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In the Name of God, the Most Compassionate, the Most Merciful

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الحمدلله ربّ العالمين

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و الصّلاة و السّلام علي سيّدنا محمّد و آله الطّاهرين

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سيّما بقيّةالله في الارضين

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You are very welcome my dear ones; I hope, God willing, the Teacher’s Day

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and honorable memories of this day

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for all of you, my dear children, [and] my dear brethren and sisters.

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would be a cause of eternal joviality and happiness and honor

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First of all, after congratulating this day, we must commemorate your martyrs;

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both martyred teachers, and (as you know) about four thousand teachers were martyred and this is not a small figure,

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and martyred pupils, with more than 36,000 of our pupils

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martyred throughout the Sacred Defense [the eight-year Iraqi imposed war against Iran].

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If it were not for the influential role of teacher(s), it was not clear if [all these] pupil(s) would go to war fronts under all conditions;

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this honor also belongs to teachers.

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After this, it is turn for me to thank you – the country’s teachers’ community

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– because teachers’ community is a community that has undertaken a difficult task with low financial payoff.

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The teacher shoulders the burden of educational encounter with the youth and adolescents;

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this is no small matter; [and on the opposite] it is [very] difficult.

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[The teacher] shoulders a heavy responsibility as well; [because] everybody expects [something] from teacher

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and they want their youngster, their youth, [or] their child, when he goes to the school,

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shine among family members like a flower bouquet as a result of the teacher’s education;

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[every] human being likes this [to happen]; [and] everybody expects [something] from the teacher.

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At the same time, you compare a teacher’s income with the income of that given capitalist, that given rich person, [and] that given young businessman;

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well, the teacher sees, [and] knows this; these [people] who become teacher, perhaps many of them

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– if not all, [at least] many of these [teachers] – could have taken a different path

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and provided themselves with higher income sources and more [money]; [but] they did not [do this].

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Part of the teacher’s motivation is love, is compassion [toward students] [and] is a feeling of responsibility.

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They make the future [of the country] through thrift,

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and tolerate the burden of educating youths and adolescents with modesty, with patience [and] with serenity.

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I don’t want to pass a general judgment; after all, in any community,

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[and] in any profession there may be a few, who are not desirable [people],

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but general style of teachers’ community is like this that I say.

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I have been taught by these teachers, have heard things, [and] have learned [many] things; [therefore,] I know how being a teacher looks like.

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Well, one characteristic of being a teacher, which

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would be good [if] you dear teachers and new teachers and the teachers’ community paid attention to it, is that,

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there is possibility of devotion in this job with these characteristics that I said – [that is,] great suffering and low financial payoff –

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[and] this is [a] very important [point].

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Human salvation in the eternal life is achieved through this devotion;

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working for God, [and] for the truth, [and] working devotedly is a cause of salvation;

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this [devotion] cannot be found in many places.

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[There are] many tasks that one thinks is doing for God, then when he himself looks carefully at it with fairness, sees that it is not totally pure.

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“And I ask forgiveness for doing something to get your attention, which was then mixed with something other than you;”

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this prayer is one of the prayers that [we say] between recommended morning prayers and obligatory morning prayers,

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which says “O God I ask forgiveness for that action, which I wanted to do for the sake of you, but in the midst of it,

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‘something, which was not related to you’ got involved,”

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[and] a non-divine motivation and intention was added; many things that we do are like this. I am talking about myself.

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[Therefore,] the place, where one can act out of devotion is [an] opportune [moment]; one of those places is being a teacher.

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You can work with devotion,

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and if you worked with devotion, your work will be blessed.

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A clear and ready example is Martyr Motahhari.

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Ayatollah [Morteza] Motahhari moved with devotion, [because] his work was for God;

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I was friend with him up-close, saw his work; [and] understood his intention.

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[He was a scholar] with good knowledge of time, [and] understanding of [the society’s] needs, who knew about [people’s] needs, understood [them]

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and for the sake of God [and] to fill the void of such needs, worked and thought

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and talked and wrote and endeavored and took steps with devotion.

