The New Age Sufi School.
These schools are based on the book ‘Education’ by HIK. They started with nursery schools which were given the name Seed Centres. A heart centred approach is used in which the adults act as guides, not teachers. Attention is paid to the bodies, mental, physical, emotional, spiritual and social and it is vital to get down to the level of the child. There is a guide training course monthly and also parental involvement. The initiation of the world is beginning and we are finding a new morality. There is something in humanity that wants to find God and the universal God ideal is part of our curriculum. She mentions her book ‘Listen, I’m telling you something as a resource.

The aim of the New Age Sufi School is to build thinking, caring , feeling human beings. There are 3 different levels of learning and the child progresses at their own pace. The importance of one to one contact for the two and a half to three year olds. Prayer among new age school guides: “ Beloved One, Almighty God, through the chain of all masters, Through the guides of all angels and children, Place our feet firmly on the path of light. Illuminate our minds, purify our hearts, and fill us with joy, that we may be clear channels to our children”
The reality of the magnetic body and the use of our rays. As much magnetism as we give out we get back. Learn to use your breath with will and you will be able to use it for all humanity. Etheric massage – off the body healing with your hands . Start at fontanelle and move down, pinch the big toe. Then move up again. Do it at the front and at the back.

Hazrat Inayat Khan says that mankind is interdependent and the happiness of each depends upon the happiness of all. This is the first and last lesson that mankind has to learn today. The New Age Seed Schools started in San Francisco 10 years ago. It started as a wing of the Sufi Islamia Ruhaniat Society and it started as a commission given to Murshida Vera upon the death of Murshid Samuel Lewis to guide his children and care for his children. The history of these Seed Centers is presented. Socialization for the child must come first and Murshid Sam said the most important thing to teach a child is to walk. Descriptions of the New Age Infancy Schools are given; the basis of the curriculum is developmental levels as children develop at their own rate and own speed. Children are started at a success level. Learning centers are developed for three different developmental levels. The day’s schedule and curriculum at the Seed Center schools is described.

Murshida Vera is lecturing about how pre-school children learn to count by learning about families, using beads, colors, shapes etc. Each element has a color and each shape belongs to an element. All learning is discovered through activities that are set-up for the child. Murshida discusses the different physical movements for boys and girls. Hazrat Inayat Khan says in order to be spiritual one must communicate with nature, feel nature; one must go out into nature. Survival skills in nature are important to teach especially as children go through puberty. Murshida continues with quotes from Hazrat Inayat Khan concerning education and how the Seed Center school curriculum incorporates these teachings. Hazrat points to several additional topics that are important to teach in the education of children: different cultures and customs, family, good impressions and inventions, music (the foundation of the whole life), character development.

Teaching the God Ideal is discussed for boys and girls. It’s important to observe and learn from our children as each generation comes in with the constant expansion and change of the world and the peoples who live on it. It is a totally different development in the generations; each generation has an upped vibration, a different key that it is entering on. It’s important for teenagers to have a goal. Murshida Vera answers questions asked by the participants.

From the Curriculum for the Seed Centers

Lecture begins with the history of Hazrat Inayat Khan coming to the United States and bringing the Sufi message through music. He established the first Sufi center and school in the west called Kaaba Allah in Fairfax, California. Murshida Vera describes her early work with Murshid Sam and the beginnings of the New Age Sufi Schools. She talks about the philosophy of the New Age Sufi schools and the philosophy based upon the teachings of Hazrat Inayat Khan, where there are 5 bodies that are being educated: physical, mental, spiritual, moral, ethical. Within the first 5 years the pattern of the child’s life is formed. The school is working on the individual child’s developmental levels. Rest and activity are important parts of the schedule; the God ideal is stressed within the educational methods. Every learning center has 3 levels for the younger to more advanced child. The child is exposed to an experience and the child discovers and continues to explore what he/she is interested in. Teachers try to avoid frustration building in the child by various methods.

The importance of nutrition for children is stressed, especially a higher protein balanced diet. In the New Age schools a concept is presented and reinforced 14 to 21 times. A child is allowed to choose an area of study that they have success already and can build on that success. The importance of the mother’s presence for the child for the first 5 years is discussed. The Sufi message makes it very plain that in the first 5 years you are your child’s first guru. The New Age schools have also introduced a resource person in the community to work with the children in their work environment. Allowing children to expand in their own desire is crucial to the new age Sufi schools.

Murshida Vera is answering questions proposed by the audience related to the Sufi New Age schools and Sufism as a philosophy. Murshida Vera studied with Arnold Gesell in child developmental levels; that work influenced the New Age school curriculum along with Hazrat Inayat Khan’s philosophy on education.

Murshida is continuing to answer questions about the Sufi New Age Schools.

Philosophy of Education in the New Age Sufi Schools: Every child is the child of the community. Murshida offers an in-depth discussion of Hazrat Inayat Khan’s teachings on education: the ideal of unselfishness; education as a five-fold discipline of physical, mental, moral, social and spiritual enfoldment; children discover themselves and the goals of their lives through exploration in a controlled environment, days filled with tasks that are pleasurable and developmentally appropriate, building self-confidence and a positive attitude towards work. Participation of adults from the Sufi community gives children contact with the Message working through people in action; “The happiness of each depends upon the happiness of all.” Physical education: Murshid Samuel Lewis’s work with the walk and dance; Isadora Duncan; freedom of movement; rhythmic movement; supervised play, indoors and out. Mental education: beauty of thought, word, and action; periods of physical activity followed by periods of rest; storytelling, art and music appreciation; learning to sit or lie still on a mat; physical relaxation; learning to be a good listener; concentration; tasks which develop perception, detail and precision; encouraging fineness and subtlety of mind; gracefulness and refinement of manner. Moral education: right direction of love; harmony with playmates; proper understanding of breath; perceptual training; centering and meditation groups; sharing, giving, dividing possessions with others; reward unselfishness with praise and recognition in the peer group; bring to the child’s attention that love means sacrifice; selfishness is the natural state of early childhood years -- the “me,” “mine,” of the 2- to 2 ½ year developmental level – so children must be taught selflessness; charity of heart is taught through obedience, respecting, serving, responding; specific techniques to ensure that the child listens to directions, respects the guide, serves in areas the child loves and enjoys, and responds to the guide joyfully and appropriately; children need constant reinforcement and repetition; ensure that children complete tasks; demonstrate basic skills only; demonstration should bring about experimentation, exploration and realization. Social education: the world family; the kingdoms of nature; the child’s own family; the relationship of the family to the Sufi community and the broader community, extending to the nation and the continent, and ultimately the family of human beings; always consider the child’s freedom to choose his or her own companions; guide constantly, gradually bringing children to make choices in all their own tasks; objective observation and knowledge of developmental patterns makes social development the natural outcome of growth and guidance; chronological vs. developmental age. Spiritual education: show the child that there is a divine ideal toward which the whole of humanity is progressing; encourage sincerity; maintain a distinction between fantasy and reality while nurturing creativity; teach responsibility for one’s actions through daily experience; children are given input into the development of clear rules with no exceptions; justice, fairness and safety; guides and children grow together; respect for the aged; honest approach to death: instruct children that the spirit never dies; “Spirituality is not hard to teach; it is the natural inclination of the child.” – Hazrat Inayat Khan.

Hazrat Inayat Khan said that the first ideal is that the child must look up to its parent. The second ideal is that the child must look up to its guardian (person taking the place of the parent). The third ideal is inspiring the child with a sense of pride; strong self image. The fourth ideal is thoughtfulness in speaking or doing anything. The fifth ideal is the ideal of the unknown, the unseen. Hazrat’s message on education stresses providing the environment of discovery and letting the child discover by action and reaction, becoming the friend of the child one guides, bring out the good in your child. In summary, Hazrat’s philosophy on education is to win the child’s affection and love, train the spirit of the child, and tune the child to the higher ideal. Hazrat says that the outcome of the workings of all the kingdoms is in the physical body of the child. According to Hazrat’s teachings, the mental body is the accommodation for all the experiences of life; the mind is the impression of all sensory learning of life. Murshida discusses the four different kinds of souls.

The purpose of the Seed Centers is to spread the message of the new age schools far and wide. The children are taken where they are developmentally. The Sufi method of inhalation and exhalation of the breath as an alternating rhythm was used to base the school day’s rhythm of activity and passivity. Teaching children how to let down stress is part of the Seed Center’s methods. The power of the breath allows people to replenish oneself, endure, rejuvenate and live through the cycles of life. The people who are served in the Seed Center are the community at large; people from many spiritual disciplines. Hazrat Inayat Khan’s work on the unity of religious ideals is at the core of the Seed Center’s work. Murshida Vera describes the early work of Hazrat Inayat Khan and the work of Murshid Sam and Murshida Vera with the children of mureeds at Kaaba Allah. Murshida Vera also describes the early work with the flower children in the Haight Ashbury in San Francisco and Golden Gate Park with Murshid Sam. The groundwork for building a new age is taking people where they are at; what they can do well successfully and happily. So in the Seed Centers controlled atmospheres are set up and called learning centers. They are exploration centers and set up at three levels for children of various developmental levels. The importance of the walk, which Murshid Sam introduced, is presented. The first thing that is taught in the New Age Schools is the walk. The power of the breath is discussed; to master it yourself and model it is the real education of a teacher or guide. Exploring children to the broadest possible field of self-discovery is the basis of education.

