The desperate, unethical, shameless and deceptive conversion mechanism adopted by Baha’is

Conversion by Baha’is are sure short way of destroying the secular fabric of this great Nation. Of late the ways in which these Baha’i organizations are deceiving the people are getting dangerous. Baha’is nowadays are attempting to convert Hindus through combination of these different means. These conversion tactics are being carried out in Baha’i run schools and the non Baha’i teachers are supposed to learn these techniques called as RUHI CURRICULUM otherwise their services will be terminated. Once the teachers learn these techniques from NETTC (New Era Teachers Training Institute) at Panchgani they are supposed to carry these conversion techniques with the students and parents. There is no escape neither for the children nor the parents and neither for teachers.

The Parents send their children to these schools to learn better English which itself is a misconception, these schools only implant alien or Baha’i thoughts in the minds of naïve children. What these parents don’t realize is that their children will lose their family values and Patriotism and above all their unique Hindu culture.

It is very surprising that the Human Resource and Education Ministry is not being careful of this gross injustice to the school children and still they are supporting these Baha’i owned schools with their monetary support in the name of secularism.

In Ruhi Book 2 the teachers are being told to teach the Station of Abdul Baha and stress upon their Baha’i Identity.

  • Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the station of Abdu’l-Baha) from Unit 3 of Book 2;

In Studying the Ruhi Book 3 the teachers are to stress upon the Baha’i Identity of the students which means saying Baha’i prayers, Baha’i greetings and believing that Bab, Baha’u’llah and Abdul Baha are their ancestors.

  • Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their Baha’i identity and that the heroes of the Faith are our ancestors;
  • Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.
  • Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;

Then these students who have learnt about the History of the Baha’i Faith which includes the life of Bab, Bahaullah and Abdul Baha are supposed to teach to others. Visit their relatives, friends and neighbors and give them Baha’i Teachings. The students are forced to memorize quotations from Baha’i Sacred Book Kitab Iqan and Kitab Aqdas to get a good grade in their exams.

  • Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;
  • Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

While tutoring the Ruhi Book 7 the students of the school are asked to make their individual plan for teaching (Propagating) The Baha’i Faith which is considered as their class curriculum.

  • Help the participants to make their individual plans for teaching;
  • Help the participants to execute their individual plans for teaching;

The students and the teachers are also brainwashed that if there is opposition from the majority community or the police or the villages then face it as it is an act of service.!!!! Height of Hypocrisy.

Read the whole Baha’i planning given to every teachers

CHECKLIST FOR TUTORS FOR ACCOMPANYING THE PARTICIPANTS

OF THEIR STUDY CIRCLES IN THEIR INITIAL ATTEMPTS OF SERVICE

When tutoring Book 1:

  • Help each participant of the study circle to memorize the presentation on the concept of prayer, presented in Unit 2 of Book 1, and learn how to share these ideas with the seekers and begin with them in a natural way a devotional meeting;
  • Help each participant to learn how to study a prayer with others;
  • Conduct several visits with the participants to the homes of their friends, both Baha’is and not, and share with them the concept of prayer and have devotional meetings;
  • After this help each participant to organize a devotional meeting in his or her home and participate in it;
  • Help each participant to make to document their experience and share their learning about devotional meetings with others and with the cluster agencies;
  • Help them to encourage the participants of their devotional meetings to engage in the institute process.

 

When tutoring Book 2:

  • Help the participants to learn by heart the content of 6 themes for deepening in Unit 2 of Book 2;
  • Help the participants to learn by heart the content of 11 themes for presenting Baha’i beliefs in a conversation (including the theme on the station of Abdu’l-Baha) from Unit 3 of Book 2;
  • Help the participants to practice the sharing of each theme of deepening first in pairs, then in a role play;
  • Accompany the participants in several visits first to friendly Baha’i families, then to the homes of inactive believers to share with them at least the first 3 themes;
  • Help the participants to make lists of their contacts for visiting;
  • Accompany participants in their visits to their friends, colleagues, neighbors or relatives so that they can share with them the ideas from Unit 3;
  • Help each participant to reflect on his or her experience and document the learning in order to share it with the others and cluster agencies;
  • Help each participant to adopt the mode of consultation, action and reflection.

 

When tutoring Book 3:

  • Help the participants to identify the key concepts of each section of each unit of Book 3 as well as each of the 15 lessons;
  • Help each participant to form his or her children’s class group in the visited homes or in their own neighborhoods during study of Book 3;
  • Help each participant to practice conducting some of the elements of a children’s class with these children;
  • Accompany him or her in conducting the first 3 lessons with this group of children;
  • Help the new teachers to begin working with parents of these children using the recommendations given in two last sections of Unit 3 of Book 3;
  • Help the new teachers to analyze and document their learning from conducting each class and regularly share it with the other teachers and the cluster institute coordinator for children’s classes.

