Drew Boswell

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The Importance of Master Planning (Part One)

Buying the Right Diamond
In the summer of the year I graduated from college I was in the market for an engagement ring. My mother had a friend, who knew someone, that had a cousin (well, you get the idea). So I found myself in an office building being buzzed into a fourth story office. The jeweler only met by appointment, and I was the only person in his office for our appointment. We sat down and after some small talk, he began to explain what diamonds were, how they came to be, how they were classified, and why they were priced the way that they were.

I met with him for close to an hour before I ever even saw a diamond. We discussed my budget, and he then brought out a tray of diamonds in my price range. The jeweler and I began to go diamond by diamond holding them under a microscope, looking at them in light, and he would show the aspects (and the flaws) of each one.

It was because of this education, and one-on-one time, that I walked out (or was buzzed out) of his office feeling that I had made a great choice, had gotten a great price, and was proud to eventually give it to my fiancé.

The jeweler began with a high level of explanation of the diamonds, and then moved to price, and then to specific diamonds. He did not start with the diamonds; he began with an understanding of diamonds. There were obviously diamonds out of my price range, and with my budget there were some of lower quality that I could ignore. I am glad that he did not waste my time, or raise my expectations – we were able to move directly to what I needed, and to what I could afford. At the end of the day, I left his office feeling good about my purchase.

This same manner of thinking is needed in ministry. We need to start with why we do the ministry that we do (Why have AWANA, or Upward Soccer, or Royal Ambassadors? What are we trying to accomplish through these ministries? Could this be met in another way? a cheaper way? a less labor intensive way?)

Often times churches jump straight into programs because of a felt need (or because the church across town started it), without even thinking about why they are doing them. These new initiatives stand apart from other programming, competes for resources, and may even duplicate another ministry objective. For example, a church may have three programs that focus on discipleship, but none that focus on worship or evangelism.

Planning Your Crops and Master Planning
In agriculture you need four basic elements for crops to grow: nitrogen, lime, potash, and phosphoric acid. So in order for a plant to grow in a healthy manner these four things need to be present in the soil. So let’s say that you are a farmer, and have noticed that your neighbor has a very nice crop of corn, but yours is not doing so well. So you go and ask him his secret, and he tells you that he added a ton of lime to his fields. So you go and add lime to your fields hoping to save or improve the crop that you have. Things get worse! Wouldn’t it make sense that if he added lime, that you should also be able to add lime and have the same effects?

What is truly needed is for you to have a soil sample tested, where you would have discovered that you have plenty of lime (and now probably have too much), but your area of crops are low on nitrogen. Your neighbor planted a previous crop that left behind a nitrogen rich soil, where as you had decided not to plant a crop and just let it go fallow. Your neighbor has brought his soil into balance by adding lime.

Knowing what is needed in the soil to have a healthy crop before you begin allows you to know what steps need to be taken in order to keep a healthy balance. Evaluations and tests can be taken along the way in order to make small adjustments during the growing cycle. If you kept adding the wrong ingredients to the soil, you would actually cause your farm to become continuously unhealthy.

If we carry this principle over to ministry, we would call it a “master plan.” This is where concepts are established before the ministry of spiritual formation begins. Programs are then implemented based on this master plan, and basic goals are established.

Far too often churches launch a program, begin a ministry, or take some other step based upon what they see other churches do only to find out that it didn’t work for them in the same way. The reason is because they may have already had a ministry that met that need, so by adding another, it only duplicated an already met need (thereby weakening the church as a whole).

A Case Study
You bump into a friend in the grocery store and after some discussion the friend tells you about what is going on in her church. She tells you of this wonderful new program that they have started and the church is growing significantly (ex. 40 Days of Purpose, Upward Basketball, Royal Ambassadors, etc…) Being very excited about this information you rush to your pastor and convince him that your church needs to do it as well. Your church launches the program but does not have a very good result at all. Excluding poor leadership, poor advertising, or any other planning mistake, what could be the real reason for the programs lack of success?

