafter, in such branches of knowledge as are of benefit, and in commercial pursuits that are distinguished for integrity, and in deeds that will further the victory of God’s Cause or will attract some outcome which will draw the believer closer to his Lord.

We beg of God to assist the children of His loved ones and adorn them with wisdom, good conduct, integrity and righteousness.

He, verily, is the Forgiving, the Clement.

(From a Tablet—translated from the Persian and Arabic) [24]

“25: O Ḥusayn! O thou Preceptor!...”

O Ḥusayn! O thou Preceptor!

From His Most Great Prison, the countenance of the Ancient of Days is turned towards thee, and He teacheth thee that which will draw thee nigh unto God, the Lord of mankind.

Blessed is that teacher who shall arise to instruct the children, and to guide the people into the pathways of God, the Bestower, the Well-Beloved.

(From a Tablet—translated from the Arabic) [25]

“26: Blessed is that teacher who remaineth faithful to the Covenant of God, and...”

Blessed is that teacher who remaineth faithful to the Covenant of God, and occupieth himself with the education of children. For him hath the Supreme Pen inscribed that reward which is revealed in the Most Holy Book.

Blessed, blessed is he!

(From a Tablet—translated from the Persian) [26]

FROM THE WRITINGS OF ‘ABDU’L-BAHÁ:

“27: O God, O Thou Who hast cast Thy splendour over the luminous realities of...”

O God, O Thou Who hast cast Thy splendour over the luminous realities of men, shedding upon them the resplendent lights of knowledge and guidance, and hast chosen them out of all created things for this supernal grace, and hast caused them to encompass all things, to understand their inmost essence, and to disclose their mysteries, bringing them forth out of darkness into the visible world! “He verily showeth His special mercy to whomsoever He will.”[2]

O Lord, help Thou Thy loved ones to acquire knowledge and the sciences and arts, and to unravel the secrets that are treasured up in the inmost reality of all created beings. Make them to hear the hidden truths that are written and embedded in the heart of all that is. Make them to be ensigns of guidance amongst all creatures, and piercing rays of the mind shedding forth their light in this, the “first life”.[3] Make them to be leaders unto Thee, guides unto Thy path, runners urging men on to Thy Kingdom.

Thou verily art the Powerful, the Protector, the Potent, the Defender, the Mighty, the Most Generous.

O Company of God! To each created thing, the Ancient Sovereignty hath portioned out its own perfection, its particular virtue and special excellence, so that each in its degree may become a symbol denoting the sublimity of the true Educator of humankind, and that each, even as a crystalline mirror, may tell of the grace and splendour of the Sun of Truth.

And from amongst all creatures He hath singled out man, to grant him His most wondrous gift, and hath made him to attain the bounties of the Company on High. That most precious of gifts is attainment unto His unfailing guidance, that the inner reality of humankind should become as a niche to hold this lamp; and when the scattering splendours of this light do beat against the bright glass of the heart, the heart’s purity maketh the beams to blaze out even stronger than before, and to shine in glory on the minds and souls of men.

The attainment of the most great guidance is dependent upon knowledge and wisdom, and on being informed as to the mysteries of the Holy Words. Wherefore must the loved ones of God, be they young or old, be they men or women, each one according to his capabilities, strive to acquire the various branches of knowledge, and to increase his understanding of the mysteries of the Holy Books, and his skill in marshalling the divine proofs and evidences.

The eminent Sadru’s-Sudur, who hath verily attained a most exalted station in the Retreats of Bliss, inaugurated the teaching meeting. He was the first blessed soul to lay the foundation of this momentous institution. God be praised, during the course of his life he educated persons who today are strong and eloquent advocates of the Lord God, disciples who are indeed pure and spiritual descendants of him who was so close to the Holy Threshold. After his passing, certain blessed individuals took steps to perpetuate his teaching work, and when He learned of it, this Captive’s heart rejoiced.

At this time, likewise, I most urgently request the friends of God to make every effort, as much as lieth within their competence, along these lines. The harder they strive to widen the scope of their knowledge, the better and more gratifying will be the result. Let the loved ones of God, whether young or old, whether male or female, each according to his capabilities, bestir themselves and spare no efforts to acquire the various current branches of knowledge, both spiritual and secular, and of the arts. Whensoever they gather in their meetings let their conversation be confined to learned subjects and to information on the knowledge of the day.

If they do thus, they will flood the world with the Manifest Light, and change this dusty earth into gardens of the Realm of Glory.