 

When tutoring Book 4:

  • Ensure that the participants gain appreciation of the concept of the “Greatness of this Day” and became conscious of their purpose and their Baha’i identity and that the heroes of the Faith are our ancestors;
  • Help the participants gain understanding of the concept of the crisis and victory;
  • Create opportunities for each participant to retell the stories of the lives of the Bab and Baha’u’llah several times beginning with one or two paragraphs until they are able to tell the whole story.
  • Accompany each participant in visiting several homes of inactive believers for sharing with them about the lives of the Bab and Baha’u’llah using the illustrations;
  • Help the participants to use the content of Book 4 and make drama presentations at cluster reflection meetings or the social parts of the Nineteen Day Feast and during the teaching campaigns;
  • Help the participants to make a plan for regular visits to the homes of seekers and believers in order to share about the history of the Faith;
  • Help the participants to memorize the quotations in Book 4 from the Kitab-i-Iqan and the Kitab-i-Aqdas.

 

When tutoring Book 5:

  • Help the participants to rehearse several times the short presentation on the junior youth programme during the sessions of the study circle;
  • Help the participants to form a junior youth group in their own neighbourhoods or the neighbourhoods they visit regularly and help them to make a presentation on the junior youth spiritual empowerment programme during their visits;
  • Accompany the participants in their first two meetings of their junior youth groups;
  • Help the new animators to reflect and document their experience and learning from their group activities and to share their learning with the other animators and the cluster institute coordinators;
  • Help the new animators to find, select and integrate elements of the arts and crafts in the activities of their junior youth groups;
  • Help the new animators to plan, prepare for, conduct, analyze, and document the first acts of service of their junior youth groups;
  • Help the new animators to establish and maintain contacts with the parents of junior youth;
  • Help the new animators in the initial period of their service to resolve difficult situations which may arise in their junior youth groups.

 

When tutoring Book 6:

  • Help the participants to learn by heart “Anna’s Presentation” and create conditions for them to rehearse this presentation several times during the study circle sessions;
  • Help the participants to make their individual plans for teaching;
  • Help the participants to execute their individual plans for teaching;
  • Help the participants to reflect on their experience of teaching, document the learning and share it with the Cluster Growth Committee;
  • Arrange for a week-long collective teaching campaign after finishing Book 6 and ensure that all the participants are able to take part in it;
  • Continue accompanying the participants and ensure that they are able to participate in the cluster reflection meetings, take part in the planning process of the cluster and in the expansion phase of each cycle of activity in their cluster.

 

When tutoring Book 7:

  • Help the participants to identify the concepts of Book 1 in the context of assisting them to prepare for their first study circle;
  • Help the participants to prepare and rehearse a presentation about the sequence of courses of the Ruhi Institute;
  • Help the participants to make several visits to the homes of believers and their seekers with the purpose of making the presentations and forming study circles;
  • Accompany each participant in facilitating the first few study sessions of their newly formed study circle;
  • Help the new tutors to integrate graciously the elements of the arts into the activities of their study circles;
  • Help the new tutors to document their initial experience in facilitating study circles and to share their learning with the institute coordinators;
  • Help the new tutors to acquire the skill of motivating the participants of their study circles to proceed to the next levels of the sequence of courses with intensity;
  • Ensure that the new tutors are able to participate in the gatherings for children’s class teachers, animators and tutors; in the refresher courses and institute campaigns.

When the participants of your study circle face difficulties and opposition in their path of service:

  • Be with them and pray with them;
  • Help them to analyze the situation;
  • Help them to find a solution;

Implement the decision together relying on the power of Divine Assistance

The article is shared by a high ranking Baha’i official (Auxiliary Board Member) who was asked to supervise Ruhi Study circle at Rabbani School Gwalior and was harassed by Management of Rabbani for not falling in line. These included two Iranian brothers Nayson and Sunil Olyai and a foreign counselor.

 

Rabbani Baha’i School of Gwalior closed down

An Iranian Board member during his speech to the staff of Rabbani School clearly said that the main aim of Rabbani is to support the moral education program of Baha’is and spread the teachings of Bahaullah in the school and nearby villages. At times we use to wonder whether we are residence of world biggest secular state or Iranian dominated Baha’i country. Least to say that the Rajmata Vijaya Raje Scindia must not have a remotest idea at the time of gifting such a huge land to Baha’is to open a boarding school that her gesture will be used to destroy the secular fabrics of India and to be against the religion followed by majority of Indians.