This is about Dance training for small children. This can begin at approximately 3 years old, when neuro-motor patterning is ready. She explains what this means in terms of body movement.
She also talks about the philosophy of the Seed Schools is about exposing children to different experiences . The role of the guide is to observe and let the child know they are available if needed. The children decide which centre they want to explore. The guides also work in whatever centre they are drawn to. She stresses how important it is to undo brainwashing. The work is based on the teachings of Hazrat Inayat Khan, Sam’s dances, which can be adapted for children and the work of Murshida Vera herself. She counsels guides to use their intuition and polish their hearts. What is the child telling you/showing you? It is important for a teacher never to stand behind a child. She encourages guides to kneel down a lot. She then starts to talk about the four year old child.

Murshida outlines the program in a Seed School and the qualities necessary for guides in these schools. The program follows the outline given by Hazrat Inayat Khan. There is the physical aspect, the mental, the emotional and spiritual. The emotional and spiritual program is given in the Guide’s manual. On Ethics, one course of action is right and the child must understand why. The experience of the peer group must be used and examples given to the child. For example, what are we going to do if we are playing a nice game and someone spoils it.? See what the children come up with and put it on a poster. Reread it when necessary. In relation to Morals, explain with tenderness and love why certain behaviors are not acceptable, for example, stealing, being aggressive, not caring when someone is hurt or in pain. We are responsible for each other’s happiness. This is also true for guides.

It’s important to pattern the child to wash their hands before eating. The discussion of nutrition for the young child is continued. In the second part of the tape, Murshida Vera is discussing activities and toys for the young child (21-24 month level). Four stages of language development, curiosity development, social development and intelligence must be fostered in some balanced manner.

Within the first 2 years, we are setting the pattern of the child’s life; what you model is what you get. The first language pattern of children is being set. Taking the young child’s temperature when the child is feeling well is a good measurement of the normal temperature of the child to compare when the child is ill. Utilizing parent help for various tasks is a necessity. It’s important to allow the child to suckle when the need is there for emotional security. It’s important to have a consistent schedule and pattern for the infants at school and at home.

Toddler patterning in washing hands before meals is discussed. Very early in life, infants see the light and color in nature; spiritually it is considered the finest grounding for the infant as it attunes the child to the next kingdom. The infant sees light and shadow first. Toddlers see everything from floor level; recognition of families in nature and using themes to decorate the room and lower windows is important. The accommodation of the infant’s brain, the capacity for learning is being formed. The importance of the wheel, holding of children for security, working with family grouping and wet sand play is discussed.

This is a recording of a meeting for guides in the Seed school with Murshida Vera.

This is a meeting of the teachers and guides in the Marin Seed Center School. Murshida Vera offers suggestions on various activities and reports. The reports include: marshal arts classes, personality growth, listening, problem solving, self-image, working in circles, chanting, fantasy, etc.

Reports, suggestions and discussion continue in the meeting.

The Guide is not a director; the guide learns to listen and talk to children. The leader must see that what she/he is doing is within the child’s competence. Ideas for children to work on for each developmental level must be incorporated in weekly field trips. Sample ideas are provided. Learning should be discovery and an adventure. The field trips are the basis for all that is done in the Seed Centers. It’s important for children to discover something. It’s important for the child to be an independent learner as early as possible. The child makes books from experience in the field; the child’s thoughts are put into written words. Concentration time needs to precede any lesson on reading.

Parents shouldn’t be embarrassed that they don’t know how to deal with their children. One of the most important things to consider as a parent and teacher is that our children are not always listening to what we say to them. They tune us out; we have to be sure that they are listening. Try to train yourself to say to a child you are almost right instead of you are wrong. A child should always have a choice. The child should understand the consequences beforehand of a choice being made. It’s also important to help the child engage him/herself actively in the learning process. It’s good to give children the pathways in understanding early in life. Important for children to know that there is a world of silence within and without. Feelings affect the learning process.

Guides have to be committed to the message of the new age school, which is the message of Hazrat Inayat Khan, Murshid Samuel Lewis and the murshids in the chain of masters in the Sufi lineage. The prime purpose as teachers, guides and aides is to build the atmosphere with three levels of learning where the child can explore and discover for himself. There has to be a detachment with being involved with the personality of the child. There is a positive enforcement with every task. As one holds the reflection from the heart before an individual it lifts the child higher than they realized themselves to be. The Chisti Sufis have a real practice for polishing the heart in which one makes the heart a mirror. One can never go wrong in using the mirror of the heart because one can reflect the love of God to another individual impartially with detachment. Never impose upon a child. The message of love, harmony and beauty from Hazrat Inayat Khan is part of the message of the New Age School. The purpose of the advisory board for the school is discussed.

The importance of parents going through the chain of command if there is a problem with the child at school before approaching the director of the school is discussed. It is also very important for aides, teachers, guides, etc. in the school to follow the chain of command when there is a problem. The advisory board members and their responsibilities are discussed.

Qualifications and responsibilities needed for positions for Director, Ass. Director, Coordinator, Resource person from the community teaching various subjects are given.

The responsibilities for the Director in the Seed Centers continue. The Assistant director is the curriculum director; various qualifications and responsibilities for the position are given. Information about the coordinator position is given.

(poor sound quality, tape begins mid-lecture)

Seed Center Directors Training. Murshida offers commentary on writings by Hazrat Inayat Khan.
Basic philosophical topics regarding early childhood education: Child chooses parents; baby rules household until capable of caring for self; sources of young child’s frustration: wanting to do something s/he cannot yet do; foreseeing child’s point of eruption; understanding child’s parents and family; teaching friendship skills; pattern of lifetime set in infancy; nurturing the child’s heart; language development: nature sounds, matching words and objects; friendship between guide and children; effect of successes/failures during early childhood; child learns when ready; successful discipline grounded in love and modeling; physical learning; walks; role-play; development of patience; child is not parent’s servant or possession; freedom of the individual soul; relaxation/rest techniques for the young child; child is learning to interpret information about the world through the senses; intuition; repetition and reinforcement; nutrition.

(poor sound quality, tape begins mid-lecture)

Training for Seed Center guides.
General topics: Individuality; development of Seed Center system of education; expansion and growth of the system through the experience and intuition of individual guides; giving children guidance and the opportunity to explore; the God ideal; all children must learn manners and ethics; typical behavior of children at seven-year developmental level.
Phonetics: Techniques for introduction of vowels and consonants; the dot and the circle; oneness as symbol and practice; choice of beginning instruction with consonants (sticks) or vowels (circles); displaying and singing the alphabet; creating sets of blocks labeled with lower-case letters; building/constructing words with letter blocks; word charts, word cards, word boxes in classroom for each child; building phrases and sentences with word cards; use of color.

Training for Seed Center guides.
Phonetics continued: Techniques for teaching consonant sounds; helping children distinguish between often-confused letters; focus on vibration, breath, sound; consonant “brother pairs”; physical awareness when forming sounds; sequence of introduction of consonants; “fat sounds/skinny sounds”; effect of breath on language; pace of instruction; practice sounds with children as a group every day; build words, build stories; word discovery: new words placed in word boxes; techniques for teaching multisyllabic words; benefits of breath-centered approach: helping an upset child regain composure through breath; children learn to “conquer pain and emotional fear” through their own breath; discussion of card sets and other teaching tools; introduce sounds through the breath; avoid singling children out for correction; “Talking Time” book; use humor, joy, fun with children; guides should be creative but never experimental; firm foundation in phonics pays dividends throughout life; personal experience is crucial; build a personal experience of phonetics in children that will last their lifetime.

Introduction of religion: Suggestions for classroom materials to introduce religion; use of flannel boards for storytelling.

Numbers: Detailed instructions for projects and activities designed to teach numbers zero through five.

Numbers continued: Detailed instructions for age-appropriate projects and activities designed to allow the young child to experience various number-related concepts: sets, Roman numerals, time, fractions.

First training offered for Seed Center Directors. Conducted at Marin Seed Center, San Rafael, CA

First stages of child’s development: Education, learning, and patterning from pre-birth to birth; sequence of child’s embodiment through angelic and jinn spheres to mother, and from mother to the world; the family as first teacher/mother as first guru; emphasis on breath as means to control and change rhythms; birthing; advantages of home birth; massage for newborns; do not allow infant to experience failure and frustration; support infant’s physical movements to avoid frustration; role of extended community in child’s life; ideal architecture for Seed Centers; adapting a less-than-optimal space; essential daily wazifa and other practice for Seed Center directors; first duty of director is to maintain the spiritual atmosphere of the center; specific practices are discussed.