(From a Tablet—translated from the Arabic) [27]

“28: O thou true friend! Read, in the school of God, the lessons of the...”

O thou true friend! Read, in the school of God, the lessons of the spirit, and learn from love’s Teacher the innermost truths. Seek out the secrets of Heaven, and tell of the overflowing grace and favour of God.

Although to acquire the sciences and arts is the greatest glory of mankind, this is so only on condition that man’s river floweth into the mighty Sea, and draweth from God’s ancient source His inspiration. When this cometh to pass, then every teacher is as a shoreless ocean, every pupil a prodigal fountain of knowledge. If, then, the pursuit of knowledge leadeth to the beauty of Him Who is the object of all knowledge, how excellent that goal; but if not, a mere drop will perhaps shut a man off from flooding grace, for with learning cometh arrogance and pride, and it bringeth on error and indifference to God.

The sciences of today are bridges to reality; if then they lead not to reality, naught remains but fruitless illusion. By the one true God! If learning be not a means of access to Him, the Most Manifest, it is nothing but evident loss.

It is incumbent upon thee to acquire the various branches of knowledge, and to turn thy face toward the beauty of the Manifest Beauty, that thou mayest be a sign of saving guidance amongst the peoples of the world, and a focal centre of understanding in this sphere from which the wise and their wisdom are shut out, except for whoso setteth foot in the Kingdom of Lights and becometh informed of the veiled and hidden mystery, the well-guarded secret.

(“Selections from the Writings of ‘Abdu’l-Bahá” [rev. ed.], (Haifa: Bahá’í World Centre, 1982), Sec. 72, p. 110) [28]

“29: Man is in the highest degree of materiality, and at the beginning of...”

Man is in the highest degree of materiality, and at the beginning of spirituality—that is to say, he is the end of imperfection and the beginning of perfection. He is at the last degree of darkness, and at the beginning of light; that is why it has been said that the condition of man is the end of the night and the beginning of day, meaning that he is the sum of all the degrees of imperfection, and that he possesses the degrees of perfection. He has the animal side as well as the angelic side, and the aim of an educator is to so train human souls that their angelic aspect may overcome their animal side....

(“Some Answered Questions”, rev. ed. (Wilmette: Bahá’í Publishing Trust, 1985), pp. 235) [29]

“30: Man is said to be the greatest representative of God, and he is the Book...”

Man is said to be the greatest representative of God, and he is the Book of Creation because all the mysteries of beings exist in him. If he comes under the shadow of the True Educator and is rightly trained, he becomes the essence of essences, the light of lights, the spirit of spirits; he becomes the centre of the divine appearances, the source of spiritual qualities, the rising-place of heavenly lights, and the receptacle of divine inspirations. If he is deprived of this education, he becomes the manifestation of satanic qualities, the sum of animal vices, and the source of all dark conditions.

The reason of the mission of the Prophets is to educate men, so that this piece of coal may become a diamond, and this fruitless tree may be engrafted and yield the sweetest, most delicious fruits. When man reaches the noblest state in the world of humanity, then he can make further progress in the conditions of perfection, but not in state; for such states are limited, but the divine perfections are endless.

(“Some Answered Questions”, pp. 236–37) [30]

“31: Close investigation will show that the primary cause of oppression and...”

Close investigation will show that the primary cause of oppression and injustice, of unrighteousness, irregularity and disorder, is the people’s lack of religious faith and the fact that they are uneducated. When, for example, the people are genuinely religious and are literate and well-schooled, and a difficulty presents itself, they can apply to the local authorities; if they do not meet with justice and secure their rights and if they see that the conduct of the local government is incompatible with the Divine good pleasure and the king’s justice, they can then take their case to higher courts and describe the deviation of the local administration from the spiritual law. Those courts can then send for the local records of the case and in this way justice will be done. At present, however, because of their inadequate schooling, most of the population lack even that vocabulary to explain what they want.

(“The Secret of Divine Civilization”, 2nd ed. (Wilmette: Bahá’í Publishing Trust, 1983), p. 18) [31]

“32: The primary, the most urgent requirement is the promotion of education....”

The primary, the most urgent requirement is the promotion of education. It is inconceivable that any nation should achieve prosperity and success unless this paramount, this fundamental concern is carried forward. The principal reason for the decline and fall of peoples is ignorance. Today the mass of the people are uniformed even as to ordinary affairs, how much less do they grasp the core of the important problems and complex needs of the time.

