A collection of just some of the Social and Economic (SED) endeavors that took place in the United States and each represents examples of fixed duration activities.  Many of these are the result of junior youth group activities.

• Street clean up and recycling project, Chicago, IL*
• Fundraiser for a mom with cancer in Santa Rosa, CA*
• Abrahamic Women's presentation on the role of women in their Faith in University Hts, OH
• Adopt-a-Highway cleanup project in Selden, NY
• Art Camp for Kids in Rockford, IL
• Tree planting in Lake Oswego, OR*
• Community garden and food bank in Fargo ND,
• Ayyam-i-Ha donation of food to an emergency pantry in Burlington, VT
• Free health clinic by volunteer doctor(s) for those without insurance, in Fairfax, VA
• Donation of toiletries and non-food items to women/children’s center in South Bend, IN
• Parade float of youth with a sign “No room in my heart for prejudice” in Gresham, OR
• Planted trees and shrubs in bird sanctuary Forest Preserve in Waukegan, IL
• Beach cleanup in Shoreline, WA
• Book donations to book bank in Lake Bluff, IL*
• Bikes for the World collection and repair charity in Greenbelt, MD
• Bingo in a nursing home in Fort Smith, AR*
• Blessing Bags stuffed with basic needs for homeless in Reno NV*
• Virtue rocks and hot cocoa give-away by children’s class in Bellingham, WA
• Stop Bullying campaign in Albuquerque, NM*
• Slave Cemetery restoration in Hendersonville, TN
• Children’s Peace Garden in Dayton, OH
• Climate Change panel discussion in Gainesville FL
• Clothing drive in Louisville, KY*
• Sewing warm hats for cancer patients in Blackfoot, ID
• Fundraiser for Ugandan Bahá’í School in Manhattan Beach, CA
• Dedication of historic Black park in Mcallen, TX
• Navajo Canyon Habitat Restoration in San Diego, CA
• Food drive in Renton, WA*
• Suicide Prevention in Washington, DC
• Meal preparation for homeless in Evanston, IL*
• Making comfort bags for foster children in Spanaway, WA
• Free English conversation classes for migrants and refugees in Spokane, WA
• Girls Rising spiritual study and positive social activities in Peekskill, NY
• Good Guides mentoring program in Peoria, IL
• Gospel Music workshops in Los Angeles, CA
• Healing the Racial Divide community dialogue and service series in Decatur, GA
• Health screening camp for the homeless in Vienna, VA
• Making hygiene kits for homeless children in Encino, CA
• Pancake breakfast in Upland, CA*
• Pet support drive for the Humane Society in Casa Grande, AZ
• Police against violence community discussion in High Point, NC
• Public discourse on race unity in Alexandria, VA
• Empowerment of women workshop in Clearwater, FL
• Spanish translators for community health clinic in Woodstock, VA
• Soul Food Sundays monthly character-development classes for youth in Ellington, CT
• Overcoming violence through an arts conference in Chicago, IL
• Dental health project in Portland, OR*
• Trafficking/protection of minors multi-Assembly study session in Rancho Cucamonga, CA

*Denotes a junior youth group project

How the Baha'is of Baltimore responded to the crises

In April 2015, the tragic death of Freddie Gray plunged the city of Baltimore into turmoil.  Although much public attention was placed on the symptoms of civil unrest, protests and in some cases, violence, conversations across the city increasingly brought into light the unmet need for unity as an underlying condition. In neighborhoods, communities and a city working to continue on a path of development, the ties that brought groups of people together to work towards a common cause despite differences of age, class, race, religion or other social boundaries were called on to contribute to reconstruction of the city, in bricks and in spirit.   

In the acute phase of unrest, the Local Spiritual Assembly began consulting on how efforts could be made to contribute to the city’s development, and began with a call over email to community members to decentralize [activities] into neighborhood gatherings open to all, to create a space for learning and consultation. This began a process . . .  structures of the Bahá’í community were able to provide a scaffold for building bonds of friendship, unity, and community development. 

The response of the Baha’i community to crises in Baltimore City included several lines of mobilization by . . .  

·        adapting the current framework of activities to meet the needs of unity in neighborhoods

·        expansion of activities to meet these needs

·        mobilizing groups of people who have been serving together to carry out conversations and acts of service

·        working alongside other groups to contribute to community development

·        use of social media for conversations and outreach

In exploration of ongoing activities . . .

•        Feast was adapted into "unity" Feasts, resulting in an increase in participation, both from community members and generality of friends.

