As we learn about the process of training, through the experience of our intrepid, hard-working tutors and many enthusiastic and patient participants, everyone is gaining in understanding. One of the jobs of the Training Institute Boards is to find out what is being learned and share it with everyone. This news item reflects some of our current understanding, and of course this will advance as we gain experience and learn through both successes and mistakes.

A question we are often asked is: "Why is Book 3, 'Teaching Children's Classes', a part of the main sequence of courses?"

Many of the training institutes throughout the world, including England, Scotland and Wales have decided to include Book 3, "teaching children's classes" and a part of their main sequence of courses. Some friends feel that as they aren't interested in working with children, this book is not for them. Others are already experts in the field of education, and wonder why they are asked to spend time participating in a teacher training course.

While examining this question, we need to keep in mind that the purpose of the sequence of courses is to train participants with the skills they need to foster the process of entry by troops. Growth is being brought about in this Plan through three core activities, three 'portals' for entry by troops, and the purpose of the institute's courses is to train resources to carry out these three activities rather than to cater for particular interests, which can be pursued in the context of a deepening meeting or a weekend school.

The Universal House of Justice referred to the fact that training in the spiritual education of children is a part of the main sequence of courses in their message of January 2003: "In most clusters, movement from one stage of growth to the next is being defined in terms of the multiplication of study circles, devotional meetings and children's classes, and the expansion they engender. . Children's classes. are a natural outgrowth of the training received early in the study of the main sequence."

Some of those who study this course may not intend to teach children's classes, but the spiritual education of children is the concern of every Bahá'í. As parents or grandparents, as brothers and sisters, as members of the community, or of the institutions, we all need to know how to behave towards the children. In its Ridván message of 2000, the Universal House of Justice made this clear:

"Children are the most precious treasure a community can possess. They bear the seeds of the character of future society which is largely shaped by what the adults constituting the community do or fail to do with respect to children. . An all-embracing love of children, the manner of treating them, the quality of the attention shown them, the spirit of adult behaviour toward them -- these are all among the vital aspects of the requisite attitude."

As one participant in Book 3 wrote: "It does much more that teach the participants the elements of some good lessons for 5 to 6 year-olds; it actually conveys the whole ethos of a Bahá'í approach to children, which can be utilised by every adult member of the community who as much as says "Allah'u'Abha" or "Happy Naw Ruz" to one of these little ones. The need to demonstrate and convey a spirit of unity and co-operation, rather than one of selfish competitiveness permeates the whole course. I found myself having to correct in myself some of those deep-seated attitudes carried over from the surrounding culture and society. It doesn't matter whether or not you plan to become a children's class teacher, this course is a "must" for all members of the community, and the teachers of classes will get better support and encouragement from a community which understands the purpose and principles of the Bahá'í education of children."

Some participants will already be very experienced in teaching children. By becoming familiar with this training course, their experience can benefit the rest of the community as they complete the sequence of courses and become tutors, or as they work with and encourage new teachers.

Some of us may wonder why we need to do this course if there are no children in our community. There are two answers to this question. One is, that the purpose of these courses is to train us to grow our community, and surely we must be prepared for families with children to join our community. The second is, that the establishment of children's classes as called for in this Plan is not just for Bahá'í children, but for all. Experience in clusters in England where a sizeable number of friends have completed Book 3 has shown that many non-Bahá'í parents are eager for their children to attend Bahá'í classes. There are already communities in England running successful children's classes in which all the children are from non-Bahá'í families!

As we gain experience we are learning that although the courses of the training institute do at first sight appear to have distinct topics, they form part of a carefully constructed sequence in which each book build upon the insights and skills gained in the one before. The story-telling skills that we work on in Book 3 are further developed in Book 4 and are invaluable to every tutor or teacher of the Faith. The ability to explain the meaning of words, to enliven and inspire a group through singing, games and creative activities, are necessary skills for every tutor and a foundation for these skills is laid in Book 3.