(“The Secret of Divine Civilization”, p. 109) [32]

“33: Observe carefully how education and the arts of civilization bring honour,....”

Observe carefully how education and the arts of civilization bring honour, prosperity, independence and freedom to a government and its people.

(“The Secret of Divine Civilization”, p. 111) [33]

“34: But education is of three kinds: material, human, and spiritual....”

But education is of three kinds: material, human, and spiritual. Material education is concerned with the progress and development of the body, through gaining its sustenance, its material comfort and ease. This education is common to animals and man.

Human education signifies civilization and progress—that is to say, government, administration, charitable works, trades, arts and handicrafts, sciences, great inventions and discoveries and elaborate institutions, which are the activities essential to man as distinguished from the animal.

Divine education is that of the Kingdom of God: it consists in acquiring divine perfections, and this is true education; for in this state man becomes the focus of divine blessings, the manifestation of the words, “Let Us make man in Our image, and after Our likeness.”[4] This is the goal of the world of humanity.

Now we need an educator who will be at the same time a material, human, and spiritual educator, and whose authority will be effective in all conditions. So if anyone should say, “I possess perfect comprehension and intelligence, and I have no need of such an educator”, he would be denying that which is clear and evident, as though a child should say, “I have no need of education; I will act according to my reason and intelligence, and so I shall attain the perfections of existence”; or as though the blind should say, “I am in no need of sight, because many other blind people exist without difficulty.”

Then it is plain and evident that man needs an educator, and this educator must be unquestionably and indubitably perfect in all respects and distinguished above all men. Otherwise, if he should be like the rest of humanity, he could not be their educator, more particularly because he must be at the same time their material and human as well as their spiritual educator—that is to say, he must teach men to organize and carry out physical matters, and to form a social order in order to establish cooperation and mutual aid in living so that material affairs may be organized and regulated for any circumstances that may occur. In the same way he must establish human education—that is to say, he must educate intelligence and thought in such a way that they may attain complete development, so that knowledge and science may increase, and the reality of things, the mysteries of beings, and the properties of existence may be discovered; that, day by day, instructions, inventions, and institutions may be improved; and from things perceptible to the senses conclusions as to intellectual things may be deduced.

He must also impart spiritual education, so that intelligence and comprehension may penetrate the metaphysical world, and may receive benefit from the sanctifying breeze of the Holy Spirit, and may enter into relationship with the Supreme Concourse. He must so educate the human reality that it may become the center of the divine appearance, to such a degree that the attributes and the names of God shall be resplendent in the mirror of the reality of man, and the holy verse, “We will make man in Our image and likeness”, shall be realized.[5]

(“Some Answered Questions”, pp. 8–9) [34]

“35: There are some who imagine that an innate sense of human dignity will...”

There are some who imagine that an innate sense of human dignity will prevent man from committing evil actions and insure his spiritual and material perfection. That is, that an individual who is characterized with natural intelligence, high resolve, and a driving zeal, will, without any consideration for the severe punishments consequent on evil acts, or for the great rewards of righteousness, instinctively refrain from inflicting harm on his fellow men and will hunger and thirst to do good. And yet, if we ponder the lessons of history it will become evident that this very sense of honor and dignity is itself one of the bounties deriving from the instructions of the Prophets of God. We also observe in infants the signs of aggression and lawlessness, and that if a child is deprived of a teacher’s instructions his undesirable qualities increase from one moment to the next. It is therefore clear that the emergence of this natural sense of human dignity and honor is the result of education. Secondly, even if we grant for the sake of the argument that instinctive intelligence and an innate moral quality would prevent wrongdoing, it is obvious that individuals so characterized are as rare as the philosopher’s stone. An assumption of this sort cannot be validated by mere words, it must be supported by the facts. Let us see what power in creation impels the masses toward righteous aims and deeds!

Aside from this, if that rare individual who does exemplify such a faculty should also become an embodiment of the fear of God, it is certain that his strivings toward righteousness would be strongly reinforced.

(“The Secret of Divine Civilization”, pp. 97–8) [35]

“36: As to the differences among human beings and the superiority or...”

As to the differences among human beings and the superiority or inferiority of some individuals to others, the materialists are of two schools of thought: one group is of the opinion that these differences and the superior qualities of some individuals are inborn, and are, as they would put it, an exigency of nature. According to them, it is obvious that differences within the species are inherent. For example, there are, in nature, different kinds of trees; animals, too, are varied in their nature; even minerals vary naturally among themselves, and you have here a quarry filled with stones, there a mine of rubies, translucent and richly red; here a shell with pearl enclosed, there only a bit a clay.