•        The Holy Day event was adapted to discussion about ongoing crises in Baltimore City.

•        Devotionals were both adapted and expanded to address needs for unity.

•        Study circles were adaptable to provide a space for discussion.

•        Junior youth were mobilized to be of service and to carry out conversations in the city. In both cases, members of the public expressed appreciation for services and voices of the young.

•        Home visits and quality of connections within increased during the most acute phase of the crisis.

 

SED: Dialogue on Race & Ethnicity in Baltimore

The friends in Baltimore share how they responded to questions about race.

We were invited to join with the First Unitarian church of Baltimore in an ADORE (a dialogue on race and ethnicity) on Friday, May 1st. From the Baha’i Community we had youth and junior youth and adults [many from the wider community joined us].  We initially shared a pot luck meal together and were able to meet the members of the church as well as their other guests. Then we gathered and everyone introduced themselves. Interestingly, almost all the youth were from the Baha’i Community. There were also members of other Unitarian churches from around the area and members of the Maryland Ethical Society and some individuals that did not identify themselves with any organization. We then all watched a TED talk that focused on institutional racism. This was very informative; the audience then was divided in groups of 2 for a 15 minute dialogue to come up with a message to help Baltimore city's problems of racism. Everyone was told to pick a person that they did not know before and a different age group than themselves. This encouraged our youth to hold dialogues with adults.

At the end of the small group conversations, then people had a chance to share what they talked about. Every one of the youths that attended from the Baha'i community, bravely raised their hands and shared their thoughts. Even the youth that are usually quiet during youth group felt empowered to share. This was impressive sight to hear them eloquently express their thought and paths of action with a large group of people they had never met before.

After this discussion the Unitarian Minster shared a few words and let everyone in an exercise of breathing in and breathing out. Then we were invited to join this dialogue again on June 12th. The members of the Unitarian church then held lighted candles and went outside to stand in a vigil and sing songs about Unity. Some of the Baha'i Community members joined in as well.

This was very educational for the junior youth group and it was very refreshing for the Unitarian Church to have the youth involved. Speaking to one of the members, she stated that they are [learning about] engaging their youth, and she was interested in activities to join our youths together. She may bring her daughter to the next junior youth group meeting on Friday.

At age 13, he investigated the Bahai Faith online using words from the Kitáb-i-Aqdas

When he was 13 years old, Marcus investigated the Baha'i Faith online using particular words that resonated with him from the Kitáb-i-Aqdas!  At 16 years old, he went to a youth leadership camp and met a Baha'i there who presented an overview on the Baha’i Faith.  When he was 18 years old, he returned to the camp and met the sister of the Baha’i he met previously who also presented the Faith to her fellow campers.  At 19 he returned to the camp again and met another Baha'i, with whom he became good friends. 

Marcus shared that on the seventh day of his visit to a summer session at one of the national Baha’i schools, it was then that he realized that all the spiritual ideas which he carried within him were brought by Baha'u'llah, and with this realization, he decided to become a member of the Faith.   

Marcus and a Baha'i are studying together “Reflections on the Life of the Spirit” and he continues studying the Baha'i writings and prayers online.  Marcus is 21 years old.

At age 16, he explained, "we're trying to change the world, and I want to help"

Jay grew up in a Baha'i home.  He was born in the Democratic Republic of the Congo and when he was a young child he lived in Uganda.  He remembers attending Baha’i children's classes and classes as a junior youth at the Temple in Uganda!  He said it was very peaceful there with large flowers.  

"The Baha'i Faith has been a part of me all my life.  I like the Faith so much.  We're trying to change the world and I want to help," he explained.  

Jay is participating in a study group on “Reflections on the Life of the Spirit”.  His mother also just declared her belief and became a member of the Baha’i Faith.  Jay currently lives with family members who were pioneers to Tonga and are tutoring a study group.  Jay just turned 16!

At age 15, she is the first in her family to become a Baha'i

The community is overjoyed to share about the declaration of Ginny, a youth who learned about the Faith on her own, and after studying on her own, became the first in her family to become a member of the Baha'i Faith.  Here is her story, as shared by those who connected with her. 

Ginny learned about the Faith while watching a Baha'i presentation on YouTube.  She was attracted by the teachings of oneness and peace.  She investigated on line and learned that she had to be 15 before registering her declaration, so on her 15th birthday she did.  Her parents, both college professors, are not members, but approve of her decision.  She had already learned a great deal about the Faith on line so at the end of our conversation, when we talked about the importance of daily prayer, she volunteered that she was already planning for Fast!   

