In the Name of Allah, the Beneficent, the Merciful
All praise is due to Allah, the Lord of the Worlds, and peace and greetings be upon our Master and Prophet, Ab-al-Qassem Al-Mustafa Muhammad, and upon his pure, immaculate and infallible household, especially the one remaining with Allah on earth
My dear people, today's meeting is one of the most delightful meetings for me because, firstly, I'm in the presence of this great society of teachers: both teachers and student-teachers -- teachers of Iran's future -- are here. Secondly, this is an establishment where a dignified class of teachers becomes cultivated. I meet with teachers every year, and this particular meeting is one of great value to me because it has symbolic significance: it is held for the purpose of respecting teachers. This year, the meeting, which is usually held in Imam Khomeini Hussainiyah, has merged into a greater event; therefore, its symbolic significance will increase. The purpose of this is out of respect for the teachers, and the university which refines Iran's teachers.
Before I begin with my speech, I would like to point out some statements of our dear sister and dear brothers who delivered speeches. The statements that were made were good, and I confirm that. I have written down some things which were said. I ask them to write down what they said and then give it to us. By Allah's favor, they will be followed up as soon as possible: good and reasonable points were raised.
Imam Khomeini (may God bestow paradise on him) once said: "Teaching is the occupation of the prophets." This is not merely a spirit-lifting motto, rather this is a Quranic truth: "Send among them a messenger of their own, who shall rehearse Your signs to them and instruct them in scripture and wisdom," [The Holy Quran, 2: 129]. One of the characteristics shared among the prophets was teaching: this means that you are taking the same path as the best of humans throughout history. Those individuals -- the prophets -- were sent to achieve goals resulting from teaching.
The unique impact and role of public education, in matters of the progression and serenity of the country, is an especially important issue. In my opinion, this is an obvious matter, although some people do not, unfortunately, understand this obvious issue correctly. The educational system is the main infrastructure for the bliss of a nation and the progress of a country; in the Islamic Republic, this is a movement towards ideals.
The important responsibility of us all – including this humble person, the government officials, and interconnected managers of different divisions – is that we should introduce the status of teachers into our society: this has not been done. The position and status of Iran's teachers are not properly appreciated in society by the way I believe, feel, and experience things. Of course, issues regarding the livelihood of teachers are important – there is no doubt about it. But the issue regarding the position of teachers' is definitely not less important, if not more important, than their concerns of livelihood. And betterment of the livelihood of our teachers is not only achieved through talk. If I say that teaching enjoys such an elevated position and that it enjoys the same status as that of the prophets, this will not shape the public mentality of our countrymen/women. So, some things are not achieved solely by talk: much requires physical work.
Public opinion should, fully, understand that teachers are a reference point [of knowledge], and they have raised characters. It must be understood that teaching is a holy vocation. The importance of teachers can be illustrated through artistic means; writing books, making films, composing poetry and adopting all sorts of effective methods are useful: these tasks have not been carried out to this day. One of the fundamental tasks that should definitely be pursued within the educational system and in other relevant institutions – cultural institutions, the IRIB and other places – is this issue [of creativity]. It should become clear what position teachers enjoy. Respecting teachers should become a reality: this should be included in school materials and in written stories and novels.
Well, the talking points that I want to discuss with you today are divided into two or three sections. Because the meeting has lasted so long already, I will try to mention them briefly. One is in regards to education; another is about issues related to Farhangian University [teacher Education University] and the subject of building up teachers; after that, I will raise a few points about the international issues which we are involved with, in the present time. At the beginning of his speech, the honorable Minister pointed to these issues as well.
What I would like to make clear about our educational system is that it should be directed towards administering justice. Our educational system and our educational organizations should cultivate individuals on the basis of justice. Students should be refined in such a way that they pursue and build up justice: justice holds such great significance that it has been pursued by all humans since the beginning of history to this day. Values change with the passage of time and change from one generation to the next, but some values are fixed from the beginning to the end: justice is an unchangeable value. Notice that religions which have a belief in Mahdaviat [the emergence of a savior who will free the world of oppression and darkness] – almost all religions believe in Mahdaviat – believe that a savior will arrive and permeate the world with justice. They do not say that he should instill religion throughout the world; they say that he should fill it with justice: this shows the significance of justice.