The church must take the time to identify the key ingredients that are needed for healthy growth in specific ministries, and then establish a master plan to bring these things into fruition. Once this plan is in place, there should be continuous tending of the crop, to make sure everything stays balanced.

Next time we will look at an example of a master plan for a Children’s Ministry.

 

PS — If you are ever in the market for a diamond, please contact Tom Neville, the Source Inc., 334-265-7775, 60 Commerce St, #1401, Montgomery, AL 36104. After all these years he still operates by appointments, and is simply the best.

The Grouch That Taught My Class; Lesson Preparation That Keeps You Friendly

Most teachers would say that their teaching ministry is very important and that they have a desire to impact the lives of their students. However, 80% of all Children’s Ministry teachers prepare their lessons after 10pm on Saturday night.  Why is that such an important task get pushed to the very last minute? People work a forty-hour week (plus), they have families, etc… so everything gets pushed back.

Let’s face it, we are all very busy, and everything competes for our time. In addition to the time crunch issue, many curriculums are so teacher friendly that the lessons are basically self-taught. So the tendency is to simply skim the material and “shoot from the hip.” But, the church of today needs teachers (and parents) who are spiritually deep, doctrinally accurate, and well prepared for class. To do any less is not giving our best to the Lord, and the task that He has given our hands to do.

So how can we deal with our busy schedules, and prepare for our class? First consider the following questions, “How much time can you give?” and “How can you save time in lesson preparation?” A teacher’s study time usually takes place on two levels:

(1) Their daily study and quiet time.  Most teachers understand their need to personally commune with God, and make sure their hearts are right before seeking to minister to others. Lifeguards need to know how to swim!

(2) The time they spend preparing for their lessons. Why not combine the two? You can save time and add power to your teaching by leveraging these times together.  Make your personal daily Bible study time your lesson study time.

Also, managing your time and thinking through your week enables you to break the over all material down into bite size pieces and make it more meaningful to you personally. This will also give you time to think through the Scripture and how it applies to the life of your students (their learning styles, personalities, what they would enjoy, what worked in the past, etc…)

So let’s break down the week:
A. Monday

Students need teachers who pray and ask God for direction.  So on Monday pray and ask God for direction. Open the curriculum and read it quickly.  Then close it. Discover where your lesson is in the Bible, read it quickly just to get the over all perspective.

Why?  God knows your children and what they need.

We need to go to Him first and let Him speak to us. Ask God to show you the most important truth; this will become your main theme.  Have one theme and only one.  Ask yourself, “Why is this story in the Bible?”  Don’t ramble.

B. Tuesday

As you go through the day think about the lesson.  No Bible, No curriculum. Use other resources such as Haley’s Bible Handbook or a Bible Dictionary. This will be time when you reference other background resources.

C. Wednesday

Pray and ask God to give you the same feelings everyone in the story had. Pause on each person.  Develop three adjectives (words that describe a noun) to describe their: (a) physical appearance and (b) character.

For example: I Sam. 17:ff

Physical appearance  David; small, armor, etc.   Goliath; Tall, Strong, etc.

Character David; Loved God, etc.           Goliath;   Arrogant, Bully, Armor

Then make a brief outline; for our example in 1 Samuel 17ff, it potentially would look like this:

A)   David talks to his father

B)   David goes to the battlefield

C)   David challenges

D)   David wins

D. Thursday
Don’t study at all, just meditate.  Ask God to show you creative ways to teach the main theme.  Pray and then listen.  Keep your mind in neutral.  Everything (kids, work, tasks to be done) must be temporarily put aside. Children will go home and tell their parents about the “cool” things they learned at Children’s Church, if the lessons are remembered.

Therefore, we must be creative in our lesson planning time.
For example:  “The grass withers and the flowers fade, but the Word of the Lord lasts forever.”   A simple but very effective way to teach this would be to hold up a faded and fresh flower, fresh and faded grass, and hold up the Bible.  But it had to be prepared ahead. It is very difficult to find fresh and faded flowers after 10pm on Saturday night!

