The Salvation Army, best known for the red kettles and bell ringers during the Christmas season, recently released disturbing statements regarding racism. These statements included several social justice and Critical Race Theory (CRT) buzzwords. As a result, numerous donors have pulled their financial support from the charity.

 

The International Social Justice Commission, a division of the charity, released “Let’s Talk About Racism,” a guidebook for donors. In the book, the organization asserts that donors may be guilty of “White supremacy, White-dominant culture, and unequal institutions and society.” The group also asks white donors and Salvationists (as their members are called) to apologize and “lament and repent” for any racism.

 

The charity also released a “Study Guide on Racism.” In this guide, they state “that Salvationists have sometimes shared in the sins of racism and conformed to economic, organizational and social pressures that perpetuate racism.” It is uncertain in what ways they believe that members are or have been involved in racism. The terminology suggests that they are applying the leftist woke gospel and dividing people rather than uniting diverse groups. 

 

Progressivism is not new to the Salvation Army. But the question remains. Why does a charitable Christian organization want to promote wokeness? It may be that someone in the organization is promoting these left-leaning ideologies.

 

The two guides included a great deal of language taken from leftist Ibram X. Kendi, Professor at Boston University and Director of the Center for Antiracist Research. There was also language and information from author Robin DiAngelo, who wrote White Fragility: Why It’s So Hard for White People to Talk About Racism. Much of this language is very divisive, paints all white people as racists, and insists that all people of color are victims of oppression at all times. 

 

In 2017, the Salvation Army released an “International Positional Statement” on racism. Professor Jeffery Long, an evolutionary anthropologist who teaches human genetics and Darwinism at the University of New Mexico, was utilized as a source. It is confounding why a Christian charity would use resources from academics that believes in a philosophy that directly conflicts with the Bible.

 

As a direct result of the woke ideology printed in the literature of the Salvation Army, several donors have stopped financial donations to the charity. The Salvation Army issued a response to the claims in the media that they had asked donors to apologize for being “white.” The Salvation Army has refuted making any such statement and also claims that those making such claims “mislabel” the charity for “their own agenda.” Although it is accurate to say the charity never asked donors to apologize for being white, it is also true that the guidebook and the various other materials and resources regarding racism have the language of CRT and left-leaning philosophies. The Salvation Army has also used information from leftist academics and anti-Biblical ideology such as Darwinism. As a result, the charity may have done a great disservice to themselves but more importantly to the families and individuals that have come to depend on their services. 

 

The Salvation Army not only provides food and clothing to the needy but also has numerous other services. According to their “2021 Annual Report,” they were able to help 63,000 households with rent or mortgage assistance, served over 2 million with holiday assistance, provided over 7 million with disaster assistance, and helped 121,570 individuals fight substance abuse. The group also ran numerous centers, including 126 rehabilitation centers and 29 centers to assist those rescued from human trafficking. The good that the Salvation Army has done in the past should not be overwhelmed by woke ideology. 

 

The motto of the Salvation Army is “Doing the Most Good.” Indeed, all Christians should strive for unity and end all racism. Yet if we continue to divide ourselves using the Left’s narrative, this is not “Doing the Most Good.” The act of racism perpetrated by individuals is sin, and these individuals should repent. Nevertheless, demanding that an entire group be held responsible for the sin of racism purely based on the color of their skin is in and of itself racism. Christians best exemplify unity and anti-racism when we work, live, and worship together without the need to create racial division through fake social justice. Instead, we should seek God’s justice and spread the true gospel of Jesus Christ. As it says in Romans 3:22-23:

 

This righteousness from God comes through faith in Jesus Christ to all who believe. There is no difference, for all have sinned and fall short of the glory of God, and are justified by his grace through the redemption that came by Christ Jesus. (emphasis added)

 

Perhaps the best thing for the Salvation Army (and all Christians) is to leave behind the leftist woke ideology and do the “most good” by returning to the charitable demonstration of the love of Christ by giving freely to all people regardless of race. 

Take ACTION: Please click HERE to send an email to Commander Brian Peddle and/or visit The Salvation Army’s social media sites to let them know that they are alienating many potential supporters who reject the left-wing agenda to divide Americans by race. Please click the following links to visit their Facebook, Instagram, Twitter, LinkedIn and YouTube pages to urge them to abandon  this politically “woke,” intellectually slumbering, and morally superficial agenda.