Our educational system should contain such a justice-seeking orientation. The Commander of the Faithful (greetings be upon him) says, in Nahjul Balaghah: "If there had been no pledge of Allah with the learned to the effect that they should not acquiesce in the gluttony of the oppressor and the hunger of the oppressed, I would have cast the rope of Caliphate on its own shoulders" [Sermon 3]. This sermon mentions the responsibility of the learned people; it mentions that the learned should not tolerate the hunger of the poor and the greed of the rich: this is the meaning of justice.
Those of the educational and public education system in Iran have certain goals. What are these goals? These goals are the exact same goals that the Islamic government pursues. So, they should exist in the educational system, and they should receive attention. We are cultivating university and school students with a certain goal and idea in mind. This goal is the same from which the Islamic government was established. The Islamic government hopes to build a world and a society which plays a pioneering role, which has lofty values, which is pious, which is committed to divine sharia and which has endless horizons. Individuals who live in an Islamic society and function with an Islamic government have no limits for the future. They have no limitations in any direction, not just in spiritual directions, but also in material and scientific directions. The horizons are much more advanced and vast in scope than the horizons of diligent individuals in the world who work on scientific issues. In the Islamic government, the horizons are vast in scope.
Throughout the twelve years [that students spend in school], students should find their position among the great caravan which is moving towards progress in the Islamic society. They should know what role they have in this great system and in this great movement. They should know what their position or status is. They should define roles for themselves. We should educate our children like this. Students are educated in schools by you [the teachers]. They should be taught to have a sense of responsibility; to enjoy a spirit of free thinking, to be sincere, to be diligent; and to be courageous, self-sacrificing, moral and pious. The generation which is educated under your guidance should have these characteristics: this is the outlook.
Well, there is a great war in this arena. My dear ones, you intelligent, motivated and pious youths who have gathered in this organization and all you who want to play their part in the education of the country, you should take this war seriously. There is a war in the present time. Some people wish to sing a lullaby to us so that we go to sleep and ignore the enemy's doing. In the arena of cultivating lofty, determined, courageous and purposeful individuals – in the arena of this great education and this great task – there is an ongoing war. Some people want the opposite to happen.
They do not want pious Muslims and Iranian youths to develop these qualities. They are working in different ways. The issue of identity that I have always stressed is linked to this issue. Our students should grow and move forward with a sense of national identity. When a young individual has a sense of identity, he will avoid deviation, treachery, weakness, and laziness. The main problems that sometimes arise are because that sense of true national identity does not exist in individuals. When a sense of identity does not exist, others can pull them this and that way: "The temptations of this and that and my own whims drag me this and that way like a blade of straw."
We are faced with our feelings, our emotions, inner motives and inner demons. From the outside too, there are tens of hands pulling us this and that way. The thing which prevents us from deviation is our commitment and our sense of identity. You should educate the youths like this. And it is you who should educate them.
Fortunately, we have exemplary people in our immediate environments. Today we no longer experience a lack of role models so much so that we will be forced to refer to some historical personalities who are strangers to us. Today, we have role models in our own lives and in front of our own eyes: our nuclear scientists, who were martyred, are among those role great individuals. Shahid Chamran is another great role model. Shahid Chamran was a learned scientist, but he was also a fighter in the true sense of the word. Shahid Avini is an Iranian role model. Shahid Hojjaji is a role model too. Notice that Iran has so many brave role models.
One of our dear brothers, during the meeting, mentioned this point very well. He said that his role model was his first-grade teacher, but now his role model is Hojjaji. We have such excellent role models: they stand against the enemy with courage, boldness, sense of responsibility, power, and dignity in order to further the lofty goals of their society and their government, not to further their own personal goals. They were not martyred over a personal fight: Shahid Shahriari, Shahid Ali Muhammadi, Shahid Ahmadi Roshan and others moved forward for the sake of their nation's honor and dignity. They are exemplary people. We have these dear role models in our own society, in front of our own eyes and in our own era.
Another point is the issue of beneficial science. In the education of the country, beneficial science should be pursued. When you say that the educational system should be reformed, one important aspect of reform is teaching beneficial sciences in schools. The youths should be able to benefit from the field of science [they study] to improve their own lives, their society, and their environment. Beneficial science is a science which helps us get closer to our goals, which facilitates our movement and helps us move forward: this is beneficial science. The things which give us a spirit of the movement that allows us to blossom and activates our capacities are parts of beneficial sciences. Of course, one of the elements of beneficial sciences is an awareness of national experiences, national achievements, and historical lessons: this is part of beneficial sciences as well. Beneficial science is a science which nurtures our capacities: this is another point.
