Ruhi Book 3, Branch 2 (Grade 2#2)
- Series: Ruhi Books, Main Sequence — English
- Book 1 — Revised
- Book 2 — Revised
- Book 3 — Revised
- Book 4 — Revised
- Book 5 — Revised
- Book 6 — Revised
- Book 7 — Revised — minor print errors
- Book 7 — Revised — Print-On-Demand
- Book 8 units 1-3
- Book 9 units 1-3
- Book 10 units 1-3
- Book 11 units 1-3
- Book 12 unit 1
- Book 12 unit 2
- Book 13 unit 1
- Book 13 unit 2
- Book 14 unit 1
- Book 14 unit 2
This book is the second in a series branching off from Book 3 in the Ruhi Institute’s main sequence of courses, Teaching Children’s Classes, Grade 1. It is intended to prepare teachers to offer twelve lessons, arranged into four sets, to youngsters who have gone through the lessons of Sets 1 to 3, which are provided in the first branch course. This branch course, like the one before it focuses on those habits and patterns of conduct that are a manifestation of the spiritual qualities explored in Grade. The twelve lessons focus on another four themes, each of which concerns the relationships individuals establish with their fellow human beings: living in harmony with others, respecting human dignity, being a good friend, and devoting one’s life to service.
This book is the second in a series branching off from Book 3 in the Ruhi Institute’s main sequence of courses, Teaching Children’s Classes, Grade 1. It is intended to prepare teachers to offer twelve lessons, arranged into four sets, to youngsters who have gone through the lessons of Sets 1 to 3, which are provided in the first branch course. This branch course, like the one before it focuses on those habits and patterns of conduct that are a manifestation of the spiritual qualities explored in Grade. The twelve lessons focus on another four themes, each of which concerns the relationships individuals establish with their fellow human beings: living in harmony with others, respecting human dignity, being a good friend, and devoting one’s life to service.
- Contributors:: Ruhi Institute (Developer)
- Format: Softcover book | 200 pages
- Dimensions: 216 x 280 x 14 mm | 478 g
- Publisher: Ruhi Foundation
- ISBN: 9786289627640
- SKU: RUHI_ENG_03B2
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- Contributors:: Ruhi Institute (Developer)
- Format: Softcover book | 200 pages
- Dimensions: 216 x 280 x 14 mm | 478 g
- Publisher: Ruhi Foundation
- ISBN: 9786289627640
- SKU: RUHI_ENG_03B2
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What is a Children's Class?
Bahá'í Children's Classes are based on the teachings of Bahá'u'lláh, the founder of the Bahá'í Faith. They contribute to the awakening and development of the spiritual nature of children through the development of spiritual attributes or virtues common to all the world's major religions, as well as the knowledge, skills, understanding and attitudes required to love and serve humanity. Subject to parental approval, Bahá'í Children's Classes are open to and suitable for all children regardless of their cultural or religious background.
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How to request Institute materials?
Published-edition Ruhi materials (coloured covers) can be purchased directly from Baha'i Books (website).
Pre-published Ruhi materials (white covers) and Published materials can be requested from the Training Institute via their 'Request Form'. Requests are managed by the Institute's Book Administrator. When the request is authorised a payment request email will be forward to you if required. Once paid, the order will sync to BDS for fulfilment.
Note: customer data related to sales of Institute materials are shared with the Training Institute.
Ruhi Institute
The main sequence of courses is organized so as to set the individual, whether Baha'i or not, on a path being defined by the accumulating experience of the community in its endeavour to open before humanity the vision of Baha'u'llah's World Order. The very notion of a path is, itself, indicative of the nature and purpose of the courses, for a path invites participation, it beckons to new horizons, it demands effort and movement, it accommodates different paces and strides, it is structured and defined. A path can be experienced and known, not only by one or two but by scores upon scores; it belongs to the community. To walk a path is a concept equally expressive. It requires of the individual volition and choice; it calls for a set of skills and abilities but also elicits certain qualities and attitudes; it necessitates a logical progression but admits, when needed, related lines of exploration; it may seem easy at the outset but becomes more challenging further along. And crucially, one walks the path in the company of others.
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