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Warning: Reader Discretion Advised

Leftists in Springfield are still not done using public schools to preach “woke” beliefs to Illinois school children, thereby driving more families out of Illinois—which is a bad thing for Illinoisans who can’t leave—and driving more families out of government schools—which is a good thing except for those who can’t leave.

State Representative Mary Flowers (D-Chicago) has filed a jaw-dropping bill, HB 80, that doesn’t propose merely “standards,” or “guidelines,” or even a type of curriculum. Oh no, Flowers is going for the whole enchilada. If passed, this bill would mandate the teaching of specific books on race and feminism: 20 non-fiction books and 9 fiction. Every book is written by a leftist. There is not one book in Flowers’ list by either a person of color or a colorless person who criticizes or dissents from leftist assumptions on race or feminism.

Flowers’ bill says,

Amends the School Code. Sets forth a list of nonfiction, fiction, and children’s books about racism that shall [must] be required reading for students in every public elementary and secondary school beginning with the 2021-2022 school year. Requires that the instruction in the material presented by each book be age appropriate and taught at the appropriate grade level. Effectively [sic] immediately.

Maybe I missed it, but I can’t remember ever hearing of a lawmaker commanding that every public school in Illinois teach specific books. Did Mary Flowers’ constituents elect her to select texts for their elementary, middle, and high schools?

Having worked with teachers, I can say with a fair degree of certainty, that this bill will not be popular with many of them.

This proposed bill adds to the list of bills and laws that are transforming our government schools into woke re-education camps and our children into leftists. The list now includes the re-introduced REACH Act that will require comprehensive sex ed starting in kindergarten;  the proposed “Culturally Responsive Teaching and Leading Standards”; the existing “LGBT” school indoctrination law; the homosexuality- affirming “anti-bullying” law passed in 2010; and the novels, plays, movies, essays, and articles teachers are already choosing to teach.

Here are some of the authors and texts on Flowers’ inclusive list of only leftist authors and texts:

bell hooks: Ain’t I a Woman: Black Women and Feminism

Ta-Nehesi Coates: Between the World and Me

Ibram X. Kendi (born Ibram Henry Rogers): How to Be an Antiracist

Robin DiAngelo: White Fragility: Why It’s So Hard for White People to Talk About Racism

Ben Crump (opportunist extraordinaire in the mold of Al Sharpton and “Rev.” Jesse Jackson): Open Season: Legalized Genocide of Colored People

Jacquelyn Woodson (black and a lesbian, so a two-fer for intersectional identitarians): Brown Girl Dreaming

Jennifer Harvey (self-described “queer, antiracist-committed … white lesbian/dyke” and Drake University religion professor): Raising White Kids

Jennifer L. Eberhardt: Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do

Mikki Kendall: Hood Feminism: Notes from the Women That a Movement Forgot

Layla F. Saad: Me and White Supremacy

Michelle Alexander: The New Jim Crow: Mass Incarceration in the Age of Colorblindness 

Ijeoma Oluo (identifies as a “a black, queer woman who has often found herself demonized at the convenience of white America): So You Want to Talk About Race

Wesley Lowery: They Can’t Kill Us All

Reni Eddo-Lodge: Why I’m No Longer Talking to White People About Race

Phew. Good thing Coates, Kendi, and DiAngelo are here. No “woke” list would be complete without those three Wokateers—all of whom profit handsomely from the racial division they help foment.

National Review’s Rich Lowry writes this about Ta-Nehisi Coates’ book, which Flowers wants to force all public schools to teach:

Coates has to reduce people to categories and actors in a pantomime of racial plunder to support his worldview. He must erase distinctions and reject complexity.

“‘White America’ is a syndicate arrayed to protect its exclusive power to dominate and control our bodies,” he writes. What is this “white America”? Is it Nancy Pelosi or Ted Cruz? Is it Massachusetts, or is it Utah?

In a monstrous passage about 9/11, he writes of the police and firefighters who died trying to save people from getting obliterated into dust: “They were not human to me. Black, white, or whatever, they were menaces of nature; they were the fire, the comet, the storm, which could — with no justification — shatter my body.”

Really? Firefighters go about shattering the bodies of black people without justification?

I suspect there will be many parents who object to their children being exposed to such a toxic ideology.

