THE SPIRITUAL FOUNDATIONS FOR A GLOBAL
CIVILIZATION PROGRAM

Overview of the Four-Year Program

The purpose of the Spiritual Foundation for a Global Civilization program is to help advance the process of entry by troops by raising up a new generation of diverse, knowledgeable, articulate teachers and administrators of the Bahá'í Faith by imparting knowledge; developing various skills, particularly teaching skills; fostering Bahá'í identity; inculcating a spirit of service; and creating a model Bahá’í community life. A major requirement of the program is the students' commitment to practical service and teaching activities.

2. Curriculum

Spiritual Foundations for a Global Civilization is a four-year university-level program of systematic study. The program has four thematic clusters that can be studied in any order:

1. religion, philosophy, and theology (the nature of religion, the various world religions, ancient and modern philosophy, and Bahá'í concepts of God, revelation, humanity, creation, afterlife, and Covenant);
   
2. the development of human beings and the creation of strong Bahá'í marriages and families;
   
3. the nature and purpose of human communities and their governance, with a particular focus on Bahá'í communities and the administrative order; and
   
4. carrying forward an ever-advancing civilization, examining such issues as establishing world peace and global prosperity, advancing racial and sexual equality, protecting the environment, and the proper use of science.

1. the study of Bahá'í history,
   
2. thematic examination of Bahá'í scripture,
   
3. the acquisition of skills in teaching the Faith, and
   
4. the development of other skills such as writing, public speaking, community building, and conflict resolution.

Parts of the Spiritual Foundations program are accreditable at the university level. The program is open to Bahá'ís aged eighteen or older with a high school degree or equivalent.

The program has two components:

The Wilmette Institute exists to assist students to become better teachers and administrators of the Bahá'í Faith through systematic and formal study of the Faith. If students are taking a course for university credit, academic standards of quality are essential to the Institute's expectations. But if a student does not need or want university credit, the Institute gives a student the freedom to complete the home study as he or she wishes, at the pace he or she prefers. The suggested deadlines for completing work impose a useful discipline to learning and enable students to enjoy the benefits that result when many people are studying the same material at the same time and thus can discuss the work together.

Students who do not complete the home study of a particular year by the ending date of that year are given an incomplete. The Spiritual Foundations program will give a student an additional year to complete the home study for a particular year. Additional extensions may be considered, depending on availability of the faculty. After that, the student can always repeat the year's courses. Since courses are independent of each other, failure to complete one year's home study does not prevent a student from taking the next year.

4. Fees for the Spiritual Foundations Program

Application:   $25 Tuition: $700 Lodging: $200 (approx.) Meals: $224 (approx.) Books: $100 (approx.) ____________________ Total: $1,249 (approx.)

The application, tuition, and lodging fees are paid directly to the Wilmette Institute. The Wilmette Institute turns the lodging fee over to the dormitory where the students reside. The cost of meals assumes $16.50 per day for breakfast, lunch, and supper. A hospital cafeteria and many restaurants are available nearby. The Institute may also collect a small fee for snacks and any communal meals it plans.

The Institute asks that students pay the fees in three installments. The following table gives the amount of each installment and when it is due:

	Tuition	Lodging	Meals	Total
April 1	$150	$100	*	$250
Aug 2	$250	$100	*	$350
September 1	$300	--	*	$300
Total	$700	$200	*	$900
* meals are either paid directly to the College, or students may wish to eat at a restaurant of their choice; price of meals is thus not included in this chart.

Materials required for the course that are not readily available through the Bahá'í Distribution Service—or that students do not already own—are purchased from the Wilmette Institute; students are charged at the time of purchase.

5. Schedule for the Spiritual Foundations Program, 2003

Application Period Opens — Jan. 1, 2003
Application Period Closes — Apr. 15, 2003
Home Study I Begins — May 1, 2003
Home Study I Ends — July 31, 2003
Summer Session Begins — Aug 2, 2003
Summer Session Ends — Aug. 16, 2003
Home Study II Begins — Sept 1, 2003
Home Study II Ends — April 1, 2004

(Spiritual Foundations students will have until May 1, 2004 to take as many distance-learning courses as they please for free, and to complete projects involving teaching the Faith and deepening.)