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The result of his devotion is that his works are lasting; he was martyred tens of years ago,

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but as put by [the famous Iranian poet] Sa’di, his books [are still] bought “like golden paper;”

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those who are given to thinking, who understand, [and] who want to understand, rush to buy Martyr Motahhari’s books. This is devotion.

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When you work with devotion, every one of these

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adolescents and youths whom you teach can build such a future for this country and this future

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would bring you eternal happiness because you are his teacher, even if nobody knows you.

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Nobody knows the teachers of the honorable Imam [Khomeini] – those who taught him as a child –

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but they will be [spiritually] rewarded for what Imam has done because they educated this man like this, [and] raised him like this.

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Well, [when] I said devotion, I was addressing you; [however,] this does not mean that now since the teachers’ community

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is devoted and thrifty, then the country’s officials should ignore livelihood problems facing teachers; no,

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I have said many times and will say [many] more times; officials should know that any money they spend on education

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is capital spending, [and] is not pure spending; the money, which is spent there is, in fact, being invested;

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look at the education from this viewpoint, [and] allocate budget [to this sector] on this basis,

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and on this basis provide [teachers with] livelihood facilities.

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There are some ill-wishers, who try to abuse the livelihood problems of the teachers’ community;

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I have heard that some people, even within the education [sector] do such abuses;

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the livelihood situation of the teachers’ community [which is marked] with shortcomings, prompts some people to abuse [this situation].

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Up to the present day, praise be to God, the teachers’ community has kept itself healthy and clean,

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but some [circles] are working and endeavoring to make such unhealthy moves.

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Now, let’s bring up the main topic. My dear ones! You want to raise a generation;

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what kind of generation does your country and your future need? This [issue] is important.

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It is not like that we want to work in an empty field; no.

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Assume a judoka or kung fu fighter

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who starts incessantly performing judo moves in an empty field, [and] nobody is confronting him; well [in this situation], he is [quite] comfortable;

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or [assume that somebody] is fencing in an empty field and deals strikes, [and] nobody is in front of him;

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however, sometimes there is an opponent in front of you, [who] foils your strike,

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prevents [your] strike from landing on his body, [and] strikes you in return;

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today, we are faced with such an opponent.

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Who is the opponent? The international hegemonic system.

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Now, some people may be surprised [and ask] is our education system

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[really] faced with international hegemonic system? Yes.

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[Our education system is faced with] the international hegemonic system, which today is symbolized by the American government,

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by major Zionist capitalists, and some other arrogant governments;

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these are representatives and symbols of the international hegemonic system.

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I have talked about this hegemonic system in detail in my public speeches and have explained its meaning that what the international hegemonic system means.

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This international hegemonic system has a plan for [all] nations – not just for our nation,

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[but] for any nation it can [make a plan for]

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– [and] it wants the generation that [is going to] build future of this country

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and these countries to be raised in a shape and in a way that would be beneficial to it;

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[it wants] a generation be educated in countries that would adopt its way of thinking,

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adopt its culture, [and] adopt its viewpoint and choice on global issues. This generation will be educated,

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[and] of course, it will be learned, will be research-minded, will become politician, and in different countries, it will be [among] that country’s officials.

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Well, for a collection of colonialists what could be better than

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having officials of a country, experts in a country, and those who have a voice in a country think like them

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and act like them?  [This will] facilitate [implementation of] their plan after all.

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This is a cultural colonialist plan. Of course, it is not limed to the present time,

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[because] perhaps the plan has been in gears for many long years.

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Western political thinkers have said time and again

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that ‘instead of us going after conquering countries like the colonial period of the 19th century,

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and appointing military governor and spending money and sending arms and

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waging wars and conflicts, better than that and easier than that and less costly than that

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is to infuse our own [way of] thinking into [the minds of] their elites and scholars, [then] send them back to their countries,

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[and] they will become our unpaid soldiers’; whatever he says, this does.

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You don’t know of such governments today? Are there few of such governments in our region?

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[which] say the same thing that America wants to say, do the same thing that it wants to do,

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[and] also undertake its cost and undertake its spending as well, [but actually] work for it.