E. Friday
Open the curriculum, and read through the support material.  This is the time to get practical. Go ahead and assemble visual aids, object lessons, etc.  Practice telling the story thinking through everything that you will need. Pray and thank God for the creative ideas.

F. Saturday
Pray and spend time with the family.  Nothing to do here, the work is done.

Not only are there the time crunch and creativity issues that are involved when we wait until the last minute, there are also the physical and emotional issues as well. If we are up late the night before, we are tired and aren’t able to give our students our all. By breaking the material down, and studying it over the week, then you are able to have an awesome lesson, but you will also be able to deliver it when you are at your best. If you are grouchy, and short tempered because you are tired, then it is not the students’ fault when they act like “students.” It’s your fault for not being prepared for them.

Colossians 3:23-24 “Whatever you do, work heartily, as for the Lord and not for men, 24 knowing that from the Lord you will receive the inheritance as your reward. You are serving the Lord Christ.”

May God bless your ministry as you seek to give Him your best!

*This article was adapted from a lecture given by Sandy Sprott at the Children’s Pastor’s Conference in 2002.

Determining Curriculum (part one; introduction)

The apostle Paul said in 1 Corinthians 11:23, “For I received from the Lord what I also passed on to you.”[1] Paul is discussing various practices regarding the Lord’s Supper, but in a broader interpretation he is also sharing something he has learned regarding Jesus and is passing it on in the form of his teaching to another.

What was taught by the apostle Paul has been passed down from one generation to another. This transferring of information has gone on for centuries. The shape that this transfer of knowledge takes is called the curriculum. Brummelen explains, “Curriculum is what is taught, particularly the subject matter contained in a school’s course of study.”[2] This choice of what to teach and what not to teach is a mighty trust, and despite heresies, wars, and false teachers, the Bible has come to this generation without any error. Brummelen goes on to say, “Academic traditionalists plan curriculum by dividing the program of study into subjects. Then they list the content to be taught by topics and subtopics. Implicit in the definition is the belief that the aim of education is to transit a body of knowledge.”[3]

In any teaching environment there must be the determination of what is to be taught to the next generation. What information is to move forward? In the church environment some purchase dated curriculum and are dependent upon the publishing house, to a certain degree, to determine what they will teach their children for a given period of time. So they abdicate the responsibility to choose what to teach to another source. Other churches write their own curriculum and therefore have a high degree of control over what is taught, but these are few and tend to be churches with a larger membership base.[4] Others do little planning or find something to teach on a week-to-week basis. Whatever the scope of the ministry, at some point someone has to choose what will be taught in the classroom.

Barna has argued that the most successful children’s ministries are those who have determined what each age group will be taught and have a plan for a child all the way through their ministry. He argues that those churches that plan for all of a child’s years in a church environment are the ones that have the most successful impact upon their spiritual formation. Barna states, “One of the most startling revelations I encountered on this journey was finding that many of the effective ministries have a long-term plan” in some cases an 18-year developmental plan with specific ideals outlined for each age group from infants through high school seniors. While those churches allow for spontaneity and flexibility despite their long-range planning, they are fully committed to implementing their “big picture” plan.[5]”

The first problem is to determine the foundational doctrines that children should be taught, what Barna refers to as their “big picture” plan. It is a harder task than one may originally think. If one begins with the assumption that the average church teacher has a student for one to two hours on a given Sunday, then the volume of optional teaching material from the Bible far outweighs the available time in the classroom. How then does the teacher, church, or publishing house determine what to teach, and what not to teach? Is there a biblical mandate? Is there a traditional point of reference? What did the people who have chosen to face this question come up with, and what was their rationale for the choices that they made?