The other school of traditional philosophers holdeth to the view that the differences among individuals and the varying levels of intellects and talents derive from education: for with training, a crooked branch can grow straight, and a barren tree of the desert can be domesticated, it can be grafted and made to bear fruit, which may be bitter, but with time turneth sweet. At first, its fruit may be small; but it will grow large and full of flavour, a delight to the taste.

The strongest proof adduced by the second group is this, that the tribes of Africa are, generally speaking, ignorant and wild, while the civilized peoples of America are, in general, possessed of wisdom and understanding, which proveth that the difference between these two peoples is due to education and experience. Such are the stated views of the philosophers.

The Manifestations of God, on the other hand, affirm that differences are demonstrably and indisputably innate, and that “We have caused some of you to excel others”[6] is a proven and inescapable fact. It is certain that human beings are, by their very nature, different one from the other. Observe a small group of children, born of the same parents, attending the same school, receiving the same education, living on the same diet: some, becoming well educated, will achieve a high degree of advancement; some will reach a middle level; and some will not prove educable at all. It is therefore clear that the disparity among individuals is due to differences of degree which are innate.

But the Manifestations also consider that training and education demonstrably exert a tremendous influence. If, for example, a child is deprived of schooling he will certainly remain ignorant, and his knowledge will be limited to what he is able to find out for himself; but if he is brought to a qualified teacher to study the sciences and arts, he will learn of the discoveries made by thousands of other human beings. Thus education is a guide to those who have gone astray; it maketh the blind to see; it bestoweth judgement on the foolish, and a yield of greatness on the unproductive; it causeth the mute to speak, and turneth the false dawn into the true morning’s light; through it the tiny seed will become a towering palm, and the runaway slave, a reigning king.

Thus is it certain that education exerteh an influence, and for this reason the Manifestation of God, the Well-Springs of His mercy, are raised up in the world, that through the breaths of holiness They may educate the human race, and make of the sucking child a strong and valiant man. Through Them will the outcasts of the earth become the cherished companions of Heaven, and the portionless receive their due.

(From a Tablet—translated from the Persian) [36]

“37: Question.—How many kinds of character has man, and what is the cause...”

Question.—How many kinds of character has man, and what is the cause of the differences and varieties in men?

Answer.—He has the innate character, the inherited character, and the acquired character which is gained by education.

With regard to the innate character, although the divine creation is purely good, yet the varieties of natural qualities in man come from the difference of degree; all are excellent, but they are more or less so, according to the degree. So all mankind possess intelligence and capacities, but the intelligence, the capacity, and the worthiness of men differ. This is evident.

For example, take a number of children of one family, of one place, of one school, instructed by one teacher, reared on the same food, in the same climate, with the same clothing, and studying the same lessons—it is certain that among these children some will be clever in the sciences, some will be of average ability, and some dull. Hence it is clear that in the original nature there exists a difference of degree and varieties of worthiness and capacity. This difference does not imply good or evil but is simply a difference of degree. One has the highest degree, another the medium degree, and another the lowest degree. So man exists; the animal, the plant and the mineral exist also—but the degrees of these four existences vary. What a difference between the existence of man and of the animal! Yet both are existences. It is evident that in existence there are differences of degrees.

The variety of inherited qualities comes from strength and weakness of constitution—that is to say, when the two parents are weak, the children will be weak; if they are strong, the children will be robust. In the same way, purity of blood has a great effect; for the pure germ is like the superior stock which exists in plants and animals. For example, you see that children born from a weak and feeble father and mother will naturally have a feeble constitution and weak nerves; they will be afflicted and will have neither patience, nor endurance, nor resolution, nor perseverance, and will be hasty; for the children inherit the weakness and debility of their parents.

Besides this, an especial blessing is conferred on some families and some generations. Thus it is an especial blessing that from among the descendants of Abraham should have come all the Prophets of the children of Israel. This is a blessing that God has granted to this descent: to Moses from his father and mother, to Christ from his mother’s line; also to Muḥammad and the the Báb, and to all the Prophets and the Holy Manifestations of Israel. The Blessed Beauty[7] is also a lineal descendant of Abraham, for Abraham had other sons besides Ishmael and Isaac who in those days migrated to the lands of Persia and Afghanistan, and the Blessed Beauty is one of their descendants.