Ginny has been attending devotional gatherings regularly and other community events, and is in a study circle on Reflections on the Light of the Spirit, with other youths and junior youths in her community. Her parents have also attended some Baha'i activities including a fireside.  

P.S. I forgot to mention to you that as part of her study, Ginny made a presentation at the community Feast!

 

What is the Junior Youth Spiritual Empowerment Program?

The junior youth spiritual empowerment program is open to young people aged between approximately 12 and 14 and assists them to navigate through a crucial stage in their lives. 

Those in their early adolescent years possess altruism, a sense of justice, eagerness to learn about the universe, and a desire to contribute to the construction of a better world.

The program helps them form a strong moral identity and empowers them to contribute to the well-being of their communities and the world at large. 

By developing their spiritual qualities (virtues), their intellectual capabilities and their capacities for service to society, the participants come to see that they can become agents of positive change in the world. 

The program adopts a participatory mode of learning where the facilitator and participants learn from each other. 

Groups of participants engage in activities such as artistic expression, discussion, drama, cooperative games, study of literature, storytelling, and acts of community service. 

The junior youth program explores themes from a Bahá'í perspective, but is not a formal religious education program. It is open to all, subject to parental approval. Junior youth groups meet on a regular basis and there is no written homework. 

There will be regular parent meetings and parent involvement is welcome.

Since its inception, the Ruhi Institute^* has attached special importance to its work with youth aged 12 to 15; specifically, it has sought to understand the dynamics of maintaining small groups in local communities that offer a setting in which young people can discuss ideas and form a strong moral identity. The Institute has found the titles noted below, some of which are developed by other organizations, useful for this purpose. They are divided into two categories and are listed in order of difficulty. Several other titles will eventually be added to the Institute’s program for the spiritual empowerment of junior youth. 

All of the titles are concerned with developing language skills and the power of expression. Some in the first category also address mathematical concepts and social issues, while others seek to prepare young people to approach the investigation of physical, social and spiritual reality in a scientific manner. Though the moral concepts in the materials in the first category are drawn from the Bahá’í teachings, they are not religious in nature, nor do they treat subjects that are specifically Bahá’í. Many kinds of organizations, including academic institutions, will therefore find them useful for their educational programs with junior youth. The current titles in this category are:

 

·         Glimmerings of Hope

·         Thinking About Numbers

·         Walking the Straight Path

·         Learning About Excellence

·         Observation and Insight (not yet available)

·         The Human Temple

·         Drawing on the Power of the Word 

In its own work with young people, the Ruhi Institute includes the items in the second category, which address Bahá’í-related subjects. Among these subjects are those with which adolescents most often struggle, such as, free will and predestination and the complex relationship between will and knowledge. Currently, the following titles are in this category: 

·         Spirit of Faith

·         Power of the Holy Spirit

 

^* The Ruhi Institute carries out active research in the educational field, in order to develop programs and materials that enhance the capacity of individuals and communities to serve humanity worldwide. 

SED: From at-risk to rising college sophomores

The Jackson area cluster embraced several members of a 9th grade class at Lexington's J.J. McClain High School in 2009. The numbers dwindled from 7 or 8 to a final 5 in 2010.  These students were transported 52 miles one way to Jackson once per month for holy days, junior youth classes, and special outings. They underwent training in academic support.

They attended the Baha'i Youth Conference in Atlanta. All five entered college on three different campuses in fall 2013.  Three are now active tutors for Jackson Junior Youth classes.

The Jackson Area Cluster takes pride in having engaged, mentored and cultivated this group of at-risk 9th grade students into rising college sophomores. We trust this is economic development.

 

 

SED: Youth support families in need

Bill shared the following social and economic development (SED) endeavors which arose from a local junior youth group . . .

I am a co-animator of a recently formed junior youth group. Our group has conducted a canned food drive for families in need. The cans collected were donated to a local food bank.

 The scope of service extends to the senior generation in the community

At the current time our group is working on a project to visit retirement homes and provide entertainment to the residents there.

SED: Examples of junior youth on the move!

Carla shared these endeavors with us that were born out of junior youth spiritual empowerment activities.  Each directly impact the larger community!