(A Rabbani teaching Staff)

Rabbani School

Located in Susera, near Gwalior, Madhya Pradesh, the Rabbani School was established in 1977. By Baha’is. Its objective is to provide rural youth with academic and practical skills for development, combining the teaching of moral principles. It was almost a gift by Rajmata Vijaya Raje Scindia to promote education in Gwalior, but actually this Baha’i school was involved in conversion of Hindus working in School, students of the schools and nearby villagers.

The campus is located on a 72-acre farm where more than 200 male students help grow some of their own food and practice other agricultural skills. There were 381 students including 135 boarders and 40 girls.

In March 2016 the Baha’i apex organization under whose control Rabbani school was running announced its closure. The reason was the teaching and non teaching staff of the college made a written complain to the Home Minister of MP who forwarded the complain to the police that the Principal of the college is pressuring us to accept Baha’i Faith, become Bahais or resign from the school.

Centre of Trade Union Citu also wrote a written complain to the police that the Principal of Rabbani School is asking the workers to become Baha’is or their services will be terminated. The Union asked the police to intervene immediately as it is very sensitive matter.

rabbani-12650963_10204278406238944_6005801385484425884_n
Baha’i NSA member Faride Vahedi and her husband in Gwalior

The Police inspector visited the school and found the complaint is correct he reprimanded the principal of the school and said strict action will be initiated if the school does not stop these conversion techniques.

On survey of the surrounding villages, the Villagers too said that the students and staff of the school frequently visit the villages and teach us the principles of Baha’i religion. They say the Hindu Religion has become outdated and obsolete and not useful in this advance age. Bahaullah is the manifestation of this age.

As the Baha’i Administration situated at Delhi understood that they cannot fool the locals for much time and the Rabbani staff has fully understood the evil aims. They announced the closure of Rabbani their decision was published in two daily DAINIK BHASKAR and NAI DUNIYA dated 31-3-2016. The decision was conveyed to the District Education Officer Gwalior Madhya Pradesh. The reason cited for closure was recurring financial losses and decreasing strength of the students.

rabbani-school-gwalior-3

Messages of Baha’i Apex organization ‘Universal House of Justice’ 1963 to 1986 (Part 5) Situated in Haifa Israel

308.7 In the province of Madhya Pradesh, where there are hundreds of thousands of Baha’is, the Rabbani School in Gwalior is educating children from the villages of the area in the Teachings of the Faith, in academic subjects and in agriculture, so that when they return to their home villages, these pupils not only promote the Faith but will influence their growth and development in every way.

308.9 As you can see, all these developments relate directly to the teaching work in as much as the Baha’i communities must reach a certain size before they can begin to implement many of them. How, for example, can a Baha’i community demonstrate effectively the abolition of prejudices which divide the inhabitants <p516> of a country until it has a cross-section of those inhabitants within its ranks? A seed is the vital origin of a tree and of a tremendous importance for that reason, but it cannot produce fruit until it has grown into a tree and flowered and fruited. So a Baha’i community of nine believers is a vital step, since it can bring into being for that locality the divine institution of the Local Spiritual Assembly, but it is still only a seed, and needs to grow in size and in the diversity of its members before it can produce really convincing fruit for its fellow citizens.

308.11 The teaching work is of primary importance for this reason: the most urgent need of human beings is to recognize the Manifestation of God and thereby to learn how to collaborate constructively. All over the world tremendous efforts are being made to improve the lot of mankind — or of parts of mankind, but most of these efforts are frustrated by the conflicts of aims, by corruption of the morals of those involved, by mistrust, or by fear. There is no lack of material resources in the world if they are properly used. The problem is the education of human beings in the ultimate and most important purpose of life and in how to weld the differences of opinion and outlook into a united constructive effort.

Baha’is believe that God has revealed the purpose of life, has shown us how to attain it, has provided the ways in which we can work together and, beyond that, has given mankind the assurance both of continuing divine guidance and of divine assistance. As people learn and follow these teachings their efforts will produce durable results. In the absence of these teachings, a lifetime of effort only too often ends in disillusionment and the collapse of all that has been built.

Harassment of Rabbani Staff by Board members

sunil-and-nayson-olyai
Sunil and Nayson Olyai

The Rabbani school Board members used to come to school interrogate the staff members as criminals asked them whether they have signed the Baha’i card if not then he would become rude to them and ask the principal to sack that staff. They would not show a remotest concerned for humanity and behave as if he was the master rest all the staff are slaves. In this regard a particular Iranian member was involved who use to say that Indians ought to be treated this way. His way of treating created insecurity in staff members that they decided to approach the Trade Union and also approach court for the protection of their job.

Court cases of Rabbani School

There are 27 cases against Rabbani Board by the staff members as the long time staff of the Rabbani were terminated giving pity reasons of Theft and not upto the mark in their allotted work. This termination would result in swallowing away the hard earned benefits like gratuity, PF etc of these workers. The main reason for their termination was that these Staff refuses to accept Baha’i Dharm and become Baha’is.