Hence it is evident that inherited character also exists, and to such a degree that if the characters are not in conformity with their origin, although they belong physically to that lineage, spiritually they are not considered members of the family, like Canaan,[8] who is not reckoned as being of the race of Noah.

But the difference of the qualities with regard to culture is very great, for education has great influence. Through education the ignorant become learned; the cowardly become valiant. Through cultivation the crooked branch becomes straight; the acid, bitter fruit of the mountains and woods becomes sweet and delicious; and the five-petaled flower becomes hundred-petaled. Through education savage nations become civilized, and even the animals become domesticated. Education must be considered as most important, for as diseases in the world of bodies are extremely contagious, so, in the same way, qualities of spirit and heart are extremely contagious. Education has a universal influence, and the differences caused by it are very great.

Perhaps someone will say that, since the capacity and worthiness of men differ, therefore, the difference of capacity certainly causes the difference of characters.[9]

But this is not so, for capacity is of two kinds: natural capacity and acquired capacity. The first, which is the creation of God, is purely good—in the creation of God there is no evil; but the acquired capacity has become the cause of the appearance of evil. For example, God has created all men in such a manner and has given them such a constitution and such capacities that they are benefited by sugar and honey and harmed and destroyed by poison. This nature and constitution is innate, and God has given it equally to all mankind. But man begins little by little to accustom himself to poison by taking a small quantity each day, and gradually increasing it, until he reaches such a point that he cannot live without a gram of opium every day. The natural capacities are thus completely perverted. Observe how much the natural capacity and constitution can be changed, until by different habits and training they become entirely perverted. One does not criticize vicious people because of their innate capacities and nature, but rather for their acquired capacities and nature.

In creation there is no evil; all is good. Certain qualities and natures innate in some men and apparently blameworthy are not so in reality. For example, from the beginning of his life you can see in a nursing child the signs of greed, of anger and of temper. Then, it may be said, good and evil are innate in the reality of man, and this is contrary to the pure goodness of nature and creation. The answer to this is that greed, which is to ask for something more, is a praiseworthy quality provided that it is used suitably. So if a man is greedy to acquire science and knowledge, or to become compassionate, generous, and just, it is most praiseworthy. If he exercises his anger and wrath against the bloodthirsty tyrants who are like ferocious beasts, it is very praiseworthy; but if he does not use these qualities in a right way, they are blameworthy.

(“Some Answered Questions”, pp. 212–15) [37]

“38: As to the difference between that material civilization now prevailing,...”

As to the difference between that material civilization now prevailing, and the divine civilization which will be one of the benefits to derive from the House of Justice, it is this: material civilization, through the power of punitive and retaliatory laws, restraineth the people from criminal acts; and notwithstanding this, while laws to retaliate against and punish a man are continually proliferating, as ye can see, no laws exist to reward him. In all the cities of Europe and America, vast buildings have been erected to serve as jails for the criminals.

Divine civilization, however, so traineth every member of society that no one, with the exception of a negligible few, will undertake to commit a crime. There is thus a great difference between the prevention of crime through measures that are violent and retaliatory, and so training the people, and enlightening them, and spiritualizing them, that without any fear of punishment or vengeance to come, they will shun all criminal acts. They will, indeed, look upon the very commission of a crime as a great disgrace and in itself the harshest of punishments. They will become enamoured of human perfections, and will consecrate their lives to whatever will bring light to the world and will further those qualities which are acceptable at the Holy Threshold of God.

See then how wide is the difference between material civilization and divine. With force and punishments, material civilization seeketh to restrain the people from mischief, from inflicting harm on society and committing crimes. But in a divine civilization, the individual is so conditioned that with no fear of punishment, he shunneth the perpetration of crimes, seeth the crime itself as the severest of torments, and with alacrity and joy, setteth himself to acquiring the virtues of humankind, to furthering human progress, and to spreading light across the world.

(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 105, pp. 132–33) [38]

“39: Among the safeguards of the Holy Faith is the training of children, and...”

Among the safeguards of the Holy Faith is the training of children, and this is among the weightiest of principles in all the Divine Teachings. Thus from the very beginning mothers must rear their infants in the cradle of good morals—for it is the mothers who are the first educators—so that, when the child cometh to maturity, he will prove to be endowed with all the virtues and qualities that are worthy of praise.

And further, according to the Divine commandments, every child must learn reading and writing, and acquire such branches of knowledge as are useful and necessary, as well as learning an art or skill. The utmost care must be devoted to these matters; any neglect of them, any failure to act on them, is not permissible.