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They not only do not ask for any concession [from the United States] and are not paid any money, but also spend money; the only advantage is that

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the arrogance prevents [this proxy government] from being toppled by opposition forces and keeps it in place.

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They have such a plan for our generation; they have the same plan for this very pupil who is taught by you.

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Now, to what extent they would or would not be able [to do this] is another issue, but this plan does exist.

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They promote their own thought, promote their own culture, [and] promote their own language.

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Here, I [want to repeat] what I have sometimes told Education [Ministry’s] officials;

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perhaps I have not said this to incumbent officials, but I have repeatedly said [this] before;

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this insistence on promoting the English language in our country is an incorrect measure.

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Yes, we must speak a foreign language, but foreign language is not just English, [and] the language of science is not just English.

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Why you do not determine other languages [to be taught] at schools as the [foreign] language course? What is this insistence [on teaching English]?

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This is the legacy of the era of the tyrant [regime of Shah], this is the legacy of Pahlavi era.

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[Take] the Spanish language [as an example]; today, those speaking Spanish are no less than those speaking English;

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in various countries, in Latin America, or in Africa there are many people [who speak Spanish].

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I say this as an example; now, I am not promoting [the language] of Spain to want to do anything for them, but I am [just] bringing an example.

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Why French language or German language are not taught?

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Languages of advanced Eastern countries are also foreign languages, [and] these are also the language of science.

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Hey Mr., in other countries they pay attention to this issue and prevent infiltration and intervention and development of foreign language;

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now, we have become more Catholic than the Pope!

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We have paved the way and in addition to making this language the exclusive foreign language of our schools,

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are constantly bringing it to lower [education levels, for example,] in primary schools and in nursery schools!

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in nursery schools!Why? When we want to promote the Persian language somewhere,

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we must spend a lot of money and make [real] effort. [When] they shut down a [Persian] language course at a place, we must resort to diplomatic contacts [and ask]

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why ‘you shut down the [Persian] language course’? They don’t let this, they don’t allow [us] to attract students, they don’t give concessions,

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because we want to promote Persian language somewhere; then why we would want to promote their language ourselves,

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with our own money, at our own cost, [and] despite our problems. Is this rational? I don’t understand!

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I said this in parentheses in order for everybody to know, [and] to pay attention.

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[Of course,] I am not saying that stop [teaching] English language at [our] schools as of tomorrow; no, this is not what I am saying;

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I say that we [must] know what we are doing;

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[and] know what kind of generation the other [enemy] side wants to be raised in this country, and with what characteristics.

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Well, now this [is] the generation that international hegemony – the hegemonic system – wants. What about us?

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What kind of generation do we want? This statement of oath [which was read out in this meeting] was very good;

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before I came here, they brought this statement of oath to that side [of Leader’s office] and l looked at it; [and] I now listened to it with care.

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By the way, know this: when you take an oath, it becomes an obligation for you;

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when you take an oath with [good] intention, it becomes obligatory for you, [and] you must act upon it; it was a good oath, [and] a good statement of oath.

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The first thing that we have to take into account for our own student

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is to create an independent national and religious identity inside of him; this is the first thing [to be done];

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[giving them] an independent and dignified identity. [We must] raise our youths in such a way that they would pursue an independent policy,

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pursue an independent economy, [and] pursue an independent culture;

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dependence, inclination toward others, trusting others and relying on others

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should not grow in them as a spirit.

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From this viewpoint, we are vulnerable; take this from me!

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You see that when a foreign word enters this country,

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it is immediately [adopted by] grown-ups and children and cleric and non-cleric and the likes of these [people], [and] everybody uses it. Well, why it is like this?

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Why we are so eager and thirsty to use foreign words? Why?

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This is the same situation which has been handed down to us. This is the same situation that existed under the tyrant [regime of former Shah],

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when I was also young. I remember [that time]; I myself, when I was young, as if we were in a race

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to use these foreign words. Everybody who used these words more often, it was a sign that

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he was more intellectual and more informed and the likes of these. This is wrong.

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Independent identity is the first thing that we must grow and help thrive in our youth, [and] in our adolescent.