Home study I is primarily to do readings to prepare for the summer residency; home study II is primarily tointegrate learing and complete a learning project to wrap up the course. Students give firesides, deepenings, and classes on the material they studied all year. Students can also take as many distance-learning courses as they wish for free. If the schedule of a distance-learning course conflicts with home study I or II, adjustments in expectations can be made.

Module A: World Religions, Philosophy, and Bahá'í Theology (35 hrs) (2000; 2004)

The course introduces the major religions in the world today in the perspective of both comparative religion and the Bahá'í Faith. It explores aspects of modern philosophy to highlight major concepts relevant to understanding the Bahá'í teachings. Finally, it examines the basics of Bahá'í theology, an exploration greatly illuminated by comparisons to other philosophical and religious systems of thought.


1. Major World Religions (25 hrs.)
    Hindusim
    Buddhism
    Judaism
    Christianity
    Islam

2. Introduction to Philosophy (4 hrs.)
    Introduction to the Meaning, History, and Branches of Philosophy
    Major Schools of Thought in Philosophy
    Selected Philosophical Concepts and Philosophers
    Relation Between Religion, Philosophy, and Science

3. Bahá'í Theology (6 hrs.)
    Bahá'í Concept of God
    Manifestation and Revelation
        Revelation
        Progressive Revelation
        Infallibility
    Covenant
    Humanity and Creation
        Good and Evil
        Fate and Free Will
    The Nature of Knowledge
        Independent Investigation
        Harmony of Reason and Revelation
    Concept of the Soul and Afterlife

4. Uniqueness of Bahá'u'lláh's Mission (1 hr.)
    Purpose of the Bahá'í Faith

Module B: Individual Development and Creation of Bahá'í Marriages and Families
(45 hrs.) (1997; 2001) (Note: the program in 2001 will have to be shortened to 30 hours)

The course covers the physical, mental, intellectual, and spiritual dimensions of individual development; moral development and virtues; the institution of marriage; parenthood and child rearing; family life; the individual and institutions; and the individual and the community.

1. Individual Development (15 hrs.)
    The Nature of Humanity: Overview
    An Introduction to the Human Temple
        The Human Body: Structure, Function, Growth
        Health, Nutrition, and Cleanliness
    The Mental Dimension
        The Powers of the Human Mind
        Language and the Power of the Word
        The Nature and Purpose of Emotion
        Knowledge, Learning, and Education
    The Spiritual Dimension
        The Relationship between Mind, Soul, and Spirit
        The Development of Hope and Faith throughout the Life Cycle
        The Role of the Arts in the Spiritual Development of the Individual
        Laws and Ordinances
            Prayer and Fasting
            Daily Reading
            Deepening
        Moral Development and the Unfoldment of Virtues
            (Life of 'Abdu'l-Bahá as Example: See Module E, part 2)
        The Dual Processes of Independent Investigation and Consultation
        Incorporating the Bahá'í Calendar into One's Life

2. Family Development (15 hrs.)
    The Social Dimension of the Individual
    Autonomy and Connection
    The Institution of Marriage
        The Development of the Soul in Marriage
        Social Functions and Individual Growth
        The Role of Sexuality
    Parenthood
        The Individual's Role in Educating Children
        Parenthood as a Stage of Human Development
    Family Life
        Hierarchy, Unity, and Equality in the Family
        Mothers and Fathers: Responsibilities, Functions, Roles, and Equality
        Balancing Service and Financial Responsibility
        Children's Responsibilities to Parents
        Diversity in the Family
    The Equality of Women and Men

Module C: Concepts of Community and Governance (45 hrs.) (1998; 2002)

The course consists of an exploration of how human communities are formed and how they govern themselves, both historically and according to current political theory. The Bahá'í administrative order and community will be the focus of the course and are examined in their historical context. Their salient features are explored, and they are studied as both a theory and a practice of community building.