First stages of child’s development, continued: Further instruction in specific spiritual practices for center directors; how to develop a consistent behavioral approach among all school staff; school staff must be in agreement and support one another; discussion of young child’s adjustment to school environment; balance between participation and observation; bringing a shy or reluctant child into the circle; refocusing a distracted child; the practice of the glance to redirect child’s behavior; 21 days to condition child to a new behavior; importance of constant, positive reinforcement. (Tape paused while participants list methods of reinforcement) Participants read from Hazrat Inayat Khan’s work on education specific to infancy/first stage of development. Murshida offers commentary. Subjects include: impact of emotional body of caretaker on child’s development; understanding different types of crying; discerning between wants and needs; assigning guides to learning centers according to the guide’s skills and gifts; school-wide theme of one element per year, e.g., water; ideal construction of each learning center; children from single-parent households; helping children who are growing up without a father image; advantages/disadvantages of communal household; three strategies to redirect unsafe behavior – glance, physical movement with verbal explanation, peer group reinforcement; use of compatible astrology charts to assign children to guides. (Tape ends abruptly)

First stages of child’s development, continued: Art: painting and drawing: circle-paper activity; horizontal and vertical lines; finger-painting activities; painting to music; elemental music; choice of music; using painting time as a reward; color recognition; blending colors; color-word association; art projects for each month coordinated with religious holidays of all traditions; recruiting advisors from different traditions within the community; field trips to visit churches, temples, mosques, etc.; study of religion through art; how to organize and structure an effective field trip for young children: “mystery trail” activity – sheet of paper with images of objects for the child to spot or collect; the adventures children have on field trips feed creative activity; planning developmentally appropriate art projects, beginning with tactile/texture projects; creating a texture book; using additives with finger-paints to introduce textures; specific directions for various preschool art activities; “chop marks”; finger- and handprints.

First stages of child’s development, continued: Q&A with participants. Introducing the elements: specific instructions and teaching techniques for element-themed art and movement activities; colors representing the elements: red=fire; blue=air; green=water; yellow=earth; gray=ether; portrait project: drawing portraits of child’s friends; recommendations for school art supplies and tools for the 2½- to 3-year-old child; child’s drawings clues to developmental level.

Murshida discusses specific techniques for helping children develop good eye-hand coordination. Perceptual training is a daily study. Detailed instructions for creating matching and sorting games; bead stringing activities; use of repeating color patterns; identifying basic forms by touch; identifying items that belong together, e.g., a nut and a bolt; simple, two-part sequencing activities; bead-board activity: tracking with eyes only; stereopticon machine for strengthening eye nerves and muscles; seeing/thinking skills: sameness vs. difference; use of textures and colors; categorizing items by use; teaching the sequencing process; setting up learning centers to reinforce sequencing, seeing/thinking skills, and exploration; start with fun and end with success; looking at color through light; use of transparencies in perceptual training; distinction between vision and perception; preschoolers’ ability to discern colors; encouraging body awareness; judging distances; detailed suggestions for creating effective perceptual training materials for the classroom; use of bead patterns to determine if child needs eye-hand coordination help.

Murshida Vera is answering various questions posed by parents and other adults concerning the New Age Seed schools, Sufi message, parenting, etc. “Rustle of Wings” is discussed as a resource for parents, educators, etc.

Murshida Vera is continuing to answer various questions posed by parents and other participants.

Bonding occurs in the first 45 minutes of the child’s life with the mother and child gazing into each other’s eyes. The power of the glance; meeting the baby’s eyes makes some track in the inner brain when bonding occurs. The mother’s security affects the emotional body; any shock to the mother also affects the unborn infant. It is the central nervous system of the unborn infant that is getting the first effect of emotional trauma. The birth trauma itself, the temperature that the infant is born into, the reaction to environment, etc. has an effect on the emotional body of the infant. The infant can see the play of light and shadow. The infant to feel secure needs the nurturing of skin to skin; stomach sensations are very aware to the newborn child; the sensation of suckling is an emotional need of the infant. The mother’s feelings, conscious thinking and wanting is reflected to the baby and has an affect on the baby. Problem children are made not born. The mold of the pattern of the child’s life is set in the first two years of life. Whispering into the infant’s left ear a positive affirmation can impress the subconscious mind of the child.

Aggression in the young child is a sign of fear and a defense against danger. Aggressive behavior in the child must be stopped; it’s important to try and help the child to gain self-control. A strong human tie is needed to take care of the child, to give love, nurturing and personal interest. Family ties are at the center of human development. The infancy schools are building a strong family atmosphere. Some symptoms that are the fore runners of temper tantrums are: anger, kicking, holding the breath, and screaming. All of these are symptoms to see what are the caretaker’s limits. Some things to do include: more water play, pounding of clay, wooden mallets to bang and hammer, more running and jumping, obstacle courses. These are an excellent release of the type of energy that leads to aggression. Temper tantrums are signs of emotional collapse within; the cause is always frustration. The immediate remedy is to isolate the child making sure that the child feels secure with the caretaker. The caretaker needs to work more with the glance, heart to heart contact, more signs of loving touch, attention and compliments, playing with the child, etc.

It’s important to not interrupt or interfere with a child who is at play; also important to share his joy about what he/she is learning. Murshida Vera is offering different suggestions for activities, etc. for the very young child.

Various activities for play for the young child are offered.

Murshida Vera is describing how to teach every possible movement within the five fingers as an art form. The coordination of using both hands for the young child is discussed. Movements in space using the elements are presented. Murshida Vera describes working with the kingdoms: classification, etc.

Working with the kingdoms (mineral, vegetable, animal, etc.) and the elements is described. Teaching classification is first before children are given scissors to work with in projects. Storybook making begins with an empty book; a word (label made by the teacher) is associated with a drawing.

This starts with a meditation bringing light to the inner eye and then the crown center. In the sufi world there is a switching back and forth between male and female roles. No one pole can or should be maintained. Every community however should develop a time for men to be with men and women with women. In relation to monogamy and polygamy, it is possible to have a happy and successful life in either state. A monogamous state is best in which to perfect the art of love. We must remember that one third of the world population is Muslim. In Vedantic teachings half of God’s being is female. In the Western world the poles are changing.

This is about using jemal and jelal forces to create equilibrium and harmonise the divine natures of masculinity and femininity. The Game of Mirrors is introduced in which partners are asked to mirror each others movements having eye contact all the time. This is done standing, then on the knees. Partners are then asked to stand back to back closing their eyes. They are asked to consider whether they feel male or female. Another exercise is then introduced.

Luncheon meeting with Seed Center staff; Murshida Vera is describing various seasonal art and activities for children. The role of the teachers in the New Age Schools is described.

Meeting with Seed Center staff is continued. Murshida Vera describes the various duties of the director, assistant director, teachers, guides, etc. Murshida emphasizes the importance of knowing the ideal and the message of Hazrat Inayat Khan and Murshid Samuel Lewis in order to expand and extend the methods that Murshida Vera has developed.

All writing begins with picture making; children should be taught to begin with picture language. The circle and the dot is the most ancient symbol to represent oneness/God. The first work for the 2.5 to 3 year old is scribbling. Movements in space is a very important thing to give for the very young child; if the child does not have a concept of where he/she stands in space there is no way he/she can write (cannot put it down as a symbol unless child has experienced it). Hazrat Inayat Khan’s first teachings of concentration are based upon fruits and flowers. Murshida Vera describes how to teach beginning circle writing utilizing body movements, tracing, etc. Reinforcing the teaching can be done using wet sand, clay, field trips, etc. Three modes of learning are tactile, visual, and auditory.

Murshida Vera continues with how to remediate for a child who has trouble making a circle.

This is the story of the Holy Family told by Murshida Vera to a group of children.

The lecture begins with the prayer for guides for children, the Invocation, Purification breaths, Nayaz. Concentration with the point of light is practiced. The group is building magnetism: shake hands and start at shoulder blades with right hand and pull the magnetism down into the fingers, rub hands together and get friction and feel the wrists with palm of the hands (temperature should be equal). The group stands with feet firmly on the ground, and practices Ya Halim, Ya Salim for the equalization of all personalities in the room. Murshida talks about the responsibilities of the guides as channels working with the angelic souls coming through the Jinn planes being grounded on this plane. Murshida is asking the group to put concentration of the point of light to the divine hierarchy for the need of the Seed Centers for housing of the Seed Centers in the right location. The heart is the divine cup to receive. Murshida Vera prays for the housing need of the Seed Center. When the group works or one works on a personal need, one must concentrate on the point of light, visualize, dedicate to the need before meditation. Next, Murshida continues with the curriculum stories and books used in the Seed Center with suggestions on how to introduce new sight words and add blank pages for children to add to the story, etc.

Murshida Vera is discussing the concept of O and teaching the concept and writing of O. Murshida talks about the importance of children working by themselves, developing concentration and visualization and finding their purpose in life. The group is discussing with Murshida teaching activities for number concepts. Next the group is working on writing lessons beginning with the circle as a symbol of oneness; they are working on materials for every level between 2.5 and 5 years of age. The mark of the child is discussed. Developmental stages and physical age is also discussed. The next part of the tape is the group working on materials for the children to use in writing activities in the Seed Centers. Teaching right and left is presented; left-handedness is discussed. Teaching of letters that have the circle in them is presented.

From Training for guides in the Seed Centers/staff meetings

This is a taped class showing different toys and projects for children in alignment with the seed center philosophy.