As for the educational system, some friends said that the educational system is one of the few first-rate organizations in helping the country make progress and meet its needs. This was also mentioned by some friends in another meeting [Supreme Leader's speech delivered on May 9, 2018, in meeting with the officials of the Ministry of Education and Farhangian University]. The educational system is very important. Education is the responsibility of the educational system. We cannot look at the educational system like an ordinary office. The issue of the educational system is a special issue.
Well, the educational system has an opportunity which is not available to any other organization. This opportunity is the 12 years that students spend in school. The 12 years that our children and teenagers spend in primary schools and high schools is available to the educational system. No other organization has such a precious opportunity. This is the best opportunity to transfer our values and our revolutionary and national ideals in a correct and comprehensive manner. The opportunity to institutionalize national identity in our children and in our future men and women is a unique opportunity which is available to the educational system.
During these 12 years, thinking, motivation and the direction of one's life – different motives, ideals, and orientations – are shaped in our youths and teenagers thanks to their presence in classrooms and their listening to teachers in the school environment. Notice how significant this is. The future of the country depends on the 12 years that our youths spend in school.
The educational system needs to be renovated. You too chanted phrases of reform. Surely, the educational system needs renovation because it is worn-out, and it had certain shortcomings even on the day when it was established. The day when it had just been established, when it was not so decrepit, old, outdated and damaged, our educational system had fundamental shortcomings which have prevailed until today.
The main tool for this reform is the "transformation plan." This plan of transformation is ready. The honorable Minister pointed to the efforts that are being made to end these problems in our schools. In my opinion, these efforts are among the most necessary tasks. According to a report, that I have received, less than 10 percent of this plan's contents have been implemented while several years have passed since its preparation: very little work has been done in this regard. Therefore, more work should be carried out on this transformation plan. This plan is written on paper: it should be implemented. Of course, preparing this plan was one necessity which was fulfilled.
According to the verdict and opinion of educational experts – many who were involved in the preparation of the plan – the content of the "Transformation Plan" is at a high level in terms of expertise and professionalism. It is a very solid, well-organized, and satisfactory plan; therefore, it should be implemented. What I demand and expect of the educational system is that it set a schedule. You should set a date for the complete implementations of the transformation plan. It may be a difficult task, but it must be carried out.
All other organizations should help with tasks regarding the educational system: everyone should help. One area is related to the Farhangian University and various organizations in charge of teacher education – I will expand on this matter later – and another to the educational system itself: they should prepare software and hardware requirements for this task. They [the people heading educational sectors] should present a timetable for these measures, as well; thus, by Allah's favor, this task will be accomplished. This is the most important course of action in the public education system of Iran.
Another responsibility that should be followed through with is familiarizing the body of the educational system and the Transformation Plan with one another. According to a report that I have received the main body of the educational system has only heard about this plan, and they do not know what it entails. You must introduce this plan thoroughly. They [the main body] should become familiar with it; they should see, read and get to know it well: this will help the implementation of the plan. Implementing the Transformation Plan is not possible without help from the educational system's main body. Those who must implement the plan in practice are within the body of the educational system: you should familiarize them with the plan.
One other topic to highlight, in regards to the educational system, is the responsibility of the deputy of spiritual training. I have stressed and highlighted this issue during previous and current terms: you may want to take this issue more seriously. So, the honorable Minister is motivated, enthusiastic, and ready to work: he should take this concern seriously. The deputy of moral education, within the educational system, holds a very important responsibility. Spiritual education is extremely important; an approach to it can arise from scientific methodology.
The next issue, dealing with education, involves paying attention to exceptional talents and outstanding students; well, there are some discussions in this regard. The leading officials need to look at the entirety of this request. They should examine the SAMPAD [national organization for the development of exceptional talents] in a completely professional manner, taking into consideration all aspects of any concerns so it will be free from discrimination, obstacles, and fraud. Thus, exceptional talents can be pursued in a real sense of the word.
The final issue, in this portion of my speech, is about the deviant 2030 Education Agenda. Last year, I publicly, officially, and decisively prevented this from entering our educational system. Meanwhile, the officials of the educational system welcomed it [the foreign agenda], and they pursued it. I heard that some parts of the 2030 Education Agenda are still being implemented throughout various areas of Iran: this means you are allowing others [foreingers] to take control of the most important interest of our country. Apart from issues regarding the 2030 agenda, which undoubtedly contains deviant components, even if it had been conventional it would be meaningless for a country like Iran – with its culture, its history, its power, and its dear Islamic government – to borrow educational and moral plans and projects from those who have prepared something with ulterior motives – be that political motives or various other corrupt motives. Such a thing is meaningless. [Audience chants "Teachers will die before they comply with the 2030 agenda!"] Of course, the way to defy this is not to die and then not to accept the 2030 plan: this is a better way [Supreme Leader and audience laugh].