• Potting plants to give to dementia patients in a nursing home
• Using the quotes from Glimmerings of Hope for a potluck and devotional for the families of the junior youth
• Making craft gifts for junior youths' mothers
• Making puppy blankets for a pet rescue shelter
• Volunteering at local 10,000 Villages by unpacking incoming crafts and helping sell items at their fund-raiser

Crisis and Victory

In a prayer for youth, 'Abdu'l-Bahá supplicates:

O Lord! Strengthen these fragile seedlings that each one may become a fruitful tree, verdant and flourishing. Render these souls victorious through the potency of Thy celestial hosts, that they may be able to crush the forces of error and ignorance and to unfurl the standard of fellowship and guidance amidst the people; that they may, even as the reviving breaths of the spring, refresh and quicken the trees of human souls and like unto vernal showers make the meads of that region green and fertile.

Those who have studied Ruhi Book 4 know that the lives of the Báb and Bahá’u’lláh provide us with an important object lesson: that the Cause of God advances through a series of crises and victories. It “moves from crisis to victory to crisis to victory, and no power on earth is capable of stopping its onward march.” The same principle holds true on a smaller scale at the level of individual core activities, and nowhere is this more apparent than with the Junior Youth Spiritual Empowerment Program. The following story tells of a junior youth group in crisis, and how a personal tragedy helped the group turn that crisis into victory.

Today our junior youth group experienced a breeze of confirmation. Over the past few weeks, our group has been struggling with disunity, and today, we finally began to overcome that barrier. We started with a prayer; we had never done this before, but since the junior youth had not been getting along lately, I figured it would set a good tone. Afterwards, we decided to update our group “pact” with a new set of guidelines that all of the junior youth came up with together, including some new members. We emphasized that these guidelines were important to prevent future problems that could contribute to the disunity our group was currently facing.

After revising the pact, we went to play soccer. As we were walking, Jack called me over from across the street. Jack is the stepfather of one of our former group members, Jeremy, who moved away about a month ago. His mom, Melony, had lost both of her legs to cancer four years ago, and she had sent Jeremy to live with his dad because it was time for him to have a full time male role model. Today, I learned from Jack that Melony knew she did not have long to live, and wanted Jeremy to be settled in with his father by the time she was gone. Melony lost her life to cancer just a few days ago.

I had never seen Jack so speechless. He could not express any words to me, so he sent me inside his home to talk with Connie, Melony’s best friend of 17 years. Connie sketched out the last moments of Melony’s life. She expressed Melony’s last wishes, which were to have her body cremated and her ashes given to her two sons so they could scatter them in the ocean together. At this point, I realized that Connie and Jack were not only mourning the death of Melony, but were also worried because they were $225 short in paying for her funeral expenses.

What happened next was beautiful. I got to share prayers with them. We said a prayer for the departed, and I assured them that God would take care of this problem. Then my co-animator arrived and also shared prayers with them. I asked them for permission to share this news with the rest of the group and they agreed. I joined the group on the soccer field and informed them of their neighborhood’s loss. They wanted to know if Jeremy was okay, and how they could help. I told them about the funeral expenses, and they immediately wanted to do something. This became our next service project.

After offering condolences, the group fanned out into the neighborhood in teams of two, and in a span of just an hour we collected over $150. We presented this money to Jeremy’s family, and this is when I realized how empowered the group had become today. Connie and Jack expressed their thanks in such a way that the junior youth truly felt the significance of what they had accomplished. They recognized the purpose of their group; that it is the core of the neighborhood, and that it is strong enough to put aside personal differences in times of need. They showed encouragement, love, generosity, and kindness to a family during a difficult time.

What was perhaps most empowering was that race barriers were dissolved today. Jeremy’s family is African American, while the rest of the group members are Hispanic. The junior youth have been hesitant to invite their African American neighbors to join. When we talked about reaching out to them two weeks ago, they expressed that they were not wanted in the African American community across the street, and they had no reason to go there. But today, thanks to Melony’s sacrifice, our junior youth group was given a reason to bridge these race barriers and to unify as a group to work toward one common goal. A boy, who had dropped out of the group about a month ago but was playing soccer with us, took ownership of the service project and led the group in helping Melony’s family.

We had so many touching moments. One of the youth shared a story of one of the men who donated money. The man said he was going to spend the money on beer, but because he knows Jeremy’s family is in need and because of how much he loves his own mom, he decided to donate the money instead. When this story was shared with the family, Connie was overcome with how special a sacrifice that man had made.

These breezes of confirmation solidified our group today and empowered these junior youth to experience firsthand that they can make a difference in their neighborhood and in the world.

