Memorisation – Whether prayers or quotes from the Writings, start with small ones.

e.g. for age 3-5 "this most great World Order."

e.g. for age 6-8 "The world has been upset through the influence of this most great World Order.

e.g. for age 9-11"The world’s equilibrium hath been upset through the vibrating influence of this most great, this new World Order.

e.g. for age 12-14 "The world’s equilibrium hath been upset through the vibrating influence of this most great, this new World Order. Mankind’s ordered life hath been revolutionised through the agency of this unique, this wondrous System... "

Completion - produce versions with words or letters missing that the students have to insert.

e.g. full quote: "External cleanliness, although it is but a physical thing, hath a great influence upon spirituality." ‘Abdu’l-Bahá

After having had at least a week to try learning it, ask students to complete this version:

"__ternal _____liness, although it __ but a ph______ thing, hath a _____ influence upon ______uality." After some more time to learn, complete this:

"__ternal _____liness, al______ it __ but a ph______ th___, hath a _____ in_______ upon ______uality." Later try to complete: "E------- c----------, a------- i- i- b-- a

p------- t----, h--- a g---- I-------- u--- s------------."

Meditation - Include a short meditation or quiet period in every lesson, from the youngest class.  As an example, consider reading the following to your class, adapting according to age:

      (Pause for a while – about a minute for older students, less if younger)

Notice your surroundings, notice the colours of the plants, the sky, the ground. Feel the air, listen to those sounds and silences. Become aware of a feeling of well-being and enjoy it.   (Pause for a while)

  (Pause for a while) See those vibrant colours, feel the particular texture of the bud, be aware of any fragrance.   (Pause for a while)

Meditate upon the whole bush and its surroundings. Develop a greater awareness of how the rose grows and changes.  (Pause for a while) Become aware of all the forces interacting to allow this rosebush to exist and grow.  (Pause for a while) Marvel at the creation of the rose.  (Pause for a while) Marvel at the creation of the seed.  (Pause for a while) Marvel at the creation of the stem, the thorns, the roots, the soil.  (Pause for a while) Learn more than you know you are learning. Become more aware than you can be aware of being aware. Discover the secrets of the life-force of the rose. (longer silence)

Allow your thoughts to refocus to the present. Be aware of your breathing, (allow time to do so). Feel the chair supporting you, the sensation of your hair on your forehead, the sound of my voice. Become aware of being in this room, the presence of the rest of the group. In your own time, and taking your time, open your eyes when ready, fully alert and present back here in the room, today.

Jigsaw - the kind of "jigsaw" would depend on the age of the students and what was being fitted together; e.g. letters which make a word, for the very young, (note different angles and variations of cut mean that the shapes will only fit together one way), words that fit together to make a quote, or parts of a beautiful picture which can be admired when complete.

Make Music.  -  First listen to appropriate music, with or without words, for spiritual atmosphere. e.g. Beethoven’s Pastoral Symphony.

e.g. O Most Mighty Ocean, Bahá’í CD with words.

Have prayers/writings set to music, maybe listen to a recording to start with, then students try to sing, either unaccompanied, as in Bahá’í Houses of Worship, or accompanied by the tape, or even accompanied by simple musical instruments, percussion for younger students (with care to keep the reverence of the occasion!), or chime bars, keyboard etc. for older ones.

 Last modified: May 17, 2001

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