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It is then that the Economy of Resistance makes sense.

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It is not like this that we would want to implement the Economy of Resistance and then high-ranking state officials

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hold a hundred meetings in a row and keep issuing bylaws, keep issuing circulars, [and] keep taking given steps,

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[and at the end of the day] it is not implemented in a complete way.

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Well, they are trying to realize this Economy of Resistance now.

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When the spirit is not the spirit of independence and resistance and steadfastness in the face of others, well, it is difficult [to implement the Economy of Resistance] after all.

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When we get used to regularly extracting a [natural] reserve and selling it – which in [people’s] houses,

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wise and thoughtful families usually keep reserves for themselves; [and] we have also a God-given reserve and it is oil –

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[and] continue to extract it and sell it without any added value [it would be hard to implement the Economy of Resistance].

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Once we may convert this into something which has added value; very well, this is acceptable,

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but no, [at present] we are just extracting and selling it without [creating] any added value.

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Some of these heads of state who have met with me, have complained that ‘our trade balance with you is not balanced,

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[because] you sell us more and buy less from us’; I have frequently

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told several of them that ‘most of what you buy [from us] is oil; oil means money, oil means gold;

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we do not earn any added value from oil; [we just] bring our wealth out of the ground and give it to you.’

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This cannot be considered as part of the trade balance. These [issues] are important.

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When identity is independent, one will distance himself from such kind of living; it is then that the Economy of Resistance makes sense,

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an economy without oil makes sense, [and] independent culture makes sense.

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We must bring to live salient and prominent indexes in our students;

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yes, it was in this very statement of oath that [we must] activate his God-given essence; yes, this is right;

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the Almighty God has put an essence in all of [people, including] me and you, which can be grown

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and can be taken advantage of. [You teachers must] activate this in this child, and help it grow.

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These indexes are these; now a large part of them [are made up of] current-building concepts;

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[therefore, we must] produce, and activate and enliven current-building and action-building concepts in him;

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[they include] faith; [good] thinking, [because our student must] learn to think; social participation,

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avoiding unfavorable social isolations; and accepting social responsibility,

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which has a very lofty Islamic meaning.

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[Another important index is] improving consumption pattern; this humble one, have talked about improving the consumption pattern time and again –

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[including] in [my] new year speeches, [in meetings] with officials, in private meetings, [and] in public meetings

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– but our consumption pattern has not been improved yet; [I mean,] we consume [in a] bad [way].

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This very issue of [consuming] foreign goods, which I discussed with a group a few days ago in this Hosseiniyeh [religious place of gathering] was an instance.

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These tens and hundreds billions [of dollars] of smuggled goods, [including] luxury equipment, is an instance.

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These childish games on the streets – which some upstart rich kids

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come with those such and such cars [and] continuously move [up and down the street], continuously march [in streets], [and] continuously show off [their wealth] –

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is because of these issues; [therefore,] improving consumption pattern [is necessary]. This must be taught to this young [person] and adolescent from childhood.

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Tolerance for opposition [is another important index]; yes, if as soon as somebody jostles us a little,

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we give them a punch on the chest, this would be intolerance.

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Islam does not want this from us; Islam wants the opposite of this from us;

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[the Quran says the faithful are those] who are merciful among themselves.

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[Another index is] politeness, [and] being polite. Now many of you are naturally familiar with virtual space [of the internet];

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is politeness really observed in virtual space? Is modesty observed?

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Well, it is not [observed] after all; or is not [observed] in a major part of it.

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These [indexes] must be grown in our adolescents and youths.

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Religiosity, not having an aristocratic lifestyle, [and] not encouraging these [young people] to live an aristocratic life [are other important indexes].

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Now, if I wanted to make a list here and write and read [all indexes] it would amount to a number of pages. These are [just] a few examples.

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You have to do these; this is your job, [and] this is your sacred job.

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It is you who bring up this generation like this and build [their] culture.