Establishing Ties of Friendship on College Campuses

In an A-stage cluster within the Southwest region, the expansion phase of their latest growth cycle included conversations about community building with students on two local college campuses.

Today teams went to form bonds of friendship with students at _____ College. The concept of ‘community building’ was shared, and [we engaged in conversation] about ways that could improve the community in their own neighborhood.

Almost all that were approached were invited to join a study circle that will be held on campus. Amazing conversations happened! There is such a diversity of students at ______ College that it is like a beautiful garden!

On each succeeding day [of the expansion phase], more students were interested and expressed their desire to participate in a study circle that will be launched on October 25 at [the] College! It is so rewarding to find such purposeful youth who have hope that they can change their community and want to make a difference in the lives of the junior youth!

“Even the most modest estimates suggest that there are now tens of thousands who participate in periodic campaigns to establish ties of friendship, on the basis of shared understanding, with those previously regarded as strangers.” (Universal House of Justice, Ridvan 2010)

Academic Skills Improved by Baha'i Junior Youth Group Curriculum

“Only the capacity of the Bahá’í community limits the extent of its response to the demand for the programme by schools and civic groups.”  Thus wrote the Universal House of Justice, in its 2010 Ridvan Message, about the Junior Youth Spiritual Empowerment Program (JYSEP), which is producing noteworthy results around the world.  Stories locally are emerging about the different ways in which this program is bringing out latent capacity in participants, such as how young people who engage in the JYSEP gain new perspectives that, in turn, enable them to contribute to the improvement of society.

One of the aims of this program is to assist participants to enhance their powers of expression.  The Area Teaching Committee of Amarillo, TX (A-stage) shares the following:

Students of a local JYSEP animator informed her that reading the material and answering the questions from their JYSEP book helped their comprehension and testing skills when they took their TAKS test (Texas Assessment of Knowledge and Skills, mandatory state-wide standardized testing for grade school students).

It seems that in this program the academic skills and the spiritual insights advance together.  When the school authorities hear about this, you can bet the capacity of the Bahá’í community will be further tested!

Junior Youth Demonstrate Qualities Through Service

 In its Ridvan 2010 message to the Bahá’ís of the world, the Universal House of Justice describes the special qualities of junior youth:  “altruism, an acute sense of justice, eagerness to learn about the universe and a desire to contribute to the construction of a better world.”  We are pleased to share this newsflash from Ann Arbor, MI (A), about a junior youth group that has put these qualities into practice, and drawn the attention of the wider community in doing so.

Greetings!

The junior youth group that is centered in the northeast side of Ann Arbor has just received a certificate of recognition from the University of Michigan.  This award was presented to the group by the University of Michigan's Meals on Wheels program for the monthly service the group has engaged in for nearly two years (Fall of 2008 to the present).

The photograph of the award has been added to our photo slideshow at the upper right corner of this blog!

Studying the Writings and reflecting on the neighborhood

 

The Universal House of Justice has set before us in the Ridvan 2010 message the goal of creating in neighborhoods “a centre of intense activity” characterized by the core activities.  Here is a snapshot of how this new culture is taking root in the Santa Cruz, CA (A) cluster, shown through the lens of a home visit.

Inspiring and informative home visits continue at one apartment complex in the cluster.  When we discuss quotes from the Writings of Bahá’u’lláh with one friends, she sees their applicability in the community.  She speaks about the possible ways in which these words might inform the health and vitality of the neighborhood and how the ideas can transform our daily lives. . . .

It has been a time of reflection on the state of the neighborhood and the challenges facing it and the hardships experienced within the community.  The home visits are also often paired with a children’s class for the children who live there.  We are always warmly greeted by the smallest child, who gathers her brother and sister, and the class begins with songs, stories and memorization of quotes.

And in another part of the cluster, an animator of a junior youth group describes the effect of this activity on the participants.

Junior youth in the Santa Cruz cluster say that initially they decided to become a part of the group because they were friends with the people who were already in the group, and they wanted to be with their friends.  However, as the group progressed, they came to see it as a dynamic force for action to make their own community a better place to live.  They do all sorts of activities together and say that the junior youth group is important for social interaction and community development.

Their favorite recent experiences in the group have been planning service projects, raising money for and learning more about charity organizations.  The junior youth describe the animators as “cool, funny and good role models.”