To mention a few:

Mr. Sarvansh Yadav was expelled from the school unjustly given the reason that he has committed theft. This lie was imposed on him so that his gratuity and other benefits can be held from him and the Rabbani Administration can use it for its own purpose for propagation of Baha’i Faith in School and Villages around. The actual reason was his unjustified termination was his refusal to accept the Baha’i Faith.

Two teachers, Mr. N. Gupta and Mr.R.K.Shukla, Who had been serving on contract basis for many years were promised that they will be accepted as permanent Teachers but they were denied.

Mr. Choteka was also terminated by the Rabbani administration on absolutely false allegation of theft.

Many teachers like Mr. Pachori, Miss Sabita, Mr. Burma were asked to vacate their staff quarters immediately without given sufficient time to find an alternative.

Pressuring the staff members especially the leaders to get involved in Baha’i teaching activities

Primary teacher were forced to attend training course at NETTC for a year at panchgani and pay for their expense on their own. The course at NETTC was nothing but.’ How to implement Baha’i programmes and make people Baha’is’. Many teachers like Mrs. Meera Rai, Mrs. Premlata Mishra, Mrs. Laxmi Chaurasia, Mrs. Sridevi Mohan Mrs. Rekha Dixit were then harassed because they refused to attend the programme at panchgani

Conversion activities at the School in name of Moral Education

The Rabbani staff is supposed to teach to the students about the Baha’i Dharam in the name of Moral education. The programme is chalked out from the students of class 1 to class 12. The tiny tots are also not spared in this regard.

The following timetable was given by Baha’is to the School staff to implement it as it is.

Moral education Programme

olyai-brothers-in-gwalior
Olyai brothers in Baha’i Youth Conference held in Gwalior in 1986

Introduction

The moral education Programme at Rabbani Baha`i School class from 1st STD to 12 th.

For this programme we are going to use different materials which is going to improve the behavior of the all the children in the school and atmosphere is going to be fully Baha`i.

Purpose of the programme.

The purpose of the programme is to make the children morally high that they can learn to work together and help each others. This programme is going to also to help the relationship of the teachers and students friendship.

Component of the Programme.

  1. Participation of the students in the programme.
  2. Writing in the books as they study
  3. Service activities how effectively they involve in the programme.

Material /Books.

Material, which we are going to use in different classes.

Class Baha’i material for study
1 Ruhi-3     (first)   15 Lesson    twice in a year
2 Ruhi-3     (Second) 15 Lesson twice in a year
3 Ruhi-3a   (first) 10 Lesson twice in a year
4 Ruhi-3a   (Second) 10 Lesson twice in a year
5 Ruhi-3a   (Last) 10 Lesson twice in a year
6 JYSEP,

1-Brezzes of Confirmation

2-Glimmering of Hopes

3- Sprit of the Faith

7 JYSEP,

1-Walking the Straight Path

2-Learning about Excellence

8 Ruhi-   1 and 2
9 Ruhi-   3 and 4
10 Ruhi-   3 and 4
11 Ruhi-   5 and 6
12 Ruhi-   7

This year we are going to have campaign

Class-6th Two book

1-Brezess of confirmation

  1. Glimmaring of hopes

Class-7th three (Four) books

1- Breezes of confirmation

  1. Glimmaring of hopes,
  2. Sprit of the faith,

4- Walking the Straight Path,

Class-8th Five books

1- Breezes of confirmation

  1. Glimmaring of hopes,
  2. Sprit of the faith,

4- Walking the Straight Path,

5-Learning about Excellence

Class-9th One Book

1-Ruhi-1

Class, 10, 11, 12

Ruhi-1 and 2 in the campaign.

Service programme

1-The students of the class 10th are going to help in the children classes in the primary section

Class 1, 2 and 3.

2- The students of the class 11th are going to help in the JYG in class 6, 7 and 8th.

3- The students of the class 12th are going to help in the Ruhi programme in class 9th.

sunil-olyai
Iranian Olyai family, the symbol of corruption in Gwalior.

Conclusion

Baha’is are smart in fact very smart. They must have announced the closure of Rabbani so as to get rid of all court cases against them. Once the matter subsides again they will reopen the school with all together new staff who will be willing to follow the dictates of Baha’i Administration to teach and spread the Baha’i Dharam.

The State and central government should be vigilant on this issue of conversion. Moreover the heir of late Rajmata, Mr. Jyotiraje Scindia should try to get their property of his ancestors back from the Baha’is in the best interest of the Nation. The Baha’is have betrayed the Scindia family, the people of Gwalior and the Nation as a whole.