Here are just two quotes from the book by racist, pro-“trans,” pro-homosexual feminist Reni Eddo-Lodge titled Why I’m No Longer Talking to White People About Race that Mary Flowers wants to force all Illinois schools to teach:

1.) “[R]acism is a white problem. It reveals the anxieties, hypocrisies and double standards of whiteness. It is a problem in the psyche of whiteness that white people must take responsibility to solve.”

2.) “The process begins with the individual woman’s acceptance that American women, without exception, are socialized to be racist, classist and sexist.”

We can’t overlook the list of books Flowers’ bill identifies as fiction, which includes Justin Simien’s satirical book Dear White People. One chapter in Dear White People is titled “So You’ve Decided to ‘Go Black’ and Not Come Back,” which has a section on busting the myth of “Giant Penises,” ,” that is, giant black penises:

Thanks to rap music and the tendency to exoticize people of color, the myth of the giant black d*ck has endured for some time. … the stereotype can lead to a number of awkward postcoital conversations and explanations. Though this stereotype might be helpful in wooing and courtship, there are few things less sexy than a man having to explain why his d*ck isn’t as big as his lover had hoped it would be. The truth is the average d*ck length and width is the same for men regardless of ethnic background. In spite of the sometimes helpful wide-angle lens on the iPhone used in d*ckpic-ing, most guys are packing between five and seven inches.

Please don’t send any email messages to IFI expressing anger that we have reported this. If you’re upset, contact Mary Flowers. She’s the person who wants to make this book required reading in Illinois schools.

Flowers also wants to force Illinois schools to teach bisexual Alice Walker’s novel The Color Purple, which includes lesbian sex and many references to various characters “f*cking.”

And here’s an excerpt from the novel An American Marriage by Tayari Jones that Flowers wants to force Illinois schools to teach:

Looking down at her outline in the dark, I felt myself wanting to explain again. But I could never tell her that I didn’t want to f*ck her like a man who just got out of jail. I wanted to do it like a man who was home visiting his family. I wanted to do it like a local boy made good. I wanted to f*ck like I had money still, like I had a nice office, Italian shoes, and a steel watch. How can you explain to a woman that you want to f*ck her like a human being?

The married black man in this scene has just been released from spending five years in prison for the crime of raping a white woman—a crime he did not commit. The woman with whom he has sex is a friend—not his wife.

Just curious, who decided graphic lesbian sex was “age-appropriate” for any minor children, and what criteria was used to make such a determination? Who will decide which grade level is appropriate for graphic lesbian sex, language about “f*cking” friends, or about the myth of giant black penises?

While Flowers, evidently a devotee of Critical Race Theory, identity politics, and feminism, includes a few token colorless authors, she includes no ideological diversity, demonstrating that the only kind of diversity that matters to leftists pertains to skin color, biological sex, and disordered sexual predilections. What doesn’t matter is ideological diversity and intellectual exploration on these controversial topics.

In the service of inculcating Illinois minors with “progressive” beliefs about race, feminism, and sexual activities, leftists are fully committed to viewpoint discrimination. They have no interest in teaching children how to think critically via distinguishing sound, coherent arguments buttressed with relevant evidence from fallacious arguments deficient in logic, evidence, and coherence. Instead, they want to teach other people’s children what to think uncritically. Kinda, sorta, maybe sounds more like propaganda than pedagogy.

No one disputes the historical reality of the evil of the slave trade, the institution of slavery, and subsequent Jim Crow laws. Nor does anyone dispute the critical importance of ensuring that history is taught accurately.

The dispute broadly speaking is over how the history of racism should be taught. Many—including blacks—believe the way Critical Race Theory (and BLM and the 1619 Project) addresses slavery in America and its legacy is both imbalanced and inaccurate.

Further, the imbalanced and inaccurate coverage of American history promotes a false picture of an evil and systemically racist America, foments racial division, and robs persons of color of a sense of agency in and responsibility for their own lives.

In the racialist—or some would say racist—theories of those whose writing Mary Flowers wants to force into Illinois schools, there’s a difference between being an “antiracist” and being not racist. Being antiracist essentially means embracing all the beliefs of Critical Race Theory, including forced confession and public repentance by whites, and becoming a community organizer. According to the ubiquitous Ibram X. Kendi,

Being antiracist is different for white people than it is for people of color. For white people, being antiracist evolves with their racial identity development. They must acknowledge and understand their privilege, work to change their internalized racism, and interrupt racism when they see it.