1. The World Order: Introductory Aspects (4.5 hrs.)
    The Nature and Purpose of the Administrative Order
        Chief Institutions
        Its Evolutionary Nature
        Its Relationship to the New World Order
        The Last Refuge of a Tottering Civilization
    The Bahá'í Concept of Unity as it Relates to Community and Governance
    The Unity Principle as it Relates to Dissent

2. Political Theory (7.5 hrs.)
    History of Political Theory
        Democracy/Oligarchy/Aristocracy; Tyranny/Kingship
        Divine Right of Kings; Religious Defense of Absolutism
        Social Contracts
        Liberalism, Nationalism, Marxism
    Institutional Theory
        Voting Mechanisms
    Human Rights
        History of the Idea
        Concepts of Liberty, Justice, and Equality
    Discourse and Freedom of Speech
    Bahá'í Elections in Comparative Perspective

3. The Divine Nature of the Bahá'í Institutions (7 hrs.)
    Infallibility of the Institutions
        Greater and Lesser Infallibility
    Material from John Hatcher's The Arc of Ascent:
        The Social Imperative and the Emergence of Global Identity
            Dimensions of Individual Salvation
        The Bahá'í Concept of the Social Self
        The Kingdom to Come: A Model for the Bahá'í Commonwealth
        The Heart of the Commonwealth: The Local Community

4. Sociology and the Bahá'í Community (6 hrs.)
    Social Systems and Social Change
    Formal and Informal Social Systems
    Theories of Markets, Bureaucracies, and Voluntary Associations
    Theory of Social Contract
    Competition Versus Cooperation
    The Institution of the Hazíratu'l-Quds
    The Institution of the Mashriqu'l-Adhkár
    Nineteen-Day Feast, Holy Days, and Community Worship

5. Bahá'í Institutions in Legal Perspective (4.5 hrs.)

6. The Institutions of the Bahá'í Administrative Order and Bahá'í Community (9 hrs.)
    The Institution of the Guardianship
    The Institution of the Rulers
        The Institution of the Universal House of Justice
        The Bahá'í World Center
        The National Spiritual Assembly
        The Regional Bahá'í Councils
        The Institution of Local Spiritual Assemblies
    The Institution of the Learned
        The Institution of the Hands of the Cause of God
        The Institution of the International Teaching Center
        The Institution of the Counselors
        Auxiliary Board Members and Assistants
    Distinctive Features of the Administrative Order
        Spiritual Significance of Establishing Spiritual Assemblies
        The Nature of the Bahá'í Election Process
        Provisions for Protection of the Faith
    The Nature and Purpose of the Bahá'í Community

7. The Bahá'í Faith and Global Governance (7 hrs.)
    The Crisis of Governance
    The Bahá'í Faith and the Issue of Governance
    Bahá'ís and Politics
    Nonpartisanship
    The Bahá'í Faith and the United Nations
        The Bahá'í Community as a Model

Module D: Carrying Forward an Ever-Advancing Civilization (45 hrs.) (1999; 2003)

Bahá'u'lláh revealed numerous social teachings, which 'Abdu'l-Bahá and Shoghi Effendi subsequently interpreted and elaborated. Since about 1980 the Universal House of Justice and its agencies have elucidated and applied the Bahá'í social teachings further through a series of statements, including a statement on social and economic development (1983), The Promise of World Peace (1985), The Bahá'í Statement on Nature (1987), a statement on literacy (1989), The Prosperity of Humankind (1995), and Turning Point for All Nations (1995). In addition, the National Spiritual Assembly of the Bahá'ís of the United States has issued The Vision of Race Unity (1991) and Two Wings of a Bird: The Equality of Women and Men (1996). Collectively, these statements identify a series of issues facing humanity, emphasize their mutually reinforcing and overlapping natures, and outline the spiritual principles necessary for resolving them. Among the issues are: racism; economic disparities; unbridled nationalism; religious strife; equality of the sexes; universal education; and the need for a universal auxiliary language. Module D will focus on these issues and issues of science and the environment. The module will be based on the statements listed above and relevant background information identified in academia.

1. The "Great Peace" (9 hrs.)
    An overview of The Promise of World Peace and selected other statements

2. The Oneness of Humanity (7.5 hrs.)
    The Vision of Race Unity
        History of Modern Racism
        Racial Unity
    Two Wings of a Bird
        Gender Equality
    Human Rights

3. Global Prosperity (7.5 hrs.)
    The Prosperity of Humankind
    Social and Economic Development Statements by the Universal House of Justice and Compilations
        Purpose of wealth
        Free market theories of development
        Marxism
        Development of agriculture

4. Toward a New Political Order (7.5 hrs.)
    Turning Point for All Nations
    International Relations Theory
    Nationalism and internationalism

5. Education and Communication (6 hrs.)
    The Literacy Statement by the Universal House of Justice
    Aspects of Education
    A Universal Auxiliary Language

6. The Harmony of Science and Religion (7.5 hrs.)
    Science and Religion
    The Bahá'í Statement on Nature
    The Environment

Module E: Bahá'í History (32 hrs.) (1 section during each of the four years)

The Bahá'í History Module covers four interrelated subjects, in chronological order, that reinforce the contents of Module , B, C, and D.