Engaging classmates with the vision of junior youth empowerment

 

Here is the second teaching story from the latest cycle of the intensive program of growth in New York City (A), this one focusing on a university campus!  The Bahá’ís are engaging their classmates by sharing the vision of the junior youth spiritual empowerment program—and directly inviting their active participation.  And that’s not all!  The core activities, the habit of engaging in spiritual conversations, and the institute process are all creating an exciting atmosphere.

One teaching team consisting of four youth studying at one of the universities here has been saying daily the teaching prayer for the Northeast states and the prayer for New York to attract divine confirmations in a spirit of unity.  They have been sharing with friends and classmates the significance of a junior youth empowerment program, explaining that it helps junior youth navigate through a crucial period of their lives and provides a space for junior youth to explore and develop their moral, language and cognitive capacities, within a group context of study, discussion and service.  The teaching team has been inviting their friends to help them start a junior youth group and also to participate with them in a Book 5 training to provide them with the practical and spiritual capacities to animate a junior youth group.  The team has also been inviting friends and classmates to join a Book 1 study circle. . . .

One teaching team member decided to reach out to a student who had previously contacted the university’s Bahá’í Club this year and expressed interest, but had not yet attended any events.  The team member had realized the seeker lived in her same building, and the seeker responded enthusiastically to an informal, informational meeting in the team member's dorm room.  They were joined by another very receptive seeker, and all three talked very naturally for 2 hours, discussing the seeker's questions about devotional gatherings, youth year of service, and all going over a children's class lesson from Book 3 (including a story from ‘Abdu’l-Bahá’s life!).  All members seemed very pleased to have taken the time to meet and really connect to one another's hearts through conversation elevated by Baha'i teachings.

Genuine 24-7 caring

 

This absolutely delightful story of a junior youth group comes from San Francisco-San Mateo, CA (A).  In between all the various meals there are many crucial lessons.  I was particularly struck by how genuinely the animators cared and connected with the junior youth in their group—and did so 24-7.  The bonds of friendship developed naturally with the family, and this came about from the attitude of pure and detached service on the part of the animators.  Look also at how the sharing of the Faith occurred naturally, woven into the conversation, as well as the vision of who we are and what we are trying to do.

I wanted to share this story about a reverse home visit with the parents of junior youth and how it came about:

A junior youth group has been meeting in this neighborhood for 6 weeks now.  Through conversations with the junior youth, it became evident that all of them were wanting help with their math classes.  One of the animators volunteered to help each of them with their math homework so he set up appointments with three of them. . . .

One afternoon he came to the home of one of the junior youth.  They studied for about an hour and a half, and then the mother offered him dinner, though she hadn't prepared it yet.  The animator profusely thanked her but, indicating that he had to go, said that there would be other opportunities.  One hour later, the junior youth showed up at the animator's home with a delicious plate of food.  The animator was scheduled to meet with him again the following day in the morning.  Once again, he was greeted with more food, this time for breakfast.  Another hour or so of tutoring took place along with some really nice conversation with the mother about their lives.  At this time, moved by the instant friendship that had developed, the animator invited the mother and her family over for dinner the following evening.  She agreed.

The next evening, the mother showed up beautifully dressed with her all her children.  Both animators of the group and 2 other Bahá’í friends also attended.  Over dinner the mother and her 3 children shared stories about their lives from Mexico and here in the United States.  After dinner, we then divided into groups:  One animator sat with the mother in the living room, the other animator worked with the junior youth on the computer, another one of the friends read a story to one of the younger children, and the last friend did the dishes.

The animator then shared some quotations from Walking the Straight Path with the mother and the first quotation in Unit 2 of Book 5.  She was very open to all of the concepts of the Junior Youth Spiritual Empowerment Program and fully agreed with the methodology for spiritual empowerment.  She encouraged the animator to make a presentation at the local middle school and a nearby community center to invite more junior youth to participate.

At this point, the animator mentioned he and other Bahá’ís do this service because they really want to see the junior youth develop spiritual and material excellence and for their talents and capacities to be brought out and enhanced.  The mother had never heard of the Bahá’í Faith so she asked, inquisitively, what it was.  The animator shared the very beginning of Anna's conversation in Spanish.  The conversation continued and the mother asked if she could read through the whole booklet.  She did so for about 15 minutes and then asked the animator to make a copy of 3 sheets from the presentation so that she could post them in her home for her family to see:  The Eternal Covenant of God, the quote of “When a though of war comes oppose it by a stronger thought of peace”, and the “Refresh and gladden my spirit” prayer.