Many believe those dogmatic beliefs are divisive and destructive and will accomplish nothing but feed the greedy Intersectional Industrial Complex. And many non-racist parents do not want their children taught the lie that those who harbor no racist views or engage in any racist acts are still racist by virtue of their skin color or lack thereof.

If Flowers and other leftists are genuinely invested in sound education—which necessarily entails the full and free exchange of ideas on race, race relations, feminism, and sexuality—they could and should revise both this bill and existing curricula on these subjects. They could and should remove half of the non-fiction selections to make room for books and essays by Thomas Sowell, Shelby Steele, John McWhorter, Carol Swain, Candace Owens, Larry Elder, Jason Riley, Anne Wortham, and Heather MacDonald.

Take ACTION: Click HERE to send a message to your state representative to ask him/her vote against this outrageous proposal that usurps the jurisdiction of local school boards and administrators by mandating specific left-wing reading assignments.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2021/02/Springfield-STILL-Isnt-Done-Indoctrinating-Children.mp3

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Click HERE to learn about supporting IFI on a monthly basis.

 

Here’s a story of actual racial injustice that happened in a liberal North Shore school district: District 113. As you read this, imagine if the Hispanic community in Highland Park and Highwood, Illinois had known this story as it was taking place.

In 2007, District 113, which is composed of Deerfield and Highland Park High Schools, received a federal grant of thousands of dollars because Highland Park High School (HPHS) had failed to make “Adequate Yearly Progress” (AYP).  AYP is a tool for measuring how well a district’s students perform on standardized tests under the controversial No Child Left Behind Act.

The reason HPHS’ scores on standardized tests failed to make AYP is that HPHS has a sizeable Hispanic population from primarily neighboring Highwood. Most of these families do not have the financial resources available for private subject area and test-prep tutors as many Highland Park and Deerfield families do, and in many of these families, English is not spoken at home.

To be clear, District 113 had received a hefty federal grant to help Hispanic students score better on standardized tests. And what did the administration and school board chose to do with those taxpayer dollars?

Between spring 2007 and spring 2008, District 113, using both the federal grant and some  district money, spent approximately $83,000 to hire the San Francisco-based shyster Glenn Singleton and representatives from his Pacific Educational Group to come  seven times to District 113 to teach employees about their “whiteness.”

Every time Singleton or his representative came, every administrator, every department chair, two teachers from every department and area (e.g., multi-media, custodial pool, technology, secretarial pool) from both high schools attended all-day meetings during which they discussed their “whiteness.” This meant that all the participating employees missed seven days of work or classes.

The $83,000 included $53,000 for Pacific Educational Group’s fees, travel expenses, and per diem; $10,000 for hiring substitute teachers for all the teachers who were absent from class to attend the all-day indoctrination seminars; and $20,000 to feed all the district attendees at the swanky Highland Park Country Club where the meetings took place.

Ironically, both Singleton and his facilitators explicitly stated at the time that neither he nor his book (Courageous Conversations) on which his “consultations” were based provided any solutions for the problem of underperformance of minority students on standardized tests.

Singleton also preposterously claimed that neither poverty, nor language issues at home, nor lack of family support, nor family mobility contributes to the racial learning gap. The causes, Singleton claimed, are “institutional racism” and “whiteness.” Singleton also declared that anyone who disagrees with his preposterous theories is “gifted at subverting reform.”

He explicitly exempted Indians and Asians from the category of “persons of color.” Why would that be? If America is systemically racist against persons of color, and if this systemic racism is the cause of the underperformance of students of color on standardized tests, why exempt them? And why do Indians and Asians manage to excel on standardized tests in the face of systemic racism?

Could it be that Singleton tacitly admitted—and hoped no one would notice—that language issues, lack of family support, mobility, or poverty may, indeed, contribute to the racial learning gap? Could it be that systemic racism didn’t exist in District 113?

I asked the District 113 School Board and administration at the time how even in theory would having secretaries, custodians, and teachers miss school to talk about their “whiteness” at the Highland Park Country Club help minority students improve their test scores. They offered no answer–as in, they literally said nothing.