As for issues regarding Farhangian University and the subject of teacher training, today teachers are a necessity for Iran's educational system: most of all, teachers are needed. This university, the Shahid Rajai University, and every other place which embarks upon the training of teachers should develop quantitatively and qualitatively. A gentleman, in this meeting, mentioned – as I myself know – that in four years, a large number, an overwhelming number, of teachers will retire. Individuals from this university, Farhangian University, and from Shahid Rajai University -- who will enter the educational system -- will be much less, in number, than those who exit the educational system; this is a crisis for the educational system: an incident like this should not happen.
It is said that they are employing some individuals from outside the country: this is an emergency measure which is alright if necessity dictates; however, this is not a suitable task according to our principles. Teaching is a professional career and an artistic job which requires serious learning. You learn how to teach here [at Farhangian]. He who has studied here or there does not have your level of expertise. So, how is he going to, efficiently, teach? Teacher training centers – the most important is Farhangian University at the moment – are the main hubs of Iran's educational system. But, negligence has been presumed in the case of this university.
According to my received data and reports, this university has certain shortcomings in terms of manpower, budget, and the overall educational environment. The Ministry of Science, the Management Organization, and the Recruitment Affairs Organization should cooperate and help out here so that each of these problems will be eliminated. Of course, friends in this meeting, and in the previous meetings, have mentioned they have some expectations of me too. I am ready! I will definitely do whatever I can, within the remit of my power, because I consider this as one of the most pressing issues of Iran.
The quotas for employing professors and teachers should increase: this is the responsibility of the Recruitment Affairs Organization. The professors at this university should be outstanding in terms of intellectual and scientific qualities: they should be pious; they should embrace a high level of expertise; they should have a revolutionary spirit, and they should comply with the standards of the Transformation Plan. It is not possible to prepare a transformation plan and seek its implementation while watching the most important and fundamental center of our educational system drift away from its standards and criteria. The selection nuclei should not show any sign of negligence in this regard. They should select outstanding, professional, and, of course, full-time professors.
I would like to advise all professors and students, at this university, to become more familiar with the works of our dear martyr: Shahid Motahhari. –Teachers' Day is closely linked to his name as well. Familiarize yourselves with his exceptional works as much as possible. Many years have passed since the blessed life of Shahid Motahhari, but his pure blood and his martyrdom are signatures to his statement. He was sincere and truthful; he was intelligent, talented, and strong in terms of intellectual capability; he, thankfully, left behind a great legacy which carries on to this day. Now, those were some thoughts on education and Farhangian University: this concludes another portion of the speech.
Before my time is up, I should discuss two other issues briefly: one is in regards to the US; another is the issue of the JCPOA. Well, you might have heard, last night, the American president [Donald Trump] gave a speech, wherein he made ludicrous and senseless statements. He probably spewed over ten lies during that speech. He spoke about their [USA's] withdrawal from the JCPOA; then, he threatened the Iranian nation and the Islamic Republic, claiming he would do one thing or another [to harm Iran]. I would like to say on behalf of the Iranian nation: "Mr. Trump, you cannot lift one finger against us [our people and homeland]!"
Pay careful attention and listen attentively. You, the youths of our country, and all those who will take in this speech, later on, pay careful attention because this is one of our most pressing matters, today. The USA is one major concern for us. The US [Government] is our [Iran's] enemy. Their enmity is not directed at this ordinary man or the leaders of the governing body: it is directed at the Islamic Republic which the Iranian nation has accepted, today, and is moving forward on its path. Enmity is enmity [it is what it is]. And, it is not particular towards this human or that one. The US government and the American system were always enemies of the Islamic Republic: they were on bad terms with the Islamic system since its emergence; as a result, they've been trying to overthrow it. Even the previous administration – the Obama administration – lied when they claimed, through letters sent to me, that it was not trying to overthrow the Islamic Republic of Iran. That administration, too, was trying to overthrow the Islamic Republic.