These questions can begin to be answered by going back to the beginning of the early church. With the passing of Passover and Pentecost in Acts chapter 2, thousands were saved and then proceeded to go back to their homes in areas other than Jerusalem. Because of this movement of God, new churches were beginning to form by the apostles and unnamed believers who went back to their home towns. Antioch is an example of such a church that formed soon after Pentecost, by someone other than an apostle. The apostles were concerned for the doctrinal integrity of this church since they had not personally been present to teach them the Scriptures, so they sent a group to examine what was happening.[6]

In order for these new churches to grow, and for others to be founded, the apostles felt that there was a need to have a more systematic form of instruction to ensure the “authenticity of faith and consistency in practice.”[7] What developed was a document entitled “Didache.” It is a church manual or handbook for the training of new believers. This document also resulted because of the apostles’ concern that their teachings remain doctrinally pure and that the content survive after the transmission from person to person.[8]

During the early church there also developed the practice of catechism and catechumen. These words are derived from Greek words meaning to “instruct.” This would be a course of instruction that had three levels of instruction and would take from two to three years to complete. It was only after a person had gone through catechism that they would be allowed to be a part of the local fellowship of the church.

There are at least two reasons why this was necessary during the time of the early church, but may not necessarily apply today. First, very few people could read, and so the process of having a teacher give oral instruction and then have the student quote material back was a very effective method of teaching. For the purposes of this discussion, the researcher is only referring to churches in the United States, so literacy does not effect the spiritual formation of most churches.

Second, the church was under great persecution; therefore, this stress could cause the new convert to recant their faith. The early church leadership wanted to give a person enough time to grow in their faith and learning so when they were baptized and became apart of the church they would be doctrinally sound and mature in their faith. The catechism “declined in its effectiveness once it became expected of children to be baptized and when pagans, lacking genuine motivation for joining the faith, were commanded by law to attend church.”[9] Therefore, when following the Christian religion became state mandated, the need to prepare new believers for a persecuting world no longer existed.

Just as in the times of the early church, there is still a need to maintain scriptural integrity and doctrinal purity. Unlike the early church, however, today’s church has the complete canon of Scriptures, which are inerrant. History then does give some foundational thoughts regarding what is essential to a scope of teaching, and it does give an outline for priority. One could study early catechisms to see what the early church found to be of most importance.

Another source of deciding what to teach could be various Christian creeds. The Apostle’s Creed, for example, also gives several foundational Christian beliefs that could be a church’s core teaching to its children.

To answer the question of how these decisions are made today, the researcher contacted three publishers of children’s ministry curriculum. Their responses are given in subsequent articles. Following their responses is overview of the interviews, and remarks will be made at the end of the interview descriptions.


[1] 1 Cor 11:23, NIV

[2] Harro Van Brummelen, Steppingstones to Curriculum (Colorado Springs: Purposeful Design, 2002), 13.

[3] Ibid.

[4] For example, Willow Creek Community Church publishes a children’s ministry curriculum entitled “Promiseland” and can be found at www.willowcreek.org/promiseland. Another example would be Fellowship Church which produces “Elevate” and can be found at www.creativepastors.com/elevate.php.   These curriculums are used within their own church and are available for other churches to purchase.

[5] Barna, Transforming Children Into Spiritual Champions, 100.

[6] Acts 11:23

[7] Anthony and  Benson, Exploring the History and Philosophy of Christian Education, 107.

[8] Ibid., 109.

[9] Ibid.

Encouraging Parental Initiative and Teaching

Encourage Parental Initiative
Ultimately, for children to become spiritually mature, the parents will have to understand and accept their responsibility to educate their children in the principles of Christian living. It is the church’s responsibility to make them aware of this fact and encourage them to do so. If it is the responsibility of the church to motivate parents to teach their children the doctrines of Scripture, how does it accomplish such a vital task?  First, the parent needs to understand that this is primarily their responsibility and that they must make a concerted effort to train their child.  With awareness and action being the first step, personal discipleship, on the part of the parent, becomes a close second.  For training to be the most effective, the parent must be growing in their knowledge of and their dependence on God. Children’s Ministry within the church is symbiotically tied to adult discipleship and worship, specifically preaching. Church life cannot be segmented; instead, it is symbiotic in it’s relationship. If the church encourages the parent to be growing in their own spiritual walk, then the children will benefit from this, because it will change the character qualities of their parents.