1. The lives of the Central Figures and Shoghi Effendi
2. The history and development of the Bahá'í administrative order
3. The historical and intellectual context of the Bahá'í writings (the Central Figures, Shoghi Effendi, and the Universal House of Justice)
4. The history and development of the Bahá'í community

1. 1800-63 (8 hrs.) (200; 2004) (Note: Section 1 is taught during the year in which Module [World Religions, Philosophy, and Bahá'í Theology] is offered and reinforces many of that module's themes.)
    Shaykhis, Millerites, and Other Millennial Groups
    The Life of the Báb
    The Writings of the Báb
    Bábí History
    The Life of Bahá'u'lláh to 1863
    The Early Writings of Bahá'u'lláh
    The Bahá'í Community during Bahá'u'lláh's Lifetime


2. 1863-1921 (8 hrs.) (1997; 2001) (Note: Section 2 is taught during the year in which Module B [Development of the Individual and Creation of Strong Bahá'í Marriages and Families] is offered and reinforces that module's themes.)
    The Life of Bahá'u'lláh, 1863-92
    Later Writings of Bahá'u'lláh
    The Life of 'Abdu'l-Bahá
    Writings and Talks of 'Abdu'l-Bahá
        Memorials of the Faithful
        Tablets by 'Abdu'l-Bahá
    The Middle East Bahá'í community during 'Abdu'l-Bahá's Lifetime
    The Establishment of the Faith in the West
        'Abdu'l-Bahá's trip to Europe and North America in 1912
        'Abdu'l-Bahá's Talks in the West
        The Promulgation of Universal Peace

3. 1921-1957 (8 hrs.) (1998; 2002) (Note: Section 3 is taught during the year in which Module C [Concepts of Community and Governance] is offered and reinforces that module's themes.)
    The Life and Writings of Shoghi Effendi (6 hrs.)
        God Passes By
    Development of the Bahá'í Community, 1921-57 (6 hrs.)
        Creation of the Administrative Order, 1921-37 (1.5 hrs.)
        The First and Second Seven Year Plan: The Ten Year Crusade (1.5 hrs.)
        Construction of Houses of Worship (1.5 hrs.)
        The Persecution of the Faith under Marxist and Fascist Regimes (1.5 hrs.)


4. 1957-present (9 hrs.) (1999; 2003) (Note: Section 4 is taught during the year in which Module D [Carrying Forward an Ever-Advancing Civilization] is offered and reinforces that module's themes.)
    The Custodianship of the Hands; Election of the Universal House of Justice 1.5 hrs.
    Continuing the Plans, 1963-Present (1.5 hrs.)
    The Spread of the Faith in the Third World (1.5 hrs.)
    The Persecution of the Faith, Especially in Iran (1.5 hrs.)
    Emergence of the Faith from Obscurity (1 hrs.)
        Entry by Troops
    Development of Bahá'í Studies (1 hr.)
    The Development of the Bahá'í World Centre (1 hr.)
        Construction of the Arc
    Messages of the Universal House of Justice (1 hr.)

Module F: Bahá'í Scripture (32 hrs.) (1 section during each of the four years)

The Bahá'í writings are covered three different ways in the Spiritual Foundations of a Global Civilization program:

• The historical and intellectual context of the writings of the Central Figures, Shoghi Effendi, and the Universal House of Justice is covered in the Bahá'í History Module (see above).
  
• Themes in the Bahá'í writings are covered in Modules A through E, where appropriate; indeed, much of the content of those modules involves discussion of ideas and passages from the Bahá'í writings.
  
• Discussion of the content of specific books. Sometimes entire books will be treated in Modules A through E, when the primary theme of the book matches the theme of that module. There is insufficient time in the Spiritual Foundations program to cover all works of Bahá'í scripture; hence only the salient works will be studied.
  