This lecture is for the guides and aides of the Marin Seed Center. Guides and parents should note every good tendency in the child and show by word and expression appreciation for the act. The importance of eye contact with the child at the child’s level is stressed. Also, knowing the developmental levels, how does the child behave and how do I know he/she is at those levels is important in following the Seed Center methods. It’s important that the oral needs are totally met. Ideally the natural wooden toys are best in comparison to the plastic toys. There are twelve steps of recognition points that one can evaluate where the child is developmentally. At the 2yr. 3month level, the child will turn a book around to the correct level and be able to turn the pages of the book. Another pattern of the 2 yr. old when given 7 blocks, a child can build a tower using all 7 blocks. Also, identifying 3 to 5 pictures by name, being able to kick the ball when rolled to the child, child can eat with a spoon without turning the spoon, playing feeding a doll are developmental milestones of the 2 year old. Child cannot sit until the nerves and muscles come to a pattern. The Seed Center teaches transitions as an advancing spiral. Everything in our lives developmentally works on cycles. It takes the full 7 years of life before the child has gotten through the cycles on the physical, mental, emotional, social, ethical, moral bodies. These have cycles and rites of passage that go on all of our lives.

In teaching self-control to a two-year-old, one must stop the action and then distract. One must use the words, “that is a no-no” instead of “you are bad or naughty”. How to distract: if the child is really disturbed turn the child to the left or take the child to the light where transparent things hang in the windows. We want to get the glance of the child when stopping an action. The relationship with the child must be grounded in love. Isolate a child when child cannot control their behavior. It is important for the child to know that you missed him/her when not with the group. Anyone who frightens or threatens a child is taking away self-incentive to succeed on his own. Making a child dizzy (turning a child) is not distasteful for the young child – it puts child in a new place. In meeting the temper tantrums, set your own limits and correct in a one, two, three manner.

Murshida Vera is discussing the beginning of the Sufi Seed Centers. Hazrat Inayat Khan’s philosophy of education is presented. Teachers, aides and guides in the Seed Centers are observers of children, using children’s ideas as part of the curriculum. The Sufi Seed philosophy includes getting back to simplicities and the needs of life. The number one need of children is love (caring, sharing, understanding, empathy); also, children need a mother and father. Murshida discusses how the child is integrated into a group situation. The rules are based on two things: you do not injure yourself, and we do not injure any other person, creature, etc. The philosophy includes that in the first 7 years of life the mold is set for the child’s entire life. Many of the children have very little television as it brain washes and has an impress leading to tuned out, passive, and non-creative behavior in the children. Joy, dancing and singing transmits the Sufi message to children. The Seed Center is also teaching adults about child development and their own development. The importance of the love and acceptance of one’s peers is discussed. Children are taught to compete against themselves only. The importance of the God Ideal is discussed. Murshida sees teaching ecology as the greatest inroad into public education. The importance of the teacher’s self image; that he/she has something worthwhile to contribute is discussed. Life is the greatest textbook. The Seed Center schools are based on learning centers entirely; controlled environments separated by 3 walls in which the child can go in and see and explore thoroughly. The student gets his academics in an area he/she is interested in. The child is successful where he/she is placed. The unity of religious ideals is taught through the children’s universal worship; meditation and concentration class is taught daily and children choose to attend.

Murshida Vera is talking about the active/passive rhythm - 20 min. active and 20 min. relaxation program for the Seed Center program. This tape also includes songs, Dances of Universal peace, and interview with a Waldorf School administrator.

Directors and assistant directors are asking questions re the writing curriculum. With young children starting circles it’s important to teach spacing. Start with circle letters and then move to letters with tails. It’s important to take the words from the child’s own language. All the writing exercises should be done with role-playing body movements exercises daily before one begins the writing lesson. Perform and perfect one form at a time. Using sand paper for learning the letters is good for tactile learners, using clay to make the letters they will learn to write is important also. Feedback from the child is essential. Plan the child’s activities simply so the child can follow the directions by him/herself. Children are our teachers.

It’s important to determine the type of learner a student is: visual, auditory, or kinesthetic. Murshida talks about the importance of commitment, exploration and discovery when working in the Seed schools. One concept is worth a thousand methods. The total commitment of the guide to this work is imperative. At Kaaba Allah working with teenagers with Murshid Sam, Murshida Vera filled in the vacancies of her earlier life; this is the benefit of the Seed Center work. The actions of the physical body influence the emotional body. The importance of teaching children to heal another’s bubble (the human aura) when it has been broken is discussed.

The aura of the young child is discussed. The purpose of record keeping in the Seed Centers is to record what is happening inside the child mentally. Record keeping is to access the initial testing when the child is first enrolled in the school. Children are accessed on levels of comprehension, levels of learning. The Seed Center is developing the 5 bodies of the child (according to Hazrat Inayat Khan’s teachings on education). The recording of the whole span of developmental levels for the entire school year gives information on the maturity of the child’s 5 bodies. This is important so that after many years one can see a pattern of the new age child and his development and can be used to guide the child. In the New Age Seed Schools the child’s curriculum is designed to start with his/her success level determined by the initial assessment. At the beginning level you program and reward the child at the level the child is successful. Reinforcement of a concept takes 14 to 21 times. The importance of communication with the child is discussed.

At the Seed Center Schools all natural foods are used; food coloring in foods are known to be hyperactive ingredients and will change a child’s behavior. The high sugar foods change the activity level of the nerves and muscles of the child. Children develop in 5 different bodies at different rates of speed and at a different cyclic routine. Patterning is extremely important and the sleep pattern of the child is important at school also. There is a great need of the child in the early developmental years to have a space of his/her own and quiet time. Patterning of crying and toilet training is discussed. In the first year, the patterns of behavior and reaction for one’s whole life are set. Digestion for the young child is discussed.

The pattern of discipline of the very young child is difficult for most parents. Knowing what you can expect of the child according to developmental levels is very helpful. If parents understand the transitions that the child goes through, it helps with the care and discipline of the child. For example, when the child cuts their molars, the will manifests; the child wants to make their own decisions. The relationship of diet to behavior is very relevant. There is an impress on the emotional body of the young child from various situations that are occurring in the home and comes out in behavior towards others. If the behavior of a child is out of control, it is important to isolate the child. Turning the child while holding them against one’s heart rebalances the nervous system and the child will react differently. Patting the spine of the child, rocking the child, massaging the child are ways to comfort the child and rebalance the nervous system. It’s the greatest blessing of the world that parents can grow again with their children.

Tape begins mid-lecture with description of art activity reflecting changes in trees throughout the seasons. Murshida discusses the nature of beauty: beauty is simplicity; beauty is detail; beauty is in our own eyes; the beauty that God gives us belongs to everyone, and it is free. Suggestions and instructions for daily focus upon beauty, including benefits of contemplation of beautiful art in museums. When a person focuses upon beauty, that beauty becomes a part of him or her, in judgment, in realization, in actuality. Murshida guides the group through wazifa concentration on light and perfection, a practice, which builds the light within one’s own being. Murshida explains that all guides and aides in a New Age Sufi School must constantly build the light; Seed Centers are a growing, living concept rather than a rigid system or method. As souls come into the world today with new and different impressions, guides and aides must be sure to listen to them and adapt teaching methods to meet the children’s evolving needs. The task of the guide is not to tell children what to do, but to give them the instruments and discipline to accomplish their lives’ work. A review of educational philosophy regarding the senses follows. If guides understand themselves and their own senses, they are better equipped to teach children. Balance of heart and head; discussion of the Allah Circle practice: first ten steps reach toward a high plane of realization, second ten steps bring that consciousness down through our beings in our own individual way; “We are many facets of one star of light. “ Discussion of the meaning of the phrase, “Every movement of my body sets into motion every atom of the universe”; disturbing and resetting patterns; rebuilding the inner person; application of Gurdjieff’s philosophy of constantly breaking and changing patterns of behavior; the fountain of youth is in our hearts; the waters of life and creation are within us; guides should set this stage of perpetual youth and the children will pick it up. The education of Sufi children: the steps of the disciple; why guides in the Seed Centers must be disciples; teaching children to respect and honor saints and masters; gift-giving; the chain or ladder of the masters; the Sufi message as a living message; the qualities of the saint; Seed Centers base their saints’ days and holidays on the spiritual tradition rather than commercialism. Murshida discusses God’s grace and the pursuit of truth; Seed Centers are a pioneering effort concentrating on Hazart Inayat Khan’s writings about education; transcription as a learning method; studying the steps of the disciple; four stages in the rending of the veils of the heart in the Chisti system: nasut (physical); malakut (astral/mental field); jabarut (causal/cause and effect), lahut (spiritual plane); discussion of the importance of cause and effect in education; analyzing the causes of children’s behavior; teaching one concept per week; suggestions for field trips; ideal school schedules; reinforcement of simple steps; each child is unique and requires a unique approach; Theosophy.

