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SECTION ONE, part 2.
(at bottom, click CONTINUE for part 3.)Previously all education provision had been in classes run by individuals, often containing children of widely varying ages, always dependent on the good will, resources and circumstances of the individual. The service provided was sacrificial, undoubtedly, but it was a frail service with no system, no back-up and no guaranteed continuity. If the teacher fell ill, moved away or lost interest, then the class died instantly.
With the founding of the first Thomas Breakwell School, there was a Director for the school, an Assistant Director, class teachers and assistant class teachers, a management committee, a timetable, terms, a proper planning of lesson schemes in advance, homework, and an educational consultant on hand to conduct teacher training and to produce handbooks which described how such a school is set up, how to become an effective teacher in a Baháí school, a syllabus for use in such schools and how to be effective as a parent in relation to such schools. All this was to ensure a continued, regular and systematic education for the children. Suddenly, there was a new awareness of Baháí Education and a new excitement. From this grew the Baháí Education Committee with its departments for Child, Youth and Adult education, and the Baháí Sunday Schools, now called Community Schools, began to spread across the country, even abroad. It also led to the holding of several education symposia where Baháí educational ideas and experiences could be shared more widely.
With the launch of the Six Year Plan, the Universal House of Justice devoted an entire section of its 25th February 1986 message, to all National Spiritual Assemblies, to the Baháí education of children and youth. It was major objective number six:
"A wider extension of Baháí education to children and youth, and the strengthening of Baháí family life
*Encourage the holding of regular classes for the Baháí education of children
* Develop systematic lesson plans and other materials for the Baháí education of children
*Train believers to teach Baháí childrens classes
*Establish a programme for the guidance of parents, especially mothers, in the care and training of Baháí children ..."
Four key words are used here - REGULAR, SYSTEMATIC, TRAIN and GUIDANCE. The London Thomas Breakwell School was pleased to have anticipated the wishes of the Universal House of Justice in these areas, and the newly formed Baháí Education Committee had four clear tasks to work on.
In terms of a Baháí Curriculum, per se, the first clear call for the formulation of a National Baháí Curriculum came in a paper read at the first Baháí Education Symposium on 23rd June 1985 at the Baháí Centre in London. The paper was entitled "The Implementation in the United Kingdom of Baháí Educational Principles" and suggested the formulation of a National Baháí Education Committee with ten goals to achieve. Goal number five stated:
"Monitoring the development of Baháí classes at the local level with a view to formulating a national curriculum after a given number of years, once several working models had been developed at particular locations."
Nearly four years later, a Second Symposium on Baháí Education was held at Newman College Birmingham from 31st March to 2nd April 1989 with, as the preface to its proceedings states, the objectives of:
"...a) provide the basis for the formation and implementation of a Baháí education curriculum, and b)to provide a forum for Baháís and educationalists to contribute to this process."
Of the 28 addresses and papers contained in the proceedings, entitled "Trends in Baháí Education" (1990), two actually addressed the subject of Baháí curriculum development head on (indeed, they were the two with the word "curriculum" in their titles), and one attempted a systematic protocol of the questions and processes Baháí educationalists might go through when trying to set up a Baháí curriculum. Clearly, this was still premature.
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