Observe how many penal institutions, houses of detention and places of torture are made ready to receive the sons of men, the purpose being to prevent them, by punitive measures, from committing terrible crimes—whereas this very torment and punishment only increaseth depravity, and by such means the desired aim cannot be properly achieved.

Therefore must the individual be trained from his infancy in such a way that he will never undertake to commit a crime, will, rather, direct all his energies to the acquisition of excellence, and will look upon the very commission of an evil deed as in itself the harshest of all punishments, considering the sinful act itself to be far more grievous than any prison sentence. For it is possible so to train the individual that, although crime may not be completely done away with, still it will become very rare.

The purport is this, that to train the character of humankind is one of the weightiest commandments of God, and the influence of such training is the same as that which the sun exerteth over tree and fruit. Children must be most carefully watched over, protected and trained; in such consisteth true parenthood and parental mercy.

Otherwise, the children will turn into weeds growing wild, and become the cursed, Infernal Tree,[10] not right from wrong, distinguishing not the highest of human qualities from all that is mean and vile; they will be brought up in vainglory, and will be hated of the Forgiving Lord.

Wherefore doth every child, new-risen in the garden of Heavenly love, require the utmost training and care.

(From a Tablet—translated from the Persian) [39]

“40: The root cause of wrongdoing is ignorance, and we must therefore hold fast...”

The root cause of wrongdoing is ignorance, and we must therefore hold fast to the tools of perception and knowledge. Good character must be taught. Light must be spread afar, so that, in the school of humanity, all may acquire the heavenly characteristics of the spirit, and see for themselves beyond any doubt that there is no fiercer Hell, no more fiery abyss, than to possess a character that is evil and unsound; no more darksome pit nor loathsome torment than to show forth qualities which deserve to be condemned.

The individual must be educated to such a high degree that he would rather have his throat cut than tell a lie, and would think it easier to be slashed with a sword or pierced with a spear than to utter calumny or be carried away by wrath.

Thus will be kindled the sense of human dignity and pride, to burn away the reapings of lustful appetites. Then will each one of God’s beloved shine out as a bright moon with qualities of the spirit, and the relationship of each to the Sacred Threshold of his Lord will be not illusory but sound and real, will be as the very foundation of the building, not some embellishment on its façade.

It followeth that the children’s school must be a place of utmost discipline and order, that instruction must be thorough, and provision must be made for the rectification and refinement of character; so that, in his earliest years, within the very essence of the child, the divine foundation will be laid and the structure of holiness raised up.

Know that this matter of instruction, of character rectification and refinement, of heartening and encouraging the child, is of the utmost importance, for such are basic principles of God.

Thus, if God will, out of these spiritual schools illumined children will arise, adorned with all the fairest virtues of humankind, and will shed their light not only across Persia, but around the world.

It is extremely difficult to teach the individual and refine his character once puberty is passed. By then, as experience has shown, even if every effort be exerted to modify some tendency of his, it all availeth nothing. He may, perhaps, improve somewhat today; but let a few days pass and he forgetteth, and turneth backward to his habitual condition and accustomed ways. Therefore it is in early childhood that a firm foundation must be laid. While the branch is green and tender it can easily be made straight.

Our meaning is that qualities of the spirit are the basic and divine foundation, and adorn the true essence of man; and knowledge is the cause of human progress. The beloved of God must attach great importance to this matter, and carry it forward with enthusiasm and zeal.

(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 111) pp. 136–37) [40]

“41: Were there no educator, all souls would remain savage, and were it not for...”

Were there no educator, all souls would remain savage, and were it not for the teacher, the children would be ignorant creatures.

It is for this reason that, in this new cycle, education and training are recorded in the Book of God as obligatory and not voluntary. That is, it is enjoined upon the father and mother, as a duty, to strive with all effort to train the daughter and the son, to nurse them from the breast of knowledge and to rear them in the bosom of sciences and arts. Should they neglect this matter, they shall be held responsible and worthy of reproach in the presence of the stern Lord.

(“Selections from the Writings of ‘Abdu’l-Bahá”, Sec. 98, pp. 126–27) [41]

“42: And among the teachings of Bahá’u’lláh is the promotion of education....”

And among the teachings of Bahá’u’lláh is the promotion of education. Every child must be instructed in sciences as much as is necessary. If the parents are able to provide the expenses of this education, it is well, otherwise the community must provide the means for the teaching of that child.