1. Writings on Religion, Philosophy, and Theology (Theme, Module ) (8 hrs.) (2000; 2004)
    The Kitáb-i-Iqán
    Some Answered Questions

2. Writings on the Development of the Individual (Theme, Module B) (8 hrs.) (1997; 2001)
    The Kitáb-i-Aqdas

3. Writings on Community and Governance (Theme, Module C) (8 hrs.) (1998; 2002)
    The Kitáb-i-Aqdas as it relates to Community and Governance
    Tablet of Carmel
    Kitáb-i-Ahd
    Will and Testament of 'Abdu'l-Bahá
    The World Order of Bahá'u'lláh letters
    Tablets of the Divine Plan
    The Constitution of the Universal House of Justice

4. Writings on Establishing Global Civilization (Theme, Module D) (8 hrs.) (1999; 2003)
    Tablets of Bahá'u'lláh Revealed after the Kitáb-i-Aqdas
    The Promised Day Is Come
    The Advent of Divine Justice
    The Secret of Divine Civilization

Module G: Expository Writing and Research Skills (24 hrs.) (1 section during each of the four years)

The Spiritual Foundations program focuses on skills necessary for Bahá'ís to become better teachers and administrators of the Faith. One or two skills are taught each year, and they are reinforced by the faculty teaching the other modules.

1. Oral Communication (1996; 2000)

2. Writing Skills (1997; 2001)

3. Consultation Skills ( 2002)

4. Course and Curriculum Development Skills (2003)

Module H: Teaching the Faith (24 hrs.) (1 section during each of the four years; 6 hrs./yr.)

The entire Spiritual Foundations program exists to provide skills to facilitate efforts to teach the Faith. Modules A through G exist to provide useful background knowledge for answering the questions of others. By "teaching" is not meant pushing the Faith on others but understanding the Bahá'í Faith deeply, living its principles, constantly demonstrating its personal transforming power, and having the wisdom and tact to know what to say to others and when to say it. It is of such a person 'Abdu'l-Bahá speaks when He says:


...ye must conduct yourselves in such a manner that ye may stand out distinguished and brilliant as the sun among other souls. Should any one of you enter a city, he should become a center of attraction by reason of his sincerity, his faithfulness and love, his honesty and fidelity, his truthfulness and loving-kindness towards all the peoples of the world, so that the people of that city may cry out and say: "This man is unquestionably a Bahá'í, for his manners, his behavior, his conduct, his morals, his nature, and disposition reflect the attributes of the Bahá'ís." Not until ye attain this station can ye be said to have been faithful to the Covenant and Testament of God (quoted in Shoghi Effendi, The Advent of Divine Justice, pages 25-26).


During the summer session students participate in teaching workshops that review the relevant Bahá'í principles and practice the skills necessary for teaching the Faith effectively. Each of the four workshops, given consecutively over the four year program, consists of two parts. Part One is common to all four sections. Each year expands on the previous year. It includes:

• Working with the Master Key (a listing of Bahá'í scriptural works)
  
• Learning from the Example of 'Abdu'l-Bahá
  
• Great Teachers of the Faith
  
• Teaching Experience
  

Part two is different each year. The emphasis moves gradually from individual teaching toward promoting entry by troops.

The four sections are:

1. Individual Teaching (2000; 2004)
    Common Themes
    Exploring the Spectrum of Individual Teaching

2. Teaching in Groups (1997; 2001)
    Common Themes
    Experiencing the Power of Teaching/Deepening in Groups

3. Building a Teaching Structure (1998; 2002)
    Common Themes
    Complementary Nature of Expansion and Consolidation
    Setting Up a Teaching Structure Responsive to Local Needs
    Responding to Attacks and Criticisms

4. Toward Entry by Troops (1999; 2003)
    Common Themes
    Setting Forth to Bring About Entry by Troops


During the residential session, students have the opportunity to test their skills by serving as guides at the Bahá'í House of Worship and by teaching on its premises. There are also other opportunities to teach while in Wilmette. In August 1998 the owner of a Wilmette restaurant declared as a result of Spiritual Foundations students repeatedly visiting her establishment. Students also have the opportunity to mention the Bahá'í Faith to others while staying in the dormitory. They must remember, however, that the university administrators and the dormitory staff encounter Bahá'ís frequently. They may be particularly interested in seeing whether Bahá'ís really exemplify their teachings, and they may not want to hear a basic summary of the Bahá'í Faith repeatedly. Since we use university facilities every year for the summer residential session, extra tact and wisdom should be exercised when mentioning the Faith in them.