(poor sound quality)

Murshida continues with discussion of nasut, malakut, jabarut and lahut, and how these states apply to children and guides in the Seed Center. Nasut is the animal nature; full participation through all the senses to attain to the truth; curriculum involving eating, contacting, seeing, hearing and smelling; allowing exploration of the senses; teaching control of each sense to the limit of necessity, thus purifying the senses and transcending the animal nature; specific, practical examples and techniques are provided for different developmental levels and needs; the spiritual, mental and physical cannot be considered separately from one another; early childhood curriculum should focus on one sense at a time; acceptance of a variety of smells and tastes helps demonstrate to the child that all is permeated by God and all returns to God; stories about the odor of rose petals associated with Hazrat Inayat Khan. Malakut is the angelic, super-sensuous state, where the prayers of God are at one, the highest state in prayer; when complete failure and dissatisfaction with one’s efforts is attained, transcendence begins; examples of how failure can lead to success, and dissatisfaction can become satisfaction; every failure in our lives is ultimately a success; the state of malakut transcends distinctions and differences. Jabarut, is the soul state; the super, super-sensuous state; the divine sensual; it begins in the child with loving, and being earnest and sincere in relationships; joyful, seeking, ecstatic; these are the greatest joys of life, yet Hazrat Inayat Khan taught these are insensibilities until the self is forgotten; distinction between avoiding the self and forgetting the self; reducing the ego by self-discipline; examples of seeing people who have forgotten the self, e.g., a child who has nothing “sharing his nothing”; children learn through the atmosphere and environment, so building and setting up your teaching area is very important. Lahut is the last stage on the spiritual path, the unconditioned state, where unification of nasut, malakut, and jabarut takes place; in this state, nothing exists for you save God.
(Break in tape)
Tape resumes with question and answer period, including discussion regarding whether children may play with toy guns; Murshida replies that there should be no play weapons of any kind at school; instead, children should be taught gun safety by a trusted adult in a manner appropriate to developmental level; there is a discussion regarding best practices for trainees observing classrooms and centers; best practices for assigning children to learning centers.

Murshida and Seed Center guide perform cognitive tests with children.

Murshida and Seed Center guide perform cognitive tests with children.

Murshida performs reading evaluations with children.

Murshida performs reading evaluations with children.

Murshida reads stories and sings with a group of Seed Center children. Songs reflect images and themes from the stories.

Seed Center children read and tell stories with piano accompaniment and sound effects. A recording is played on the topic of Middle Eastern music and culture from the 7:28-minute mark through end of tape.

Murshida Vera is reading a book about colors to young children.

Murshida Vera is singing with a group of young children; the preschoolers are reading out loud with Murshida and using finger movements.

She stresses that children from the Seed Center Schools have been found to be a year to a year and a half ahead of other children when tested for entry to public school. She attributes this to the ground work and foundations laid in the Seed Schools. These schools stress development in 5 bodies not just two. So the emotional and moral and spiritual bodies are taken into account as well as the head and the body.

What children accomplish is reinforced and there is never failure as things are taken at the childs own pace. She speaks of her own grandchild who at 2 and 2 months had never spoken. She discussed with her daughter the possibility of bringing her to a speech therapist. The following day, the child spoke in full sentences and paragraphs! It is vital to be respectful of readiness.

The Seed School in Marin County now takes children in from 6 months old. There are four or five in each group and as well as group time they have one to one each day. We are constantly learning and unlearning. The initial work is about getting the sensory apparatus ready – sounds and sight.

Sounds, and light and dark. They are also resting and developing the ability to be by themselves. At 5 months the baby goes inward. At 7 months they turn outward again and start experimenting with toys. Exploration of the tactile is very important at this stage. It is good to give them playdough to squeeze, feel, poke. At 8 months the baby goes inward again. There is another change at a year old and again at 15 months when they seem to move backward to the tactile stage. Then they move out again and start investigating everything around them. At 21 months there is inner disequilibrium again and by two //two and a half years old the child is showing that he has a will of his own. The next move is to the trusting threes. We are always completing a cycle and this is true of adults as well. Experience in life is the great teacher.

She explains the we are one circle – a chart which shows the child how interconnected everything and everyone in the world is. The first circle is about the world of angels. The second shows children of all races and colours, the third shows the animal kingdom and stresses how alike to us they are in their instincts. The fourth circle shows the world of vegetables and fruit. The fifth shows the mineral kingdom, elements of which are in our makeup and the 6th shows the world of the sun, moon and planets.

She describes parenting as a difficult job and stresses that there is no right or wrong. It is important to observe and follow the energy of the child as well as setting clear boundaries. The soul of the child has chosen you as a parent.

Murshida discusses how to confront child fears and monsters.

Transition taking place during this time; caretaker becomes the center of the infant’s life. Sound is very important at this time; child begins to say sounds at this time. Sitting and crawling are practiced at this time. Infants enjoy pushing objects out of the way. One can expect abrupt mood changes in the infant. This is a good time to begin reading simple stories. Activities, toys and language for this level are recommended.

Information from the Super Baby Cookbook by Donna Lawson and Jean Conley is presented. A chapter discussing meat for babies is summarized. Nutrition is discussed for infants.

Transitions are the biggest problems that parents have. Transitions are a back lapse from a plateau of development and follow a physical growth spurt. The first transition comes at six months of age. At this time the child is exploring the world of light and shadow. Then, the child is investigating their fists and mouthing everything. The next stage is at 9 months when the child begins to stand up; there is a fear of getting out of a chair and a fear of noise. When a child is frightened start with finger patting on the spine and hold the baby close to your heart. Parents can use imitation of the child’s behavior and role-play the situation. It’s important to follow through on muscular development. Arnold Gesell’s work on child development is discussed. The second transition is around 13 months of age; fears are occurring in the stranger anxiety syndrome. Separation from the mother is very difficult; going into strange places and fear of the dark is also difficult. The third transition is around 17 months and is a very negative state. The child is willful, stubborn, hard to handle, etc. The cutting of the molars has something to do with this transition. How to handle these situations is discussed. At 23 months, the fourth transition occurs when the easy frustration period begins and the child often says “NO”. The fear of noises and wild animal dreams is present at this time. The child can work with sorting and manipulating, playing with play dough, playing in a quiet space, etc. to help with the transition. At 2 years developmental age a plateau arrives. It’s important not to compare children; there are 5 systems in the body, which are working all the time. Each child has an individual soul’s purpose. This 2-year development is difficult as the child is preparing to make a huge developmental leap; the child needs emotional support. It’s important to give the child a choice of what they want to do. Understanding these transitions is very helpful for parents. Around 4 years of age there is another transition. Immediate attention to the need of the child is important. At 5 years of age, the fears of the elements occur again and the child is attuned to the mother. At age 7 years the father becomes the main focus for the child.

These 7 transitions repeat over and over for one’s whole life. Murshida Vera answers parent’s questions about these transitions.

“I am what you give me” - food of human kindness is so important for the newborn in the first years of life. The chakra massage and the etheric massage for the infant are discussed. The magnetism of the male is so important for the young child. Another food for the child is sound; sound is the first inroad into fear for the young child and we must control the level of sound to which the infant is exposed. The last food for the child is light. Trust in self is developed during the first 2 years of life. Warmth in handling the child with love and acceptance is the beginning of the development of positive self-image in the child. In the 2 to 3 year level: “I am what I will to be,” describes the autonomy of self. Learning to wait is very hard for the child at this developmental level. The important question for parents is am I meeting the child where he is at developmentally. The 4 to 5 year level goes into the emotional body. The importance of the environment of learning is discussed. At this development the child is learning more than any other year of their life. There is also a feeling of great guilt; their failures should not be stressed at this time. At the 6-year level, the child thinks, “ I am what I succeed at”; the mental, emotional and physical are at a resting point in the development of self-image. At this time, the child is becoming father oriented. The child is the teacher. Adolescence and young adulthood are discussed. Full maturity is the stage of I am what I have helped other people to be. The older adult stage is based upon I am what I believe in. It’s faith in oneself and hope for inner peace. The return to oneness is the whole purpose of going through the developmental stages of life before stepping into the astral body.

Murshida Vera is describing a game that can be used to talk out conflict situations with adults and children mentioning both positive and negative qualities. In a group setting with guides or aides in the Seed Center one can talk out situations on a self-image basis using animal attributes. The developmental stages are crucial to the Seed Center work. Hazrat Inayat Khan’s work on education is the basis for the philosophy in the Seed Centers.

Two year old developmental levels discussed through asking questions of adults about first time for various situations: first time you knew fear, first game you remember playing, first memory of light and shadow; first time you had a negative experience with another child; first time verbal or other reprimand from an adult. One can combat the fear of being alone in the dark by draping familiar objects in dark and uncovering them in the light. Children of two years of age do not accept verbal reprimand. Take the child’s hand and do the action with the child. Tuning out can occur early when child is not developmentally ready for verbal input. What is your first father experience; very important work of the father on child’s spine with palms of the hands. Finger and toe games are so important in parent’s play with child. Child desires scribbling on large paper; scribbling releases neuro-muscular tension. Look at symbol within the scribbling. First lessons with experience of basic forms using clay (salt ceramic clay): feel texture of the clay, patting the clay, roll clay with one hand, roll clay with two palms, etc. First basic form is a circle. Then, out of the sphere comes the cube.

Next form is the column; architecturally is the beginning of glorification. Next form is the triangle; can develop into the pyramid. When one has discovered basic form tactilely in nerves and muscles one will have that for the rest of one’s life in perception and vision; seeing the inner reality of the outer form. Essentially there is only one basic form in the universe. All movement in space and dance also has basic forms in it. Group instruction is given for making a baby Jesus in swaddling clothes from salt ceramic clay. Anger is erased by role-play; role-play has opportunities to see how different situations can be worked out. Discovery is the final answer; people have to discover their own truth.