Parental Teaching
In the early years of a child’s life they learn at an astounding rate. With this constant and prolific ability to take in information the home then becomes the primary place of gathering and implementing this information. Gentz, explaining the importance of the home, says, “The early years, then are the crucial years, and, of course, the home provides the context for the early years.  Pine underscores this fact in this striking statement: ‘if a child’s educational achievements depend so heavily on what is learned before the age of six, the home – not the school – emerges as the major educational institution in the land.’”

Moral development begins very early and is established at a young age. Parental influence has a huge impact upon the moral development of a child. Buzelli and Walsh relating to these concepts state, “Children’s reasoning about what is right or wrong and the standards upon which they base their judgments are formed through interactions with their peers and with adults who are important to them.  It is commonly held that morality arises neither from the mere internalization of cultural values nor from the gradual unfolding of innate emotions but rather is developed as the result of interactions between an individual and others within the social environment.”

Children learn to control their behavior based on the interaction between themselves and their environment. This concept of modeling is not only one of commonplace behavior, like taking a comb and pretending to shave, but also of religious behavior like clasping the hands to pray before a meal. Children naturally imitate what they see. If the child is not given social acceptance and a personal reason to shave, then the imitation will stop when they are old enough to do this practice on their own. The spiritual behavior that is mimicked will stop as well if they are not taught why the family does this activity or see the benefits of the activity. Parental teaching/modeling must include the right activity in their regular routine and a time of instruction and explanation as well.

In order for children to mimic their parents, they need to spend time with them.  Parents must spend significant time with their children in order to be able to explain the foundational teachings of the Christian faith not just in a formal teaching time but also in moments that present themselves as teaching opportunities. If the father is bumped by a car in heavy traffic, he has several options. He could lose his temper, yell, and be demanding. But if the father remains calm, has a good conversation with the offender, and walks away having been unchanged, then the son has seen a positive behavior and has been taught a godly lesson. Later that night the father and son could pray for the man who bumped them and discuss what happened, thereby adding to the lesson of reacting in a positive way to negative situations.

All of the passages given below regarding the curiosity of children assume that the parent is there to answer the questions of the children when they are asked. Also, in order for children to have a substantive knowledge of Scripture a parent has to walk with them through this information. A child’s modeling can also work toward the negative.  This is where in order for her to fit in with her peers she will mimic their negative behavior or images on television that she views as being popular. Buchanan says, “As a result of the amount of time spent with parents, the child will pick up attitudes, values, beliefs, and behaviors from the parent.”  Children will mimic the behavior they see around them. If they are not given instruction regarding the principles of God in the home and see a genuine faith lived out before them in a real and genuine manner then the most influential time in a child’s life will be molded by the world and the culture that they live in. The home then is not only a place of teaching but a place of modeling godly behavior.

Gene Gentz said, “God designed the home so that children could learn by example.  Their value system is to emerge in the context of dynamic Christian living, where father and mother demonstrate biblical realities. As children observe their father loving their mother as “Christ loved the church” and as children see their mother submitting to their father as ‘the church is to be subject to Christ,’ they are learning biblical truth by direct experience. This is far more meaningful than mere verbalization.”

If parents rely on verbalization as their main way of teaching, then they are limited to what they can teach a child due to the child’s ability to learn that way. But by modeling love, submission to authority, etc. while the child cannot explain verbally what they have seen, it has made an impact on their life that they will mimic later in life.

In the Bible, the family is shown as being very important. It was by following a family’s lineage that Jesus Christ was proven to be the promised Messiah.  In Matthew 1 and Luke 3 one can trace Jesus’ genealogy from the first man to Jesus’ earthly father and mother. The fact that this method was used shows the importance of family to the historical people of God and to God’s plan to provide mankind with a Redeemer. It would make sense then that it is within the setting of the family that a child would most readily learn about the Messiah, His love for them, and His instructions for their lives.

When the Israelites were about to invade Canaan, Moses gave the people, specifically parents, instructions regarding the spiritual training of their children. He instructed them to remember what he is about to say and then teach these precepts to their children. Perhaps, the most important part of his pronouncement was the plea for them not to forget that this responsibility to teach their children fell squarely on their shoulders.  Deuteronomy 6:4–9 says,  “Hear, O Israel: The LORD our God, the LORD is one. Love the LORD your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be upon your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your houses and on your gates (NIV).”