When Spiritual Foundations students return home, they are encouraged to implement what they have learned. An e-mail listserver (Global) is provided for discussing teaching successes and asking for suggestions from the faculty. Many home study assignments for Modules A-G can be completed as firesides. We ask our students to complete a simple form about their teaching projects so that we know what they have done and what resulted. This allows us to measure the impact of the Wilmette Institute on teaching the Faith. In 1997-98, Spiritual Foundations students reported bringing four people into the Faith; in 1998-99, twenty-five.

Summer Residential Session

At the completion of each summer session, students will receive a certificate of attendance.

2. Weather.

Because Chicago is in the middle of a continent and near a very large lake, its weather is highly variable. July and August are the hottest months of the year, with a mean daily high of 84 F / 27C and a mean nightly low of 63F / 17C. Extremely high temperatures, however, do occur, and they are always accompanied by humidity. August tends to be more humid than July. In July 1995 one day hit 106F/36C during a month-long heat wave with temperatures almost every day over 90F/32C. In July 1996, however, almost every day was 70 to 78F (21 to 26C), humidity was comfortable, and nights were ideal for comfortable sleep. Summers are not always hot; if there is a strong wind off the lake and one is at an outdoor activity near it, one can get quite chilly, because the lake does not warm up until August. Also, classrooms may be air conditioned too much and can be chilly.

Rain is unpredictable; an entire month can pass without rain, or it can rain almost daily. Severe thunderstorms can also occur. On rare occasions, they are accompanied by tornadoes.

When packing clothes for Chicago, it is, therefore, best to bring light summer clothes for high heat, but a rain coat that can also serve as a jacket and windbreaker is necessary. A sweater or spring coat might also be a wise precaution. An umbrella is essential.

3. What to Bring With You.

      Summer clothes
      Spring jacket and sweater
      Business/dress wear (for the Welcoming Dinner, Candlelight Dinner, and House of Worship)
      Umbrella
      Fan
      Sheets for a single bed, pillow case, towels (not available from the dorm)
      Prescription medicines (if necessary)
      Over the counter medications (aspirin, for example)
      Personal and Bahá'í books
      School supplies (pen, pencil, paper, notebook)
      A portable typewriter or laptop computer (not essential but helpful)

4. Dress Code.

The Wilmette Institute students must be exemplars of Bahá'í ideals at all times. They are not the only students in the dormitories or on campus; there are many opportunities to mention the Faith. Wilmette Institute students should be aware of the public image of the Faith they create. For this reason one should choose one's dress carefully, avoiding overly casual, sloppy, or revealing clothes.

Even higher standards of dress are expected of those who enter the Holiest House of Worship. One should not go to the House of Worship wearing shorts or tank tops.

The House of Worship expects formal dress of anyone serving as a guide. Men should wear nice shirts with ties; women should wear dresses or skirts, not slacks.

5. Behavioral Expectations.

As noted, Wilmette Institute students will be visiting the Bahá'í House of Worship can serve there and at the Bahá'í National Center, and will be living in a dormitory with other students. Our time together in Wilmette is an opportunity to create an ideal Bahá'í community, not only as a laboratory for our own learning but as a model for others to see and experience. For these reasons the highest standards of ethical, moral, and spiritual conduct will be expected of our students.

The closed space of a dormitory also dictates that one be courteous of one's fellow students. Among other things, this means one cannot stay up late at night talking as it disturbs others as well as impairs one's ability to participate in class. For this reason after 11 p.m. is quiet time and all should be in their rooms.

6. Dormitory Supervision.

The Wilmette Institute provides a dormitory supervisor to live with the students, offer advice, assist in emergencies, and monitor behavior.

7. Safety.

Evanston and Wilmette have experienced the crime problems typical of many American cities. Consequently, personal property should always be kept in a locked place, such as your room, or should be kept close to you. Automobiles should always be locked. If you must walk somewhere at night, you should be accompanied by a friend.

8. Children and Spouses.

The Institute has not established formal policies about the presence of children and spouses at the summer residential program. One year a couple brought a six-month old with relatively little disruption. Small children able to walk, presumably, would be disruptive of class. Other students have brought older children (over the age of 15) who were able to volunteer at the National Center or guide at the House of Worship during class. Spouses have often stayed at the dormitory on weekends.