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If you could institutionalize these current-making concepts in the mind of [your] pupil,

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then you could serve the future of your country. Fortunately, teacher is like this, because he trains, because he teaches,

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[and] because he has a natural spiritual and cultural control over his pupil – now, I am not talking about those bad-tempered pupils,

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who are in some classes, but generally speaking it is like this;

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in the seminary schools the student and pupil are as humble as a servants before their teacher;

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now, in new culture, it is not exactly like this, but after all, teacher has some kind of control

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over his pupil – [so,] you can take advantage of this [control].

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Well, various organs play a role [in this regard]; [and] can

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help create these conditions in the education [environment] so that the teachers can do their work easier

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and remain loyal to the contents of this statement of oath and these points that I mentioned [here].

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One [organ which can help] is [Education Ministry’s] Office for Entertainment, which was recommended [to be reinstated after it was dissolved] and fortunately,

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they reinstated it and activated the Office for Entertainment, but it is not enough;

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the Office for Entertainment shoulders a heavier responsibility.

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(Encouraging) energetic, purposive, smart, and healthy activity [is one of its main duty]; [this activity must be] healthy both in ideological terms, and healthy in political terms,

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and healthy in ethical terms; these are among responsibilities of the Office for Entertainment; [and you] must observe [these points].

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If an error takes place there with regard to any of these [indexes] – whether steadfastness in making a correct religious move, or in moral or political terms –

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this will amount to dealing a blow to the [the country’s] education [system] and dealing a blow to this generation.

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One of the responsible [organs] in this regard is the IRIB [Iran’s state radio and television]; the IRIB can play [a] very [important] role. I also said last year [that] [necessary]

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action has not been taken [in this regard], [and] necessary steps have not been taken;

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the IRIB must have a special work category for education sector;

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thoughtful people [must] come together and make a plan.

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A few days ago – perhaps a week ago – a group of adolescent and young pupils were here in this Hosseiniyeh

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and I addressed them [in a speech]. One of them gave me a letter, [and] I saw what he said [in that letter] was fair;

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he wrote that the IRIB has a program for children, [and] has program(s) for adults, [but]

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‘there is no program for us, high school youths’. I saw he was right, [and what he said] is correct.

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What program have you made for this young adult, of which he can take spiritual,

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intellectual, religious, [and] scientific advantage?

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Of course, there are scientific programs in some channels, but these are not [a very suitable] program [for young people];

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programs should be made [for this age group]; [and] dexterous work should be done [for them].

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This [IRIB] is also one organ, which is an obligated organ [in this regard]. One [responsible organ is] the Ministry of [Information and] Communications [Technology].

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This virtual space [of the internet] today has got several times bigger than the real space of our life;

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some people basically breathe in virtual space [of the internet]; basically breathe in there, [and a large part of] their life [goes on] in [this] virtual space.

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The youths are also in contact with the virtual space, with all kinds and sorts of things and works,

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with its scientific programs, with its internet, with its social networks,

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with exchanges and the likes of these; well, this is a place to go astray.

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Nobody says, ‘sir, don’t build a road’.

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If you need a road in a region, very well, construct that road, [and even] construct a highway,

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but be careful! In that place where landslide is possible, there you must make the necessary calculation.

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This is my recommendation to our communication organs, to entirety of the Ministry of [Information and] Communications [Technology] and the Supreme Council of Cyberspace –

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of which I have also complaints. I don’t say to close this road, no, this would be irrational.

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Some people have come together, thought [about this], have opened a way under the title of this virtual space, and as they call it, ‘cyberspace’;

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very well, take advantage of this, but take correct advantage; others are taking correct advantage of it;

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some countries have controlled these systems according to their own culture. Why we are not doing this?

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Why we are not paying attention [to this issue]? Why we leave this uncontrollable and undisciplined space [on its own]?

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[All organs] are responsible [in this regard], [and] one of those responsible [organs] is this organ of the Ministry of [Information and] Communications [Technology].

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All these [organs] must help the [Ministry of] Education;

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[because the Ministry of] Education alone cannot do all these things; [and] these [organs] must help it.

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[The fact] that I have said frequently that [all] organs must assist the [Ministry of] Education, well, these are [examples] of those assistances.

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They should not solely focus on financial and material and monetary assistance; these are [also] assistance;

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they must do anything so that the [Ministry of] Education could really stand on its feet and do its job.