The night ended with the animator coming over to their home for another half hour to make sure that all the math homework was complete and ready to be turned in the next day.  The mother and her family felt immensely grateful.

Reflections:  The genuine interest in seeing junior youth succeed in their material education led to increased opportunities for the animator to build a relationship of trust and friendship with the parents of the junior youth.  Visiting with the parents of junior youth to further explain the nature of the program helps to create really solid supporters for the group and its vision.  A dinner where friends from the neighborhood can be casually invited opens the door for increased bonds of love and friendship, a necessary element for teaching the Faith and for a soul to continue on its path towards Bahá’u’lláh.

A remarkable ability to naturally bring up the Faith

Here is the latest update from Rio Grande Valley, TX (A).  There is a junior youth group that has been started and is doing well and having the support of the local friends.  The final description of the friends’ capacities is particularly inspiring.

I twice visited the junior youth group that the travel teachers have helped 2 of the local friends have started up.  The group seems like it is doing very well.  Most of the junior youth are composed of the non-Baha'i relatives of the 2 animators (who live in the same neighborhood).  The participants are very attentive and enthusiastic, and they are already discussing what service they would like to do. . . .

Another youth from the wider community has expressed interest in starting up a junior youth group.  We studied the first two units of Ruhi Book 1 and some excerpts from Ruhi Book 5, we had our first meeting with 4 junior youth, which went very well.  Again, the junior youth seemed very enthusiastic, and by the second meeting two days later, they had already started planning different service activities for the future.  Also, on the second meeting, a Bahá’í junior youth joined the group, and two others expressed a desire to join as well.  I heard from a friend in the cluster that this group carried out its first act of service yesterday.  I believe both groups will do quite well.

One family held a devotional while I was there, and because of all the activity taking place at that time, they were able to invite a number of their neighbors and friends, and the devotional was consequently well attended.  A few of us also made a home visit to the mother of one of the junior youth to introduce ourselves and describe a little bit about the Faith.

The members of this cluster seem to have a remarkable ability to very naturally bring up the subject of the Bahá’í Faith with their friends, neighbors, and acquaintances.  Most all the people in the community I met shared this trait.  The community certainly was also trying to open up opportunities for service to more people.

No matter what you're doing, always bring someone along

One special aspect of junior youth groups is the “animator gathering”. This is a regular meeting where animators in a cluster or region can come together to share experiences, identify lessons learned, consult on challenges, encourage each other, and plan future actions. These gatherings play a vital role in building the capacity of animators and in sustaining junior youth groups. We are happy to share the report of a recent animator gathering held in Eugene, OR (A). The participants framed their consultations with review of some key guidance, studied specific sections of Ruhi Book 5 (Releasing the Powers of Junior Youth), sharing their own experiences, and experiences of other animators around the world, and practical exercises to build skills related to group formation. Not surprisingly, this resulted in a very rich set of insights. One particularly striking point is that we should make accompaniment a constant aspect of our service, to “always bring someone along” with us for every task.

Eight friends gathered in Eugene for an animator gathering. Our thoughts were on the Bahá’ís on trial occurring that same hour; our prayers and devotional music were focused on our beloved friends in Iran and for assistance to raise up souls who would "adorn the world of being with a new raiment and a wondrous robe". After a round of introductions in which we shared joyous moments from our own memories when we were junior youth, a brief message was conveyed on behalf of the Regional Institute Coordinator expressing admiration for the steadfast service of the friends in Eugene. The Cluster Institute Coordinator, in whose home we were meeting, has also been very supportive of the animators, and gratitude was expressed for her assistance and support. . . .

We then began studying the guidance on the Junior Youth Spiritual Empowerment Program. We reflected upon the vision of junior youth who would be empowered to "rescue their peers", and how "spiritual battles will be on the street corners of village and city, in the school hallways and places of recreation". (from a December 1988 letter of the International Teaching Center) The paragraph on junior youth in the Ridvan 2000 message was also read. We then familiarized ourselves with the purpose and nature of the program.

Several comments from youth who had participated in the junior youth activities in rural India (obtained from the Ruhi Institute’s Web site at www.ruhi.org) were shared. These comments were inspiring and clearly illustrated the program's potential for encouraging junior youth and youth to bring about social change within their own communities. One comment led to an excited discussion on the use of the book “Breezes of Confirmation” and how junior youth in our region have responded to it.