Four year level – skipping, jumping, hopping, child can dress himself and tie shoes, child tells tall tales at 4 years of age. Child appraises himself first at the 4-year level. At the 5 year developmental level the mother becomes very important. Draw a man picture can be used as an assessment for tactile neuro-muscular development. This is the time when children have their first true psychic experience. Security toys have meaning for children. Seven-year-old development is where any break in self-image or assurance makes a heavy impression. Child turns to the father as the ideal of their lives. Eight years of age shows whether a child is introvert or extrovert; evaluation of the behavior of the mother is prime. Nine year developmental level is when child withdraws, introspects and evaluates the mother, father and siblings. Twelve year old is when pessimism comes in and parents are looked at very critically. Strong peer relationships come in and testing of parents begins. Fifteen-year-old development begins first sexual relationships, etc. and is related to the 40-year transition. In all of the transitions: the arts, dancing, movements in space are very useful to help unravel and unwrap the blocks.

(Tape begins mid-lecture)

Developmental levels, 2 to 5 years of age: Identifying developmental “lags”; 2-year-old level aware of senses only: will pat, pound, punch dolls; chooses playhouse over other centers; bead-making and stringing; sorting; 2-year-old does not imitate guide: they are “doing their own thing.” 3-year-old level will defend their space, combine toys, e.g., blocks and cars; initiate creative play ideas; capable of putting away toys and cleaning up with supervision; 4-year-old level children will form social groups; drama and dress-up, role-play excellent activity at this level; will enjoy being silly; may be bossy; can put toys away without supervision; 5-year-old level will play with partner or small group well without fighting; drama and dress-up; cutting/tearing and pasting projects; longer-term projects (murals; hydrologic cycle); friendship and rivalry; field trips.

Conducted at Marin Seed Center, San Rafael, CA

Nutrition in the New Age Sufi Schools: Murshida discusses vegetarian cookery; nutritious recipes for children of preschool age; establishing healthy eating habits in the home and at school; introducing different food textures; learning to eat a broad diet; finding ways of incorporating color, texture, table settings and manners and serving appropriate amount of balanced foods at snack time. Survey children regarding eating habits at home; educate families about nutrition. Use of colorful finger foods; avoid red and yellow food colorings, preservatives. Types of sugar; restriction of sugar in diet can lead to overconsumption of carbohydrates. Murshida discusses children’s nutritional likes and dislikes; advantages of children eating before adults at mealtime during transitional ages. She talks about involving children in food preparation; techniques for teaching children to safely set table and serve food; suggestions for weekly schedule; proper hand washing before meals; singing and recitation while children wait to be served; using tablecloths and placemats; best practices for parties in the classroom; basic table manners; low-sugar party food recipes; reinforcing math concepts in the kitchen; cooking at the table with electric frying pans, especially fried dough recipes; children will try a wider variety of foods if they prepare it themselves; activity to encourage experience of the scents of herbs and spices; finding sources of free materials for classroom projects; Easter breads, hot cross buns. Nutrition-related activities themed to religious holidays are valuable in every learning center every month of the year for teaching language, math, textures, colors, art and motor skills. The story of wheat and the story of corn is expanded into philosophy and religion; sharing these stories with families. This lecture continues with the inclusion of Native American tradition in Universal Worship; teaching respect for other cultures through preparation and sharing of traditional foods.

Murshida Vera is discussing language development for 18-month-old child. Cultural background has much to do with learned language. At 18 months there is a change in the self-image. This is the time to introduce the texture book with great success; children will love to look at the books and say the words and make the sounds. Eating habits, dressing, playing, music, and movements in space of the 18-month-old are presented.

Murshida Vera is discussing the language development of the 21-month-old child. Looking at pictures is a favorite for this developmental stage. A variety of behaviors that the child is able to do at this age are presented. Murshida talks about the preparations that the school is working on for the month of February when Inayat Khan is honored; the heart is the symbol. Tuning to the heart of the child is discussed.

Murshida Vera describes how the Seed Center teachers work with children to make books from their own conversation, resource materials, field trips, etc. The Seed Centers see all communication, reading and writing as language development. The learning centers have three levels of presentation; the child can have success at his/her own level. Reinforcement is needed after the concepts have been taught. The different modalities (visual, auditory, kinesthetic) for learning are presented.
Murshida Vera describes simple assessments to determine the learning modality of the child. Beginning activities (sequencing, etc.) for teaching reading skills are presented.

What is happening in the gross motor system of the 18 month old is presented.
There is a great leap in language development in the 18 month old; the child’s speech should not be corrected at this time. The child is very sensitive to different sounds at this age. Art projects for the 18 month old are described. Various games and activities for this age level are presented.

Murshida Vera describes how children are assessed in these areas: motor abilities, perceptual abilities, etc. New skills and activities at the four-year developmental level are presented. Language abilities at the four-year developmental level are discussed. Mirroring as a teaching technique is described. Various activities are presented for this developmental level.

This age development is very interested in the “why of everything”. Vowel sounds are introduced at this level and teacher activities for this level are discussed. Color exploration is presented.

The ideal we hold for ourselves as parents is largely based upon the relationships we’ve had with our own parents. The parent’s first impresses influence the self-image of the child. Parenting is being able to say to yourself this (child) is an individual soul with a purpose that I have had the privilege of building housing for; the best housing out of my genetic patterning, health, etc. The ideal that the parents hold for the baby influences the child tremendously. The parent is a guardian and a caretaker; the soul impress of the child is there to fulfill the child’s own being. The child’s path in life must be free. The reflection of the parent’s eyes to the child, the tone of voice to the child influences the self-image of the child. Parenting is a learned science. Good parenting is willing to grow up a second time and unlearn pre-conceived ideas. An exploring environment is very crucial for the baby’s development. It’s so important for the child to learn about nature and our reliance on the natural world for our life on the earth. Respect for the elements is also very important and it’s the parent’s duty to expose the child to the elements and the natural world. Teaching (by mirroring and modeling) sharing to the young child is important.

It’s a necessity for the child to have one on one time with the mother each day. It’s crucial for the parents to have an outlet for themselves and to have time for their relationship without the child. The parent is a guide and a guardian to the soul of the child. The role of the father and the need for the child to have one on one time with the father is discussed. The role of step-parenting and foster parenting is presented. It’s very necessary for children to have a relationship with grandparents. Peers have a great influence on the child.

The purpose of one’s life as a parent is guiding and enlightening. The father stands for constancy and emotional security for the mother. Emotional warmth is the first aim of the father between himself and his child. Infants show defensiveness through the pupils of the eyes and tensing of muscles. Early anger is shown in the child by biting and kicking. Early infant development re muscles, language, the brain, etc. is discussed.
The father’s role in the early life of the infant is presented. The Allah circle that is done in the Seed Centers is sung.
Darshan is a spiritual request that you make from your heart asking for illumination, light on the path on a particular situation that is bothering you. Participants ask questions in front of Murshida and her answers are given.

Murshida Vera answers various questions that parents are asking in the class. Miscarriage is discussed. Other topics include: working with the elderly in nursing homes, working with people who are close to death, the transition of death, self-consciousness as an adult. Murshida Vera sings the Healing prayer of Hazrat Inayat Khan.

The Seed Center method is based on 5 bodies (physical, mental, emotional, ethical, social) being educated at the same time. A mirroring game is played with partners; roles are reversed between the image and the mirror. “This is not my body, this is the temple of God”. The way you treat your children is the way you feel about yourself. As a parent, it is our mistakes that give us wisdom. It’s important to teach the child by modeling the behavior that one wants to build in the child. In being a good parent first of all accept yourself; one needs to love universally and hate discriminately. Look for the light and you will find the light; seek the darkness and it will engulf you. The family meeting is discussed. Every child has the right to be heard as an individual being. Important to not say NO and don’t to the child; reword with let’s do this, etc. Respect for self and then others is discussed. Roleplaying specific situations are presented and discussed. Enforcing positive behavior is important.

A second roleplaying situation is presented and discussed regarding eating habits and dinner table problems. Focus on reinforcing what behavior one wants to see happen. Giving choices to the child re assigning chores for a specific time limit in the family is discussed. Every member of the family has a duty to serve the family.

Ideal we hold for ourselves largely based on relationships we had with our own parents. Ideal parent has held for child; impress of self-image is an important part of this. Parenting is recognizing the individual soul of the child; building ideal the child will hold the rest of his life. Gaze and tone of voice are important. Good parenting is being willing to grow up a second time; willing to unlearn all of preconceived ideas. Let children find out that they can do it on their own. The pendulum swings back and forth regarding child development. Allowing the baby to explore and discover is crucial. Parent must build the environment for child to explore. Important for child to be in tune with nature; parent’s teaching is exposing child where they can explore and discover on their own. It’s important to teach children to respect the elements. Various ideas for teaching sharing are given.