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One of the steps that must be taken in education [sector] is to inject the teacher with a spirit of joviality and feeling young;

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let’s not allow teacher(s) to get old. I do not mean senescence by age,

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[because] some people are young by age, but their spirit is old;

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[and] some [people] are young by spirit though they are aged.

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I know a teacher, who I think has been teaching for almost seventy years, [but] he has not quit;

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these [kind of persons] are valuable. These spirits must be revived in education sector.

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Our education system is a worn-out and old and outdated system.

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[Our] education system is old; we have adopted this [system] from Europeans,

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and have kept it unchanged, like a sacred museum object, which should not be touched!

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[Of course] we have made small changes to it once in a while; [but] the system is an old system; [which] needs to be renovated.

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Well, now of course, this development plan [for the education system] which Mr. Minister [of Education Ali Asghar Fani] referred to, this is a step in this direction; [of course,] it is [a] good [step]

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but I want to say that for the renovation of the education system,

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we must not look up to others again, [to] see what has happened in that given European country, so we would copy the same.

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No sir, those who can think must come together – of course, it is a good thing to take advantage of [other countries’] experiences –

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[but] they must design [a system] by themselves, [and] design a new system.

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Now, this development plan [for the education system], which has been apparently drawn up in a good way,

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is a step [in correct direction]; implement this [plan] with care and with a critical approach;

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[officials] must look and see which parts of it are problematic. After all, in any non-divine writing and in any human work, there are some problems;

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[therefore,] let’s search and find that problem.

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[Let’s] identify problems, identify flaws, [and] design a clean, regulated, [and] good [education] system.

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An issue which is very important in the education [sector] is this teachers’ university;

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this [university] where our dear youths, [that is,] our student teachers, are [studying] there. This is very important.

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As much as is possible must be invested in quantitative and qualitative development of this university;

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[and] with the same lofty standards, which are necessary for teacher(s).

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As I said, this statement of oath that you read here was good, provided that you act upon this statement of oath;

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[you] must be really committed to what you take an oath on.

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They also organize short-term education courses, which of course, [such courses] are not very effective.

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[Another] one of those things, which is very important in education, is the issue of technical and vocational [training centers], on which I have repeatedly put emphasis.

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Our child studies for twelve years until he turns into a youth, [and] he studies in order to be admitted to university;

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for [doing] all the jobs that exist in the society

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is going this way and being admitted to university needed?

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As they have reported to me, there are twelve thousand types of jobs [in Iran];

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are these lessons and this route and being admitted to university necessary for [doing] all these twelve thousand jobs?

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Or no, the [main] goal must be increasing [people’s] skill,

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[and] efficiency for [doing] various jobs, [and] for different talents;

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some people are very talented in artistic work, and [if] you give them something industrial, they would be bewildered;

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some people, on the contrary, are very talented in industrial work; one is very talented in theoretical work and philosophy;

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[another] one is very talented in social work; [and] one is very talented in service jobs.

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[We must] look, find talents, identify [them] and then grow these talents

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so that they would become proficient, so that they would be able to work, [and] be able to innovate. I put all this emphasis on innovation,

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well, who can come up with innovation? Not any ordinary person can come up with an innovation,

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[they] must become proficient to be able to come up with innovation in a field.

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And [let met mention] a point about [using] these names and signs of the tyrant [former Shah’s] era, which I see some people insist [on using them];

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it makes no sense to me that we must certainly say “scouts.” Well, “scouts” was a term

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related to the time of the tyrant [Shah of Iran]; what necessity is there [to continue using it]?

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These terms and these words have special meanings behind them.

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Among the greatest things that the Islamic Republic did was to forge [new] terms with their own meanings,

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for example, assume the arrogance, the oppressed, [and] the hegemonic system.

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Such terms are among those things that other nations, [as well as] political and active and struggling elites

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of other nations have snatched from us.

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What necessity is there [to use terms coined under the tyrant regime of Shah]? Assume that we have pupils’ Basij, [and] for example, we have pioneer pupil groups,

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or Islamic society of pupils, [or] Islamic associations of pupils; these terms are terms that belong to the Islamic Republic.