Issues surrounding the JCPOA and other such issues are merely scapegoats [for other motives]. When the subject of nuclear energy and sanctions had just lifted off, there were some outstanding people and high-ranking officials who came to me and asked, "Why do you insist on nuclear development? What is the reason for this insistence?" They said: "The Americans are making excuses and displaying malice towards us, so let's just put this aside to prevent worries." They were making such statements; of course, those statements were out of line: nuclear energy is something that our country needs. I have said this many times: in a few years, we will need 20,000 megawatts of electricity to supply our people with adequate energy: the math been calculated by officials in charge of such important matters regarding Iran. We will need this amount of energy.
Well, how else should we acquire the energy we need? Some say, “You have oil today.” Oil is not everlasting! The day when there will not be any oil available to the country, or that day when we will not have very much of it left, should we begin to pursue nuclear energy and nuclear resources then? Should wait for that day to arrive? Will future generations not curse us for refusing to work on this matter when we should have?
It’s senseless to ask: "What do we need nuclear energy for?" Simply put, we need it! Even if we didn't need it, I have said to those [anti-nuclear] individuals that these excuses made by the US government, the sanctions that they impose, and their enmity towards us has nothing to do with our maintenance of nuclear energy: they create excuses for other purposes. If we put this matter aside, they will find another means to express their enmity towards us. They [US and supporters] were saying that this was not true, but now you have witnessed it as fact.
Through the JCPOA, we complied with our opponents over the nuclear issue; the way they wanted us to; but enmities did not come to an end. Currently, they are bringing up our presence in Middle Eastern regions and our missile capabilities. If you announce as soon as tomorrow that we will not be pursuing missile advancements any longer, or we will not be creating missiles whose ranges exceed a certain distance, some dilemmas may come to an end; but, another issue will arise, and they will highlight some other problem they have with us. Their opposition is over more fundamental issues: they are opposed to the [entity of the] Islamic Republic.
Why is it that they [USA gov. officials] are opposed to the Islamic Republic? The reason behind their opposition towards the Islamic Republic is that it severed the hands of American domination off the country: their anguish surrounds this little-known fact. The Americans used to completely control Iran along with its wealth, resources, and its sensitive and strategic location. However, the Revolution and the Islamic Republic arrived and cut them off entirely. Today, they want to destroy the Islamic Revolution because of that incident. Americans want to be in control again as they are, unfortunately, over many countries today. They want to issue orders, demanding us to carry out their dirty work for them: they yearn a type of ruler, in this sensitive region, who will comply with their orders immediately.
Take note, this is an important point and not about feelings or emotions. These issues do not arise because of our position on a single incident. The issue is a fundamental and deeply-rooted one. These people [Americans] need slaves and servants. The Islamic Republic has shown nothing but absolute dignity and honor to them, and they cannot tolerate it. They want rulers whose pockets they can reach into and whose resources they can usurp. They [US officials] want rulers who obey their every command and abandon power at the lift of a finger or press of a button.
For example, at one time the English had the same level of control over the region. One day, they brought about Reza Khan, and on another day, they wanted to oust him from power--for certain reasons; and they did just as they wanted. After that, they replaced Reza Khan with his very own son: they want replaceable pawns just like the Pahlavi rulers. Unfortunately, this state of affairs exists in the many Persian Gulf and Western Asian countries. Such countries are poor and meek before the US. What can we say about those who give in so easy? They are like acquiescent servants.
Just two, three days ago, Trump wrote a letter to the heads of Persian Gulf countries [Saudi, Bahrain, etc.]. We managed to get access to the content of the letter and read it. In that letter, he wrote to them that they should unite to carry out certain missions. He stated, "I have spent seven trillion dollars here for you." Petty man, did you really spend seven trillion dollars? Maybe you have spent seven trillion dollars to dominate Iraq and Syria, but you failed hell to do so!
He says that they should carry out one plan or another: there are many "demands" in his letter. He sent this letter to all officials of those countries. They [USA gov.] want to issue "demands" to the Islamic Republic as well; because they cannot, they exhibit enmity and aspire to overthrow the Islamic Republic of Iran. Their fight is over this [the Islamic establishment.]
The Iranian nation is an independent nation: a dear one. The previous rulers of this nation – Qajar and Pahlavi kings – took dignity away from it. They humiliated the people and held the people back. They [Qajar and Pahlavi] made the nation submit to the imposition of other powers. They [the Americans and the British] got used to this position and want the same advantage over the Iranian people again. Now, Islam, the Islamic Republic, the Islamic government, and the Islamic Revolution has arrived: this has given back dignity to the people. The people have stood firm--the enemy cannot tolerate it: This is what the fight is about. Thus, some individuals should not ask: "Why do we insist on such matters?" Some people used to come and ask me the things directly. May God forgive them for their mistakes [willfillness to help the enemy].
