We have in the past likened the main sequence to the trunk of a tree that supports other courses branching from it, each branch addressing some specific area of action. The preparation of such branch courses would necessarily occur over time through a pattern marked by action and reflection and in which conceptualization and activity in the field go hand in hand. For training institutes that take on this task, there are several requisites. They will need to be able to understand profoundly the content of the institute’s main sequence and the pedagogical principles involved, analyse clearly the experience arising at the grassroots as activities advance, collaborate with teams of friends dedicated to the progress of specific aspects of the community-building process, operate in a learning mode, and draw into their work individuals with abilities needed for preparing materials. Once in place, the branch course would help the friends promoting the related activity to further strengthen their capacity, and it would contribute to extending the associated process of learning in the life of the population. The course would also serve as a repository of the accruing knowledge and as a means for its propagation. ^{1 2}

The bounties of the Blessed Perfection are infinite. We must endeavor to increase our capacity daily, to strengthen and enlarge our capabilities for receiving them, to become as perfect mirrors. The more polished and clean the mirror, the more effulgent is its reflection of the lights of the Sun of Truth. Be like a well-cultivated garden wherein the roses and variegated flowers of heaven are growing in fragrance and beauty. It is my hope that your hearts may become as ready ground, carefully tilled and prepared, upon which the divine showers of the bounties of the Blessed Perfection may descend and the zephyrs of this divine springtime may blow with quickening breath. Then will the garden of your hearts bring forth its flowers of delightful fragrance to refresh the nostril of the heavenly Gardener. Let your hearts reflect the glories of the Sun of Truth in their many colors to gladden the eye of the divine Cultivator Who has nourished them. Day by day become more closely attracted in order that the love of God may illumine all those with whom you come in contact. Be as one spirit, one soul, leaves of one tree, flowers of one garden, waves of one ocean. ³

Concerning branch courses, how they are to emerge must be understood in the context of the dynamics in countries and regions where the community-building process is advancing with intensity. As many more friends dedicate themselves to promoting the various activities to which the study of institute courses gives rise, distinct areas of learning associated with each of these activities steadily take shape in the life of a population. Some of these areas of learning, such as those concerned with collective worship, deepening, and teaching, are supported by Area Teaching Committees, while others related to the spiritual education of children, junior youth, and youth and adults are fostered by the training institutes. Additional areas of learning supported by other agencies also gradually come into place as more and more people study the higher courses of the institute’s sequence. As the endeavours in each of these areas are sustained by growing numbers of friends, fresh insights are generated that are distinctive in that they arise from systematic effort undertaken in a particular social and cultural setting. There is an increasing understanding of what other concepts, approaches, abilities, and attitudes are essential to advancing an aspect of the community-building process. These become objects of conversation in periodic gatherings held to consult and reflect on the experience being gained. Aside from the initiatives individuals or institutions and agencies may take to respond to these needs, the institute might decide to promote the use of a supplementary material as described above. Over time, what is learned is captured by the institutions and agencies of the Faith in various documents, narrative accounts, and case studies which, in their totality, constitute a record of unfolding experience. When a sizeable body of knowledge accumulates, it becomes possible to further systematize it by developing a branch course. ^{1 2}

As to thy question regarding the education of children: it behooveth thee to nurture them at the breast of the love of God, and urge them onward to the things of the spirit, that they may turn their faces unto God; that their ways may conform to the rules of good conduct and their character be second to none; that they make their own all the graces and praiseworthy qualities of humankind; acquire a sound knowledge of the various branches of learning, so that from the very beginning of life they may become spiritual beings, dwellers in the Kingdom, enamored of the sweet breaths of holiness, and may receive an education religious, spiritual, and of the Heavenly Realm. Verily will I call upon God to grant them a happy outcome in this. ³

The flourishing of a vibrant process of spiritual education in growing numbers of clusters will require of institutes a well-developed ability to oversee the appropriate introduction of supplementary elements. In this, institutes must be as much concerned with reinforcing the educational process as with maintaining its integrity. They will thus need to bear in mind the various cautions we set out in our 12 December 2011 message. They must, of course, also guard against overwhelming the friends with diverse additional elements that, by their sheer volume, might inadvertently detract from the effective delivery of the principal materials. ^{1 2}