One animator in Eugene shared how a junior youth who had difficulty reading often showed that he grasped the concepts in the book despite struggling with the language. This was evident as the junior youth would enthusiastically re-tell the story to other participants in his group when they had missed a group meeting.

A conversation on the nature of accompaniment then ensued. The logo on the front of the Ruhi books—of people holding hands—depicted beautifully how we may be engaged in service. The friends were encouraged to always bring along someone as they serve, whether in starting new groups, in animating, in planning group meetings or studying and reflecting, so that the learning experience is always shared with others. We hope to develop more systematic ways of noting what we are learning and communicating it with others effectively.

We then went through some of the sections of Unit 3 in Ruhi Book 5. Many creative and practical approaches on how to form groups were shared by the participants. Some of the approaches had already been tried by animators and others will be attempted as new groups form and current groups expand in number.

One approach is to encourage the junior youth to invite their friends. Two experiences were shared about how a junior youth who visited previously existing groups had a sense about what the purpose of the program was and therefore found it easy to invite their friends to something they had themselves experienced. An interesting insight was shared that, as a result of attending a junior youth group, it is easier for a junior youth to define their Bahá’í identity by the activities the group engages in (e.g., service, study, arts). This therefore provides them a means to teach their peers about the Faith, not simply by describing principles but through actual deeds.

One animator mentioned that having group meetings in a common public area, particularly in warm weather, has also been an effective way to attract new members. Another suggestion was to hold a series of service projects in a particular neighborhood that would attract the attention of those living there, and provide a natural way to introduce the program.

As more members join a junior youth group, they would also then invite their other friends—this has been a successful approach for one group in Eugene which has now almost doubled in size. One challenge of this approach (friends inviting friends) is the animators are trying to find a systematic way to follow up with the parents, since they are not making the initial introductions to the program for the junior youth.

Since Eugene is a city that lends itself to micro-neighborhoods, it was suggested that the friends interact at a local level (community markets, free classes, local schools), to get to know parents of junior youth or teachers, and introduce the program to them.

The group also split itself into pairs who practiced introducing the junior youth program to each other, as one might do to a parent. The purpose of this was to familiarize participants with the language and the concepts with which we might describe the program. The Ridvan 2000 paragraph on junior youth was suggested as a guide as to how to present key ideas about junior youth and the purpose of the program.

The Cluster Institute Coordinator and a member of the Local Spiritual Assembly also shared the guidelines from the National Spiritual Assembly for the protection of junior youth—specifically on ensuring that at all times, two adults or animators were present with the junior youth.

One group requested for help in identifying an animator, as one of our youth will be leaving to serve at the World Center later this year. Two participants immediately offered their assistance to help sustain this group, such was the spirit of community and desire to serve amongst the friends present!

Plans were then made about when the next animator gathering could be held. Since an intensive weekend covering Unit 3 of Book 5 is already planned for February, the next animator gathering will be in March. One suggested topic for the next gathering would be the nature of complementary activities such as arts and crafts in a group. It was announced that an intensive (4-day weekend) Book 5 will be held in early February and another during Spring Break.

The gathering ended with a song about the Bahá’ís in Iran. The friends left with resolute hearts about their plans to complete Book 5 as soon as possible, focus on expanding their groups, and ensuring existing groups continue to be sustained. We all felt moved by the sacrifices of the Bahá’ís in Iran, and were determined to strive in our service, in recognition of their sacrifices.

Accompaniment brings rapid results

When you visit a community for a brief time, what sort of impact can you expect to bring about? A very profound impact, with dedication and focus! Here is a thrilling example of how a team of “mobile teachers” used the art of accompaniment to raise up 2 new junior youth groups in the Rio Grande Valley, TX (now an A!) cluster. It was part of a region-wide effort to use the Winter break to assist priority cluster.

Dear Friends,

We just wanted to share this exciting news from the results of a team of 3 young adult mobile teachers/tutors/animators that visited the Rio Grande Valley cluster (a goal cluster) at the end of December and early January.

This is one example of many young adult mobile teachers that visited goal clusters during the Winter break. . . .

Loving regards,

R

The good news is that J and I helped to establish a junior youth group in one locality, and E started a second group in another locality. The guys carried out a “crash course” animator training, and they accompanied the new animators to the point of actually launching the group.

These 3 believers have helped in other ways as well, but to have established 2 new junior youth groups in such a short period of time is quite an accomplishment, one that probably would not have happened without their experience and youthfulness. We are so grateful.

Much love,

L