Therefore, what has happened – the inappropriate and absurd behavior of the current US president – is not contrary to our expectations in any way. These are methods that they've used from the beginning. During the time of the former administration, they were doing similar via one approach, and, now, they are carrying them out in a different way. Before that too – during the time of Bush junior – they used to do these things differently as well. In every administration, they have shown their malice, enmity and viciousness against the Iranian nation, one way or another, and the people of Iran have stood up against all these administrations with complete power.
The bodies of several past presidents [of USA] have become worm food, and their bones have turned into dust, but the Islamic Republic has, thankfully, stood firm with complete power. The body of this man [Trump] will nourish worms and rodents, too, his bones will be dust, but the Islamic Republic will still be standing, stronger than ever: these statements cover my thoughts on the US.
As for JCPOA, I've said from day one that the US cannot be trusted: I've said this during private and public gatherings with the people; I've said this more emphatically in private meetings. I've mentioned to government officials that they should be very leery of them [the USA]! If you want to sign agreements, you should request the necessary guarantees; only then should you talk and sign agreements with them. I've also said that they should not take their [Members of JCPOA] word on it. One thing that I've insisted upon, in particular, were the conditions for signing the agreement. I said, "We will accept the agreement under certain conditions." Yes, there were some conditions; one of the conditions was that the US president should sign, in his own writing, for the lifting of sanctions: this was just one of our conditions. --It was one of the conditions that I requested. Well, the honorable officials made serious efforts; they sweated profusely over it, but they failed, and it did not happen. The result is what you are coming to witness now: two and a half years have passed, we have fulfilled all of our commitments, but this pompous man comes along and says: "I do not accept this agreement. I want to withdraw from it, and I will do this or I will do that."
Now, it was mentioned that we want to stick to the JCPOA with these three European countries. I do not trust these three countries, and I ask you not to trust them either! If you want to sign agreements, you should require guarantees in return–real and practical guarantees. Otherwise, tomorrow, they will do the same thing that the US did, but in some other way. Political and diplomatic methods are particular methods. They sometimes smile, but while smiling, they thrust the dagger into your chest and up to the handle! They call this "Diplomacy." They step up with a good demeanor, singing praises of you. They say to you: "You are very good people. You are gentlemen. We know that you will not violate this agreement." [Audience laughs] If you get guarantees from them, in a way that they can be trusted, then that is good: you can continue your progress. However, if you cannot get definite guarantees – and I think it is very unlikely that you can get these guarantees – then it is not possible to move forward and continue like this any longer.
Issues surrounding the JCPOA are very sensitive. Today, the officials of the country face a great test. Will they preserve the dignity and power of our dear nation or not? The dignity of this nation must be protected. The interests of this nation must be safeguarded, in a real sense of the word. Officials have, thankfully, stressed the importance of preserving our national interests: they have announced that the people's interests should be shielded. Yes, it should be protected, but in order to do so, you cannot trust the statements of just any prime minister, president or chancellor, because some of their contentions are not reliable.
They [foreign officials] will say one thing today, but they will act differently tomorrow: they have no consideration and do not feel ashamed in any way for this behavior. Unfortunately, the one thing that does not exist in the world of diplomacy is morality. In particular, Westerners and Europeans know nothing about morals when it comes down to various diplomatic and other such relations. They merely think, move, and plan according to their own interests: such people should be dealt with carefully and intelligently. Therefore, the dignity of the Iranian people should be preserved: their interests should be preserved, as well, and foreign officials [members of the JCPOA] should not be trusted.
Finally, I will tell you my dear youthful ones: my children, the future belongs to you! I have no doubt that the future of this country will be in much better shape than its present-day condition and that it will move in the direction of an Islamic government, Islam, and Islamic values [Audience chants, "Oh liberated Leader, we are prepared!"]. I hope that God will preserve this preparedness in you; that He will make all of our steps firmer; that He will destine a good ending for us all; that He will associate us with the people we love –our dear martyrs and our magnanimous Imam [Khomeini]– in this world and in the hereafter; and that He will make the holy heart of the Imam of the Age satisfied with our efforts.
Greetings be upon you and Allah's mercy and blessings
