As children’s class teachers helped the kids rehearse a presentation for a celebration Oct. 21–22 in Marquette, Michigan, of the bicentenary of the Birth of Bahá’u’lláh, one child asked, “So, is this play about ‘Abdu’l-Bahá?”

“Typically, our children’s class stories from the Grade 2 and 3 curriculum feature ‘Abdu’l-Bahá, so the kids are not as familiar with Bahá’u’lláh,” says teacher Christine Swadley.

And because the play they were presenting was focused on the life and teachings of the Founder of the Bahá’í Faith Himself, that simple question pointed to the need to offer the children additional information and explanations.

That need was echoed in Washington, DC, where children’s classes held a neighborhood storytelling activity, complete with props the children made, a day before the city’s main celebration of the bicentenary.

Sharing more stories in DC

“The children have a love and admiration for ‘Abdu’l-Bahá, which the Grades 2 and 3 children's class materials from the Ruhi Institute fosters,” notes Anis Ragland, who teaches a class in the Columbia Heights section of the nation’s capital with Bárbara Saar. “We speak openly about ‘Abdu’l-Bahá and the children know that ‘Abdu’l-Bahá is the son of Bahá’u’lláh, who was loved and served by His son.

“I think this bicentenary and the children’s participation was an opportunity to familiarize the children more with the life of Bahá’u’lláh. The story they told in particular mentions Bahá’u’lláh’s unique wisdom and special powers as a child.”

When the teachers visit parents in their homes, Ragland says, they always make it clear that the children’s classes are based on Bahá’u’lláh’s teachings. “We always share Bahá’u’lláh’s claim and the purpose of the Bahá’í Faith when introducing the children’s classes so that parents know what they are sending their children to.”

A conversation informed by Ruhi Book 6, Teaching the Cause, has been shared with the parents of two children, he says, and one of these parents has participated in two study circles. Another parent has attended devotionals in the neighborhood.

“With other parents, we are still working on having a more in-depth conversation about who Bahá’u’lláh is,” he says. “All this [is] to say, we are trying to advance a conversation about Bahá’u’lláh and His teachings and it is in different places with different people.”

The children also had an opportunity after the bicentenary event to review their effort “so as to try and instill early on a pattern of action and reflection,” says Ragland.

“We talked about how telling the story was a service to the neighborhood that brought joy to our hearts and the hearts of others. We also discussed how we had to put into practice spiritual qualities in order to be able to work together to contribute to the bicentenary celebration.”

Special lessons in Michigan

Swadley acquainted her children’s class in Marquette with Bahá’u’lláh as they practiced for their bicentenary play.

“We took a break from using the curriculum for Grade 2, but utilized the format of the class that the children are accustomed [to],” she points out. “We used several of our children’s class sessions to gradually tell the story in place of our usual story time from the curriculum.”

Likewise, says Swadley, “Rather than our usual drama time, we practiced the scenes a little at a time. Rather than our normal prayers and songs time, we practiced what would be included in the program. Our craft time was used for making props.

“All aspects of this preparation made the story come to life for the children. We also had a discussion about not portraying Bahá’u’lláh in the play, which helped them to feel His specialness.”