Imagine if the educationally and economically disadvantaged Hispanic community had known the shameful truth that District 113 had had thousands of dollars available to help their children score better on standardized testing and used it instead to line Singleton’s pockets while district employees talked about their whiteness and noshed at the Highland Park Country Club.

In a recent article in The New York Times Magazine about “antiracism” re-education, writer Daniel Bergner told this story about attending one of Singleton’s indoctrination workshops:

At my table, Malik Pemberton, a Black racial-equity coach at a middle school, who had been a teenage father, wanted to talk, he said in the softest of voices, about “accountability,” about how “it starts inside the household in terms of how the child is going to interpret and value education,” about what can happen in schools “without consequences, where they can’t suspend.”… One of Courageous Conversation’s “affiliate trainers,” stationed at the table, immediately rerouted the conversation, and minutes later Moore [another affiliate trainer] drew all eyes back to him and pronounced, “The cause of racial disparities is racism.”

Glenn Singleton is a slicker version of Al Sharpton, a manlier version of Nikole Hannah-Jones of the 1619 Project, and a blacker version of White Fragility author Robin DiAngelo. He sells the same divisive, racist Critical Race Theory dogma just gussied up in different packaging.

Hans Bader writing for the Competitive Enterprise Institute shared that Singleton—who has been hired by wealthy school districts all around the country, including in Evanston, Illinois—teaches teachers that,

“white talk” is “verbal,” “intellectual” and “task-oriented,” while “color commentary” is “emotional” and “personal.”

This is disturbingly similar to the ideas in a chart posted by the Smithsonian Institution’s National Museum of African American History and Culture on their online portal about race and racism—a chart the Smithsonian was forced to take down and apologize for.

The chart promoted the false and racist idea that the following are “aspects and assumptions” of communities of color:

• de-emphasis on objective, rational, linear thinking
• de-emphasis on cause and effect relationships
• de-emphasis on planning for the future
• de-emphasis on working before playing
• devaluation of hard work
• devaluation of respect for authority
• devaluation of delaying gratification
• devaluation of politeness in communication

Critical Race Theory and its many ugly faces solves no societal problems and creates many. IFI is deeply thankful that the Trump administration has ceased the use of federal funds for promoting Critical Race Theory, which is fomenting race and class warfare in America.

“Progressives” have obscenely exploited the disadvantaged among us for votes and power for decades. “Progressives” pretend to care about the impoverished even as they promote policies that destroy their families, their schools, and their communities.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2020/10/A-Story-of-Actual-Racial-Injustice-in-an-Illinois-School-District.mp3

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The first weekend in July, the National Education Association (NEA) held its annual Representative Assembly in Houston, an assembly consisting of “nearly 7,000 delegates.” The National Education Association is a “progressive” political activist organization that masquerades—er, I mean, identifies as an educational organization. The NEA’s Code of Ethics says, among other things, this:

The educator… recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn…. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator… Shall not unreasonably deny the student’s access to varying points of view.

Read these “New Business Items” just passed by the NEA, and see if you believe the NEA honors its Code of Ethics:

• “The NEA vigorously opposes all attacks on the right to choose and stands on the fundamental right to abortion under Roe v. Wade.”

• “The NEA will immediately call on the Trump administration, U.S. Senate, the House of Representatives, and the courts, for the immediate end to the detention and criminalization of immigrant children and their families; including an end to ICE raids.”

• “The NEA will call on the U.S. government to accept responsibility for the destabilization of Central American countries (including, but not limited to Guatemala, El Salvador, and Nicaragua), and that this destabilization is a root cause of the recent increase of asylum seekers in the United States.”

• “NEA will collaborate and partner with organizations and individuals who are doing the work to push reparations for descendants of enslaved Africans in the United States.”

• “The National Education Association will organize and mobilize in support of the Equality Act to be a top legislative priority.”

• “NEA will incorporate the concept of ‘White Fragility’ into NEA trainings/staff development, literature, and other existing communications on social, gender, LGBTQIA, and racial justice.” (“White fragility” is a racist leftist term invented to mock, criticize, and silence colorless people who disagree with the assumptions of Critical Race Theory. The term embodies the false idea that disagreement with the racist views of social justice warriors is motivated by fear.)

• NEA “… will recommend specific annual numeric goals for the recruitment of, and retention of, educators of color.” (In other words, the NEA will judge educators by the color of their skin.)