Now, we need an educator who can be at the same time a material, a human, and a spiritual educator, that his authority may have effect at every degree of existence. And should anyone say, “I am endowed with perfect reason and comprehension, and have no need for such an educator”, he would be denying the obvious. It is as though a child were to say, “I have no need of education, but will act and seek the perfections of existence according to my own thinking and intelligence”, or as though a blind man were to claim, “I have no need of sight, for there are many blind people who get by.” ³

When we addressed the question of materials for the education of children and junior youth in our message to you of 12 December 2011, we indicated that, beyond the materials that are the core of each of these programmes, teachers and animators would, often in consultation with the institute coordinator at the cluster level, determine whether or not additional elements would be required to reinforce the educational process. The impressive advances in many parts of the world with regard to offering spiritual education to large numbers of children and junior youth have certainly involved a growing capacity of teachers and animators to wisely supplement the study of the lessons and texts with appropriate elements on the basis of their specific circumstances. Notable in this respect are elements related to artistic activity and service projects. Nonetheless, when the need to supplement the study of a particular topic has been felt across a country or region, some institutes have themselves developed or adopted additional materials and have arranged for them to be disseminated more extensively. These supplementary items have, for the most part, been simple elements, such as songs or stories. A similar experience is unfolding in relation to the main sequence of courses, although the additional materials that some institutes have introduced in this connection, which include compilations from the Bahá’í writings on specific topics and case studies of relevant experience, tend to be of a more complex nature. ^{1 2}

Consider the wonderful effect of spiritual education and training. By it the fisherman Peter was transformed into the greatest of teachers. Spiritual education made the disciples radiant lamps in the darkness of the world and caused the Christians of the first and second centuries to become renowned everywhere for their virtues. Even philosophers bore testimony to this. Among them was Galen, the physician, who wrote a book upon the subject of the progress of the nations. He was a celebrated philosopher of the Greeks, although not a Christian. In his book he stated that religious beliefs exercise a tremendous influence upon civilization and that the world is in need of such belief. In proof of this, he said, in substance, “In our time there is a certain people called Christians, who, though neither philosophers nor scholastically trained, are superior to all others as regards their morality. They are perfect in morals. Each one of them is like a great philosopher in morals, ethics and turning toward the Kingdom of God.” This is evidence from the testimony of an intelligent outside observer that spiritual education is the light of the world of humanity and that its absence in the world is darkness itself. ³

In our message dated 30 December 2021 to the Conference of the Continental Boards of Counsellors, we highlighted how pleased we have been to observe the rich body of knowledge and insights which the friends, labouring in diverse social and cultural contexts, are generating about aspects of the community-building process. The friends are also becoming increasingly adept at identifying needs related to growth that are emerging naturally from efforts at the grassroots. These developments have implications for the systems for preparing and refining educational materials. We have thus concluded that it would now be propitious for more attention to be paid to extending the capacity to prepare educational materials, particularly in relation to supplementary materials and branch courses. ^{1 2}

But education is of three kinds: material, human, and spiritual. Material education aims at the growth and development of the body, and consists in securing its sustenance and obtaining the means of its ease and comfort. This education is common to both man and animal.

Human education, however, consists in civilization and progress, that is, sound governance, social order, human welfare, commerce and industry, arts and sciences, momentous discoveries, and great undertakings, which are the central features distinguishing man from the animal.

As to divine education, it is the education of the Kingdom and consists in acquiring divine perfections. This is indeed true education, for by its virtue man becomes the focal centre of divine blessings and the embodiment of the verse “Let Us make man in Our image, after Our likeness.” This is the ultimate goal of the world of humanity. ³

The knowledge and insights, the spiritual qualities and attitudes, and the skills and abilities for service treated in the courses of the Ruhi Institute remain vital to the efforts of Bahá’í communities. Therefore, these materials will continue to be a prominent feature of the educational endeavours of all training institutes during this new series of global Plans. We are aware that the Ruhi Institute will, during the Nine Year Plan, seek to complete the preparation of all the materials it has outlined for use in children’s classes, junior youth groups, and study circles, and the revision of published editions as necessary in light of experience. However, beyond what it has already delineated, it is not expected to develop new materials to be used worldwide. ^{1 2}