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What necessity is there for us to feel obliged to go after old terms?

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Let me say a word about these existing schools of ours.

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Well, now, [the fact that] the issue of education, according to the constitution and as one

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who thinks correctly would realize, is an issue related to the sovereign [government],

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does not mean that all its burden should invariably be shouldered by the government; however, the government must

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play a role with regard to the issue of education.

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That we keep turning public schools into nonprofit [schools],

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it is not clear if this is a very calculated [and] correct step to take; now, their name is [apparently] nonprofit schools,

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but some of them are profitable schools, not nonprofit [schools]

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with such and such tuition fees that I have heard some of them ask for.

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[Instead of doing this, we must] uplift the public schools so as to increase families’ willingness to [bring their children] to these schools.

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A lot of time has passed, [and] our meeting has taken [a] long [time].

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My last point is that [you must] build this country my dear ones; you must build it.

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Among elements, which can build a country are you teachers;

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take advantage of this opportunity as well; of the opportunity [provided to you by the means] of your abilities.

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Fortunately, what I have heard and seen about the esteemed minister, [is that] he, thank God, is

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acceptable from the viewpoint of intellectual health and practical health;

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[so] take advantage of this opportunity. Of course, he must also try [to do something] that his colleagues just like this, from the viewpoint of intellectual health and practical health,

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be really those people who could be trusted with this great job.

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You must build the country; you must make the country powerful.

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Power does not solely depend on weapons;

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the most important means of power and the most important element generating power [is] science and national personality.

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Personality of people, [their] steadfastness, identity, [and] revolutionary identity; these are [those factors] that generate power.

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Faith gave power to our nation, [and] revolution gave power to our nation.

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When you are powerful and the enemy sees your power, he will have to retreat.

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When we avoid showing and presenting

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the fundaments and elements of our power in the face of the enemy, refrain [from doing this], are scared and are shy, the enemy will become rude.

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[The fact] that you see today our enemies are talking big,

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all of it can be answered by the Iranian nation.

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They come together, [and] allege that Iran should not conduct military maneuver in the Persian Gulf; what a strange nerve!

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They come from the other side of the world and carry out [military] drill here; what are you doing here?

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Well, go to the same Bay of Pigs;

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go to those places and [carry out] drill anywhere you want. What are you doing in the Persian Gulf? The Persian Gulf is our home.

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The Persian Gulf is a place for presence of the great nation of Iran;

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the coasts of the Persian Gulf, along with a large part of the coasts of the Sea of Oman, belong to this nation;

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[therefore,] it must be present [there], must carry out drill, [and] must show its power.

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We are a nation with history, [and] powerful; now, there were weak and infamous kings

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and took us back for a while and killed [talents that existed in] this country;

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they [finally] went away and got lost. The [Iranian] nation, is a vigilant nation, [and] a great nation, [you think] it will allow you [to say such things]?

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This is the way we must counter these avaricious, ambitious and monopolistic powers.

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I said [previously that] these [powers] have certainly been defeated by us;

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[and] the reason for their defeat is quite clear. Because these [powers] wanted the Islamic Republic not to exist; [now,]

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not only the Islamic Republic does exist, [but also] has grown many times more powerful than its outset; well, this is defeat [for those powers].

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The Quran has taught us this:

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“you scare by that [power which you have] the enemy of God and your own enemy;”

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get yourselves prepared in such a way that the enemy of God and your enemy would be afraid and be scared of you.

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[When I say] enemy, [it] does not mean the neighbor, does not mean a rival [country],

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[and] it [also] does not mean that country which does not show animosity toward us; the enemy [means] that [country] which shows [overt] animosity, and everybody knows who it is.

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I ask the Almighty God to make you [and] make us successful to be able to,

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God willing, continue on that path which will bring us God’s satisfaction and which God would like [us to tread]. q

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God willing, the future of this country, due to the blessing of illuminated,

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active, and dignified existence of you, young people, will be a future, which will bring happiness to the entire nation.

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Peace be unto you and so may the mercy of Allah and His blessings