• “NEA will promote the Black Lives Matter Week of Action in schools during Black History Month in 2020…. NEA will specifically call for clear efforts to demonstrate support for the four demands of the BLM Week of Action in schools” which include “Mandating that Ethnic Studies be taught in preK-12 schools.”

• The National Education Association will create space in all individuals’ name tags, badges, and IDs for the individuals’ pronouns. The individuals’ pronouns will only be left off at the individual’s request.”

• “The NEA will contact all school districts… to recommend incorporating into their science curriculum, causes, effects, and solutions to climate change and pollution.”

• “NEA will work with current partners (such as GLSEN), to expand on the number of professional development opportunities for Gender Sexuality Alliances (GSA) advisors.  This training should include, at a minimum: Starting a new GSA; How to handle possible backlash from different stakeholders.”

• “NEA will create model legislative language that state affiliates can use to lobby for a K-12 cross content curriculum that is LGBTQ+ inclusive.” (It’s bad enough that K-12 classes teach about homosexuality and cross-sex impersonation in health, sex-ed, and purported “anti-bullying” activities, but now they want indoctrination in the “LGBTQ+” ideology to permeate all content areas.)

• “[T]he National Education Association will explore the opportunity to create a Stonewall LGBTQ Scholarship for tuition assistance to an openly LGBTQ student attending graduate school who demonstrates a commitment to research and practice surrounding LGBTQ issues and awareness in our schools.  This would be a tribute to the Stonewall riots.”

• “NEA will… call on educators to refrain from discouraging… students to not speak a language other than English at school.”

• “The NEA will publicize… a 100 percent student loan forgiveness program for educators… across the country.”

One interesting membership change was passed as well. Two-thirds of the delegates “voted to amend the national teachers’ union’s constitution” to allow “non-educators” to become members, which in turn allows them to “donate to the NEA’s political action committee.” Such “public education allies” won’t “be able to vote, nominate candidates for elected office, or hold governance positions within the union.” They’ll only be able to donate money, thereby strengthening the power of “progressives” within the NEA. If by becoming members, non-educators could vote and nominate candidates, conservatives would have reason to join, because membership might enable them to weaken the power of “progressives” within the NEA. But if membership entitles non-educators only to donate money, the effect will be to strengthen the existing power structure.

The NEA is not an educational organization. It is not an organization committed to the full, free, and critical examination of diverse ideas. It’s a Leftist, political advocacy organization led by presumptuous culturally regressive dogmatists who have arrogated to themselves the right to use government schools to impose their arguable assumptions/worldview on other people’s children. The NEA and its ideological allies have transformed education into indoctrination.

The systemic anti-conservative bias deeply rooted in the sinews of government schools make them places that conservatives—especially Christians—should exit immediately if not sooner. And this will require the assistance of churches. Many families can neither homeschool nor afford existing private schools. Churches must be creative and find ways to enable their members to exit government schools. Churches should make funds available to enable members to send their children to existing private schools and/or create affordable private schools.

There are many ways the church can facilitate the training up of children in the way they should go, including tapping one of our greatest resources: retirees who, mature in their faith and equipped with a lifetime of diverse experiences and acquired knowledge, can and should help in this crucial endeavor. Retirees who are in good health should actively pursue ways to help in this effort. I will close with this legendary admonition from theologian and retired pastor, John Piper:

I tell you what a tragedy is. I’ll read to you from Reader’s Digest what a tragedy is. “Bob and Penny . . . took early retirement from their jobs in the Northeast five years ago when he was 59 and she was 51. Now they live in Punta Gorda, Florida, where they cruise on their thirty foot trawler, playing softball and collecting shells.”

That’s a tragedy. And people today are spending billions of dollars to persuade you to embrace that tragic dream. And I get forty minutes to plead with you: don’t buy it. With all my heart I plead with you: don’t buy that dream. The American Dream: a nice house, a nice car, a nice job, a nice family, a nice retirement, collecting shells as the last chapter before you stand before the Creator of the universe to give an account of what you did: “Here it is Lord — my shell collection! And I’ve got a nice swing, and look at my boat!”

Don’t waste your life; don’t waste it.

Let’s all start working for children in earnest, with courage, and with a willingness to suffer for Christ and his Kingdom.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2019/07/New-Recording-3.mp3

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