“O friend! Whatsoever hath been announced in the Books hath been revealed and made clear. From every direction the signs have been manifested. The Omnipotent One is calling, in this day, and announcing the appearance of the Supreme Heaven. The world hath been illumined with the splendours of His revelation, yet how few are the eyes that can behold it! Beseech the peerless and incomparable Lord to bestow a penetrating insight upon His servants, for insight leadeth to true knowledge and is conducive to salvation. Indeed, the attainments of man’s understanding are dependent upon his keenness of sight. Were the children of men to gaze with the eye of understanding, they would see the world illumined with a new light in this day. Say: The Daystar of knowledge is manifest and the Luminary of insight hath appeared. Fortunate indeed is the one who hath attained, who hath witnessed, and who hath recognized.” ³

Over the twenty-five-year period that ended at Riḍván 2021, the endeavours of training institutes to help the friends enhance their capacity for service were central to progress. When, at the beginning of the last series of global Plans, we called for systematic attention to be given to devising methods for training large numbers of believers, institutes faced the task of developing their own materials or selecting from those readily available. Generally, institutes found it challenging to develop new materials; however, those that adopted the courses prepared by the Ruhi Institute were able to make rapid progress. Therefore, as was stated in our message to you of 28 December 2005, we determined that the books of the Ruhi Institute, which had proven their efficacy, would constitute the main sequence of courses of institutes everywhere at least for the remainder of that series of Plans. The extensive use of these courses, as well as of the lessons and texts for the spiritual education of children and junior youth, expedited the advance of the institute process across the globe. Now, with the Bahá’í world embarked on a new series of global Plans, we have considered again the question of the materials of training institutes and wish to convey our conclusions. ^{1 2}

Therefore, we must endeavor always, cry, supplicate and invoke the Kingdom of God to grant us full capacity in order that the bestowals of God may become revealed and manifest in us. And as we attain to these heavenly bounties, we shall offer thanks unto the threshold of oneness. Then shall we rejoice in the Lord that in this wonderful century and glorious age, under the shelter of the Kingdom of God we have enjoyed these bestowals and will arise in praise and thanksgiving. Therefore, I first exhort myself and then I entreat you to appreciate this great bestowal, recognize this most great guidance, accept these bounties of the Lord. You must endeavor day and night to become worthy of a generous portion of these gifts and realize full capacity of attainment. Praise be to God! Your hearts are illumined, your faces are turned toward the Kingdom of God. It is my hope that all of these degrees may be reached and these friends attain a station which shall be an example and stimulus for all friends in the world. May the love of God spread from here onward and outward; may the knowledge of God be sent broadcast from this place; may spiritual forces become effective here; may the lights of the Kingdom shine; may intelligent souls be found here so that with all power they may be occupied in the service of God, furthering the oneness of the human world and the cause of the Most Great Peace. May these souls be lighted candles and fruitful trees; may they be pearls of the shells of providence; may they be stars of heaven. This is my supplication to God. This is my request from the Beauty of Abhá: that He may submerge all of you in the ocean of His grace.. ³

How we long to see humanity illumined with the love of its Lord; how we long to hear His praise on every tongue ¹. Knowing the ardency of our wish, you know then the emotion with which, when we lay our heads upon the Most Holy Threshold, we implore Bahá’u’lláh to make you, and all who cherish His precious Faith, ever more perfect channels of His ineffable grace. ^{2 3}

