This past weekend, a bunch of us had the chance to attend a workshop on The Virtues Project. If you haven’t heard of them, they give seminars/courses and produce materials that promote virtues—spiritual values that are independent of any particular religious tradition—in all walks of life. The organizers of a local Bahá’í summer camp arranged the workshop for their camp counsellors, but opened it to the wider community too, so there was a nice mix of all kinds of people in attendance, including plenty of children’s class teachers. I took a few notes from the presentation and thought I’d present them here in point form.
Why are virtues important?
Virtues are the building blocks of the spirit. We are at our happiest when we are developing our virtues. ‘Abdu’l-Bahá said: “Man is, in reality, a spiritual being, and only when he lives in the spirit is he truly happy.” (Paris Talks, p.72)
When we cultivate virtues in ourselves, we’re not the only ones who benefit. To paraphrase the Chinese philosopher Lao Tse, cultivating virtue in ourselves has an effect on our families, our villages, our nations, and the world. ‘Abdu’l-Bahá declared: “Until the moral degree of the nations is advanced and human virtues attain a lofty level, happiness for mankind is impossible.”
It’s late and I’m exhausted! but I thought I’d jot down a few notes about today before bed. A few weeks ago, we did some outreach in a park at the other end of our neighbourhood, and made connections with families who might be interested in having their children attend a class for 6- to 8-year-olds, studying the lessons from Ruhi Book 3, Grade 1. Today was the day we arranged to start the new class, at the same time as our regular Grade 2 class.
We ended up just having the two younger girls who had already been coming to that class, which was great, but not what we had hoped for—despite having called ahead of time and gotten a confirmation for two more children, they never showed up. Oh well. We still had a great time together, even though all we ended up doing was playing together in the park. The girls introduced us to a friend of theirs who lives right across from the park, a 10-year-old. Although she was a little old for this new class, she expressed an interest in joining us anyway, so we went to meet her mother to get permission. There, we learned that she has an older sister who’d turned out to be interested in joining a junior youth group. Woohoo! Things ended up better than we expected.
The main point of sharing all this, beyond keeping you all up to date, is to show that there are always ups and downs when you’re a teacher of children’s classes. These tend to be pronounced when we take on more difficult projects such as gathering support for a new class. Things like no-shows may happen a lot when a class is first starting out, before a strong relationship is built with families. We have to try hard, show steadfastness and perseverance, and eventually, progress will happen. Sometimes the same challenges keep coming back, and it takes us a while to get things right. Sometimes, like that class in Toronto from the Frontiers of Learning video, it takes years for a neighbourhood children’s class to fully mature and come into its own. I sometimes wonder whether the main limitation we experience is really ourselves—our own willingness to do whatever’s needed to apply what we’ve learned from our training with the Ruhi Institute. In that light, I’m trying to work on my capacity to nurture relationships with families and parents, as well as to effectively engage youth. Hopefully, that’ll make a big difference with our new class—so that, with the support of our team, we can rise above these challenges and transform our neighbourhood into a wonderful, vibrant and united community.