The importance of giving one-on-one attention to each child in the home is a necessity. Maintaining one’s own creative outlets as a parent is imperative. Importance of maintaining a positive relationship with one’s mate is crucial. Parent is the guide and guardian for the child. Discussion of step parenting and foster parenting is included. Grandparents are a real need for the child; gives child roots. Peers have a terrific influence on the child. Toileting is discussed.

We don’t know what the new culture is in the 1980’s. Each one has to learn to become a parent. When anyone in the family goes through a transition, the entire family group has to adjust. A new pattern is set in 15 to 20 days. One of the hard things to deal with in family life is the developmental level of children where they walk from dependency of the mother and father relationship or small family settlement into the larger exposure of the community or school. The control of the family becomes a real problem because they don’t want to be with the family; they want to be with the peer group. The joy of having a spiritual family is that there is a spirit guiding this family and that spirit is strong enough to withstand the trauma of any one member. There is always a whipping boy in the family, one that takes the blame or gives the blame. We have to learn to establish ourselves as a peer community to back up those who are in trauma. There are also types of families that cause the individual to expand his consciousness or escape the situation. For example, in an enmeshed family where every family member is so close it keeps family secrets and problems absolutely tied in. It increases and encourages the ingrowth of the family patterns. We grieve in all of our bodies; there are five stages that man grieves in. What is going on in our economy is an influence on the family. Today, the family time and work has to be shared.

What is the effect on children when living in separate homes? Murshida Vera discusses the importance for children of being part of the crossing of generations. It is in the spirit of the spiritual family that one learns the true humility. Humility that we are not separated from the suffering of any other group in the world. Family relations are part of the oneness of the family of man in the whole picture of the universal consciousness. Murshida Vera answers questions posed by audience.

This is a continued discussion of projects and toys, etc. for children to incorporate the developmental levels of children and the seed center philosophy using basic forms, the elements, etc. Murshida Vera leads a song and dance for young children.

Parent class begins with instruction in the purification breaths. According to Hazrat Inayat Khan, parent education is the awakening of the consciousness of man to the divinity within. Parents have the right to their own search for the meaning of life and all spiritual paths. Parents are sharing all the time in the family circle. Building your surplus in your heart is a challenge for parents. It’s very important to fill the heart center by pulling the light into the heart. Find the way to perceive the light within; this means focusing. To focus one must first concentrate.
Circle of oneness is the first symbol. After the child learns the circle, the child is taught to write letters. When using contemplation on a symbol, it’s important to pick up the image on the inner eye. The meditation of light is discussed. Perception is important to the parent – what you perceive inwardly that’s making the child be who he is to you. Parenthood means sharing wisdom that we have gained so far on the path. It’s natural for a parent to want the path of the child to be easier than that of the parent. Responsibility for a new life is the purpose of one’s life as a parent. The age of the infancy is the age of kingship; the baby’s needs dominate the family. Keep yourself a human being; the parent has a right to be a human being. Help the child to realize that he is part of the humanity by showing the child different types of families. The number one thing to teach your children is respect according to Hazrat Inayat Khan. It’s important to teach the difference between what I want and what I need. Discipline is discussed for early childhood. According to Hazrat’s teaching, asking where I am as a parent on my own search is important. Parents that grow with their children are the happiest family situations.

Parents shouldn’t be embarrassed that they don’t know how to deal with their children. One of the most important things to consider as a parent and teacher is that our children are not always listening to what we say to them. They tune us out; we have to be sure that they are listening. Try to train yourself to say to a child you are almost right instead of you are wrong. A child should always have a choice. The child should understand the consequences beforehand of a choice being made. It’s also important to help the child engage him/herself actively in the learning process. It’s good to give children the pathways in understanding early in life. Important for children to know that there is a world of silence within and without. Feelings affect the learning process.

Murshida Vera is asking questions of parents about their child’s diet; first aide, rewards, rest time, self controls that work with the child, bedtime. Murshida addresses these topics. The importance of the parent spending one on one time with each child daily is stressed. Water play is important before bathing the child; it’s important to make sure the pores of the skin are closed after bathing. The use of cod liver oil is discussed.

The parents are participating in various role-plays to help situations where the child is having difficulties. Murshida Vera is commenting on solutions for the situations.

Learning to sit with each other (parent and child) in silence is discussed. Mirroring in the family where one imitates the actions of another gives real insights into the other person’s focus, behavior and idiosyncrasies; this leads to growth in empathy.
The importance of teaching children to walk using Murshid Sam’s work is presented.
Murshid Sam’s walks with children are practiced. Walks using Ya Hayy and the walks of the elements are practiced. The importance of the rhythm of activity and repose for the child is discussed. Hazrat Inayat Khan saw the stage of infancy from prenatal to the seventh year. The Sufi looks upon five bodies: physical, mental, emotional, social, ethical or moral; there are five bodies evolving in us at all times. Pre-natal work, concentrations of the mother on the birth mandalas are tremendously important. Chakra massage by the father and etheric massage by the mother is described. The importance for the mother of the yoga practices of tension and release is presented. Crying in the infant is discussed. Expansion of the child’s will occurs with the cutting of the molars. Helping the child to become grounded is discussed. Using Ya Muqaddim for equalizing and balancing energy is practiced.

Murshida Vera is offering a practice using the electro magnetic energy of the body using the wazifa, Ya Muqaddim. This practice equalizes the energy of the group. Murshida demonstrates what to do if one person is low on energy using the light of the body brought to the fingertips and using the words, Allah Shaffee. One is using the breath to inhale the negative energy and dismiss it. Murshida Vera is reading the Guide’s prayer with the group. The Seed Center monthly theme and concentration on a Master is described; the memory verse is demonstrated. The parent and guides in the school are the guardians of the child’s soul. Teaching sharing to the young child is discussed. Eliminate “do not, don’t and no” changing it to a positive statement; it’s important to stress the positive with the young child. The core of the New Age teaching is to know developmental levels. The sense of justice in every child is important to recognize.

Discovering colors for the young child and teaching the kingdoms: mineral, vegetable, animal, and human is presented. Eye contact; play using the tactile sense is discussed. The Seed Centers provide activities for three levels of development; child clean up is required for all activities. Various art projects, song/movements in space activities, how to teach children to learn to be quiet and still (meditation) is presented. Murshida Vera describes the work with Murshid Sam and children at the Saturday school at Kaaba Allah.

It’s important to pattern the child to wash their hands before eating. The discussion of nutrition for the young child is continued. In the second part of the tape, Murshida Vera is discussing activities and toys for the young child (21-24 month level). Four stages of language development, curiosity development, social development and intelligence must be fostered in some balanced manner.

The infant comes into our plane through the water element. Murshida feels that the very first breath of life is the entry of the soul. Murshida discusses the infant’s brain, sound and the shadows of light and dark as the infant enters our plane. Bonding is discussed. The light of the soul comes through the windows of the eyes. It’s important to keep the intimacy of the family with the new infant for the first 40 days. Startle grasp and suspension grasp of the infant is discussed. It’s important for the infant to be grounded. The parents have the control of their own environment and what the child is ready for. Light on our plane is the first grounding. The body contact with parental caretakers is discussed. The male has a power that comes through the palms of the hands; it’s important for the father to learn to use that magnetism to feed the magnetic body of his child. Thought transference while nursing the infant is discussed.

The infant is aware of any sound in the atmosphere. The attunement at the breast is very important. Getting the electro magnetic feeling into your hands is important. A distressed infant is made happier by the steady rhythm of walking with the infant. The importance of temperature is essential as the changes in temperature are stressful for the infant. Security in the water element should start early. Murshida Vera talks about the importance of the water massage for infants. Sunbaths through filtered light are discussed. Expose the infant to air baths early. Control the pattern of breathing by restoring the rhythm of the breath of the infant by changing the vibration of the infant. The effect of the peer group upon the baby is great.

Characteristics for the normal 6-month-old to 8-month-old and play activities are presented.

The recognition of the infant’s cry and what it means is the key to change and balance it. The job of the caretaker is to maintain and balance the rhythm of the infant’s nervous system, which is matched to the mother’s rhythm. To master the baby’s rhythm is to master your own rhythm. Each child has its own rhythms and needs. Symptoms of stress in the mother are passed to the infant. At 6 weeks, the infant is tracking shadows and light. Boredom in infants occurs when not given variety of movement and handling and companionship. How to walk with an infant and pat the spine is discussed. It’s good to hum while walking with the infant; the group practices humming with Murshida Vera. Sleep patterns that go off in the infant are related to diet. The importance of crawling in the infant is discussed. Transitions in the child and adults occur during the whole lifetime. When a transition is not completed at a developmental level, the child will go through it again at the next octave of development. Turning will change the mood of the child; turn to the left (the way the planets turn). Another technique to use is massage.

The importance of the father image (friend to the child) for the child who is being raised by a single mother is discussed. Murshida Vera is instructing and demonstrating the massage techniques for infants that fathers and mothers should use. The male works through magnetism and the woman works through the light of her heart. The importance of taking the infant’s temperature to have a baseline, etc. is presented. The Infancy schools use various products for prevention of illness using good bacteria: Engelen Forte (German product), Fivadis, Acidophilus bulgaricus are the three products. Information about the infant’s urinary tract is given. Love is the main thing needed for the infants.