Prejudice—whether it be religious, racial, patriotic or political in its origin and aspect—is the destroyer of human foundations and opposed to the commands of God. God has sent forth His Prophets for the sole purpose of creating love and unity in the world of human hearts. All the heavenly Books are the written word of love. If they prove to be the cause of prejudice and human estrangement, they have become fruitless. Therefore, religious prejudice is especially opposed to the will and command of God. Racial and national prejudices which separate mankind into groups and branches, likewise, have a false and unjustifiable foundation, for all men are the children of Adam and essentially of one family. There should be no racial alienation or national division among humankind. Such distinctions as French, German, Persian, Anglo-Saxon are human and artificial; they have neither significance nor recognition in the estimation of God. In His estimate all are one, the children of one family; and God is equally kind to them. The earth has one surface. God has not divided this surface by boundaries and barriers to separate races and peoples. Man has set up and established these imaginary lines, giving to each restricted area a name and the limitation of a native land or nationhood. By this division and separation into groups and branches of mankind, prejudice is engendered which becomes a fruitful source of war and strife. Impelled by this prejudice, races and nations declare war against each other; the blood of the innocent is poured out, and the earth torn by violence. Therefore, it has been decreed by God in this day that these prejudices and differences shall be laid aside. All are commanded to seek the good pleasure of the Lord of unity, to follow His command and obey His will; in this way the world of humanity shall become illumined with the reality of love and reconciliation. ⁴

We put great reliance on you and on National Spiritual Assemblies to ensure that, in all the efforts made to acquaint the friends with the nature of this collective enterprise, the perspective of history is kept fully in view. The civilization of today, for all its material prowess, has been found wanting, and the verdict has been issued by the Supreme Pen: “Know ye not that We have rolled up that which the people possessed, and have unfolded a new order in its place?” ¹ The establishment of Divine Civilization is, in the words of the Guardian, “the primary mission of the Bahá’í Faith” ². It is to be built upon the most foundational qualities, ones for which the world stands in great need: unity, trustworthiness, mutual support, collaboration, fellow feeling, selflessness, commitment to truth, a sense of responsibility, a thirst to learn, the love of an all-embracing heart. ^{3 4}

For man two wings are necessary. One wing is physical power and material civilization; the other is spiritual power and divine civilization. With one wing only, flight is impossible. Two wings are essential. Therefore, no matter how much material civilization advances, it cannot attain to perfection except through the uplift of spiritual civilization.

All the Prophets have come to promote divine bestowals, to found the spiritual civilization and teach the principles of morality. Therefore, we must strive with all our powers so that spiritual influences may gain the victory. For material forces have attacked mankind. The world of humanity is submerged in a sea of materialism. The rays of the Sun of Reality are seen but dimly and darkly through opaque glasses. The penetrative power of the divine bounty is not fully manifest. ⁵

A historic mission

We hope to have impressed upon you, in these pages, that the present-day capacity of the Bahá’í community, combined with the discipline it has achieved through adherence to a coherent framework for action, has prepared it for an extensive, rigorous test of all its resources, spiritual as well as material. The Plan that will shortly commence—the first major undertaking in a sacred twenty-five-year venture, generational in its scope and significance—will make demands of the individual believer, the community, and the institutions reminiscent of the demands that the Guardian made of the Bahá’í world at the outset of the Ten Year Crusade. If, by the grace of Almighty God, the friends should succeed in reaching the heights of heroism to which they are now summoned, history will assuredly pay tribute to their actions in terms no less glowing than those with which it honours the glorious deeds that decorate the annals of the first century of the Formative Age. ^{1 2}

The purport of this is that God is almighty, but His greatness cannot be brought within the grasp of human limitation. We cannot limit God to a boundary. Man is limited, but the world of Divinity is unlimited. Prescribing limitation to God is human ignorance. God is the Ancient, the Almighty; His attributes are infinite. He is God because His light, His sovereignty, is infinite. If He can be limited to human ideas, He is not God. Strange it is that, notwithstanding these are self-evident truths, man continues to build walls and fences of limitation about God, about Divinity so glorious, illimitable, boundless. Consider the endless phenomena of His creation. They are infinite; the universe is infinite. Who shall declare its height, its depth and length? It is absolutely infinite. How could an almighty sovereignty, a Divinity so wondrous, be brought within the limitations of faulty human minds even as to terms and definition? Shall we then say that God has performed a certain thing and He will never be able to perform it again? That the Sun of His effulgence once shone upon the world but now has set forever? That His mercy, His grace, His bounty once descended but now have ceased? Is this possible? No! We can never say nor believe with truth that His Manifestation, the adored verity, the Sun of Reality, shall cease to shine upon the world. ³