ations of the letters, while the
children follow his lead, writing the combinations on their paper, until,
by this method, they come to recognize all the letters, singly and
combined in words. Let the teacher then proceed to writing sentences,
while the children copy what he hath written, each on his own sheet of
paper. Let the teacher then explain the meaning of the sentence to the
children.

And once they have become skilled in the Persian tongue, let the teacher
first translate and write out single words and ask the students the
meaning of those words. If a pupil hath grasped a little of this, and hath
translated the word, let the teacher praise him; if all the students are
unable to accomplish this, let the teacher write the foreign language
translation beneath the given word. For example, let him write sama
(heaven) in Arabic, and ask: "How do we say this in Persian?" If one of
the children replieth, "The Persian translation of this word is asiman",
let the teacher praise and encourage him. If they are unable to answer,
let the teacher himself give the translation and write it down, and let
the children copy it.

Later, let the teacher ask: "How do they say this in Russian, or French,
or Turkish?" If they know the answer, excellent. If not, let the teacher
say, "In Russian, or French, the translation is thus and so", write the
word on the board, and have the children copy it down. When the children
have become skilled in translating single words, let the teacher combine
the words into a sentence, write this on the board and ask the children to
translate it. If they are unable, let the teacher himself translate the
sentence and write down the translation. It would of course be preferable
for him to make use of several languages.

In this way, over a short period--that is, three years--the children will,
as a result of writing the words down, become fully proficient in a number
of languages, and will be able to translate a passage from one language to
another. Once they have become skilled in these fundamentals, let them go
on to learning the elements of the other branches of knowledge, and once
they have completed this study, let each one who is able and hath a keen
desire for it, enrol in higher institutions of learning and study advanced
courses in the sciences and arts.

Not all, however, will be able to engage in these advanced studies.
Therefore, such children must be sent to industrial schools where they ca