Brief discussion of infant chakra massage; first aid for infants in the Seed Center; treating bumps on the head; negative effect of head injuries on learning; dissolving clots and bruises; treating and preventing injuries to fingers and toes; treating sand or other foreign material in the eyes; keep boric acid solution in sand play area at all times; runny noses in young children frequently a sign of allergy. General discussion among participants follows on topics including colds, allergies and runny noses, nursing mothers and elimination diets; nondairy sources of protein for nursing mothers and small children; hereditary allergies; different manifestations of allergy; varying cultural attitudes toward runny noses in children; availability of foods without additives and preservatives; diet as a source of crying and nightmares in children; appropriate school lunches. The group participates in a role-play exercise demonstrating alternatives for dealing with aggression in small children. Results of the exercise are discussed among the participants. Causes of unprovoked aggression in children are explored, including conflict between an authoritarian and a permissive parent; the child’s sense of an injustice or ethics violation happening at home; a child who feels she has been treated unjustly at home will take it out on the weakest child at school; techniques for effective communication with small children to correct aggressive behavior; children will constantly test caretakers; importance of communication between parents; weaning; effect of diet on sleep patterns; discipline vs. self control; helping children attain self-control rather than using authoritarian discipline; a good parent is an overseer of the development of an individual soul.

Tape begins mid-lecture with a discussion of how we select our mates; search for completion; attraction of opposites; the soul arrives on earth with a purpose and intent; do not concentrate on child’s perceived inherited shortcomings; see yourself as the guardian of the child’s soul; first five years of child’s life will affect their experience in adolescence; child will reveal their inclinations and purpose in first year of life; the impressions made in the first year of life will form the child’s character. Meeting disperses at 4-minute mark with several minutes inaudible background chatter. Meeting resumes at 8:40-minute mark with discussion regarding introduction of greens into the infant’s diet; preparation of high-chlorophyll foods; chlorophyll fasting for adults; preparing seed-based foods in the blender; wheat germ powder; carrot juice; suggestions for Seed Center staff uniforms; uniforms for aides and volunteers; importance of prayer in Seed Center staff’s private lives; pray for the children; concentrate every evening or early morning on the children, seeing them in a bubble of light; children are not “ours,” we borrow them, and it is our privilege to ground and guide them.

Tape begins mid-lecture with discussion of infant’s physical development; importance of crawling for perceptual competency; making discoveries through working with children; do not compare children, as development is individual; a part of children’s behavior and personality comes through a hereditary pattern, another part through the environment provided; children are happy at school when the environment is appropriate to developmental level; importance of both a father and a mother image in the school; consistency of staff and schedule; different rooms in the school for different purposes; one-on-one time with each child every day; child becomes teacher; communication with eye contact; development of glance to control behavior; child’s willpower develops when molars come in; child will begin to test boundaries, starting with themselves, and then begin to test parents and guides. Murshida discusses Seed Center training and reinforcement in depth; how the family fits into the Seed Center and the Seed Center fits into the family; family’s goals and objectives for child; single parents; spending one-on-one time with child before bedtime; roles of mother image and father image in bedtime routine; chakra massage for infants; use of nightlights; availability of childcare for 20-month- to 2-year-olds; every child is a complex universe; child’s individual likes and dislikes; common-sense child psychology; discussion of child’s transition into kindergarten and public school; self-discipline; do not allow children to play with food; habits are reinforced within two to three weeks; importance of socialization. Murshida discusses her experience teaching in the public schools; avoiding trauma in the first days of school; authoritarian teachers; creative children want to explore, experience and learn on their own; small children’s perceived aggression can actually be tactile exploration; observe child to discover how and what they are trying to learn; chart children’s behavior. Parents ask specific questions. Topics include review of basic tenets of Seed Center education; reaching agreement with families about attitudes and approaches to various developmental challenges; achieving consistency; home-school partnerships; disabilities; empathetic children; delayed speech and other issues with speech; innate intelligence. Discussion of aboriginal people’s childrearing practices; reinforcing and rewarding physical actions of infant; American childrearing practices; conformity; preserving cultural inheritance; avoiding manipulation by child; quiet time/alone time; epidemic of child suicide; nine-year-old level is evaluating the adult world; character is molded within first few years of life; music, television and radio; teaching enjoyment of silence and nature sounds; ideal infant playgrounds; allowing children to use play equipment in a creative way; observe children to learn what they are trying to tell us; balance of activity and repose; rhythm.

Tape resumes with discussion of different types of crying; do not let child become overtired; running and stopping as first self-control exercise; child’s attempts to manipulate adults as a sign of intelligence; exposure to constant sound (television, radio) may lead to learning disabilities; music appropriate for infants; “Rustle of Wings” newsletter; rewards and reinforcement; discussion of distraction techniques; use of sound to set up a new vibration; dealing with a child who is upset during a car trip. Parents ask specific questions. Topics include climbing; physical safety during neural development; jungle gyms and other climbing toys for infants and toddlers; infants hearing “voices” that adults do not hear; grounding; infants and toddlers may be more attuned to angelic world than human world; the “fairy-fey” child; all parents learn from their children; children choose their parents; parents are guides, guardians and protectors only. There is a discussion of volunteer and fundraising activities. Inaudible background chatter from 23:15-minute mark to end of tape.

Murshida discusses the reception of Hazrat Inayat Khan’s message in his lifetime; current scientific study of sound, light and time; metaphysics and physics; science and intuition; Rabia Martin; Metaphysical Library of San Francisco; 20-year struggle to place Inayat Khan’s books in San Francisco public library; advent of Holistic Age or New Age; planetary alignment; solar flares and spots; human beings as electromagnetic forces affecting the infants they handle; the five bodies as taught by Inayat Khan in Health, The Soul: Whence and Whither, The Mind World and other writings; when caring for the infant, we are caring for the five bodies: physical, mental, emotional, spiritual, moral; in the first two years of life, the physical, mental and emotional bodies are integrating; Murshida discusses this process of integration and its objectives in human development; tantrums and convulsions; child’s tendencies toward certain health problems; strengthening emotional body improves physical health; compensating for inherited weaknesses; chronological age vs. developmental level; guides and parents should not be disturbed by child not being “on the norm”; children outside “the norm” may have more capacity to change and contribute to the world; difficulties of our age, including violence and lack of respect for leadership and learning; historic cycles; the industrial age; cosmic consciousness; courage to experience the New Age within one’s self; exploring new techniques for working with infants; distinguishing Sufism from Islam; Seed schools are centered on soul development; responsibility of Seed Centers to provide grounding for the soul; first two years of life essential to formation of character; repetition throughout lifetime of unresolved cycles and developmental levels; opportunity for adults to grow alongside children; ideal of family atmosphere in schools; avoiding institutionalism; mother images, father images, and their respective roles in infant care; bringing the father image to the forefront; changes in American cultural attitudes toward birthing and early childhood education; how to demonstrate respect for the physical and spiritual bodies of the child; eye contact with infant; always receive a child who comes to you needing emotional support and fulfillment; hold the child to the heart; importance of physical heart contact; challenges for working mothers; first hour each day that child is in school is crucial; harmonizing the energy fields of children and guides; first hour should be calm, quiet; every teacher should arrive at school early enough to center her/himself.

The Infancy Seminar continues with Murshida discussing practices for guides to equalize energy every morning; physical and etheric/magnetic massage for infants; nourishing the infant emotionally and neurologically; Murshida leads the group in an energy field exercise. Rejuvenating the magnetic body; rejuvenation in nature; experimentation with your own magnetic field will build your faith and confidence in its power; techniques for channeling the Holy Spirit for healing; always give praise to God for transmission of healing energy. The group participates in a demonstration of a healing practice for children. Detailed instructions are provided. Infant games: repetition, bouncing, tossing; aboriginal people’s tradition of helping infant to complete all self-initiated muscular actions; Margaret Mead’s research in Africa; working with brain-injured children; confinement (playpen) is not beneficial for children; all children experience some form of handicap; language development; neurological exercises for children as they learn to stand and walk; right and left sides of the brain; adult recovery from brain injury; “Peaches” case study; love, joy and attunement to the child’s soul; games with toes and fingers; helping child touch pointer finger to thumb; every infant goes through animal stages before human stages; importance of crawling to intellectual development; recreating the crawling experience for children with disabilities; providing a safe place for children to learn to pull themselves up to a standing position.

Murshida Vera is discussing the importance of nutrition and diet for the young child and how the school and home need to be partners in the diet for the child. Questions are asked of the parent participants regarding food habits at home, etc.
The child reactions after eating sugar are discussed; the negative impacts of eating sugar are presented. The importance of protein in the diet is presented. Barley malt syrup is an excellent protein and an excellent sugar substitute. Murshida Vera discusses how taste buds are enlivened in the infant and these patterns stay with the child for the whole lifetime. Other topics include: junk food, good bacteria in food, pesticides in food, the use of apple cider vinegar, herbal teas, etc.

Parents are continuing to ask questions of Murshida Vera. Some topics include: juices for the young child, the power of the glance, clinging behaviors, the importance of the patterning of the first two years of the child’s life, clear water for the young child, charcoal tablets, purification of foods for the child, etc.