It is hard to miss Moses’ teaching that before the parents can instruct their children about an authentic relationship with God, they must first have a genuine and thriving relationship with God. Moses also shows the parents that, not only modeling spiritual truths, but parental instruction is best given in casual conversation.  The Hebrew word given for “impress” is the word shanan, which means “to whet” as in sharpening a knife or razor. The more times a person pulls the razor over the stone the sharper the razor will become. The home then is a place where spiritual truths can be explained and repeated over and over again until the child becomes a “sharp” tool in the hands of his Creator.

The importance of consistency and repetition must be drawn from Moses’ instructions. Children learn best when shown and taught a concept by repetition again.  Whether one takes the instruction of tying God’s commands to one’s head and hands literally or in a more metaphorical interpretation, the main idea is that God’s instructions should be known (head) and lived out (hands). The family is to be primarily a place of learning (head) and living a godly life (hands).

Children are also naturally curious and ask questions. Within the context of family is a natural place for children to receive answers to these questions. This characteristic of curiosity in children is assumed in various places in Scripture. For example, Deut 6:20, “In the future, when your son asks you, “What is the meaning of the stipulations, decrees and laws the LORD our God has commanded you?” (NIV). Exodus 12:26–27 also assumes curiosity when it says, “And when your children ask you, ‘What does this ceremony mean to you?’ then tell them, ‘It is the Passover sacrifice to the LORD, who passed over the houses of the Israelites in Egypt and spared our homes when he struck down the Egyptians’” (NIV). Again in Joshua 4:5–7 children are assumed to have a habit of asking questions when it says “In the future, when your children ask you, ‘What do these stones mean?’ tell them that the flow of the Jordan was cut off before the ark of the covenant of the LORD. When it crossed the Jordan, the waters of the Jordan were cut off. These stones are to be a memorial to the people of Israel forever” (NIV). The Bible repeatedly gives the family as the place where children were to get the answers to their questions.

It is not the intention to place all responsibility of spiritual and Christian education on the parents. Both the home and the church offer different types of nurture to the child. Gene and Wallace Gents have said, “There are certain objectives that parents have difficulty achieving alone. A well-trained staff of teachers in a well-equipped classroom can provide a quality experience in learning and applying Bible content that would be very difficult for parents to duplicate.”  There are also some objectives that the church may seek to accomplish that without the home supporting them would fail. The church and home are not competitors with each seeking to have its own time with the children. But the relationship is supplementary, symbiotic, and supportive. The church should not encourage parents to relinquish their responsibilities of education, and the home should support the goals and programs of the church.

The Urgency of Christian Education and Children

If the church and home have the mandate from God to pass on scriptural concepts from generation to generation, which age group or generation should receive the most emphasis? Churches who feel that evangelism is important have to choose and target who they will reach through their evangelistic efforts, allocate budgetary funds, and have appropriate training. Considering these things, a church therefore, will develop a strategy. This strategy can be as informal as following up with guests, putting an ad in the paper, or as formal as hiring a consultant to develop a multi-point plan to reach their community for Christ. Whatever this strategy may be, it more than likely will be aimed at a specific group of people. Barna has shown that children are more likely than any other group to receive the gospel. When defining his research in his book Transforming Children Into Spiritual Champions, George Barna said,

Why focus on this particular slice of the youth market? Because if you want to shape a person’s life—whether you are most concerned about his or her moral, spiritual, physical, intellectual, emotional, or economic—development it is during these crucial eight years that lifelong habits, values, beliefs and attitudes are formed.[1]

The eight years that he references are five to twelve years of age. Barna’s conclusion through his study of statistics shows that individuals are most influenced by the culture, various environmental settings, and the home during this early eight year span of life. Barna goes on to say, “Given the trends indicating that your spiritual condition by the age of 13 is a strong indicator of your spiritual profile as an adult, it seems clear that a deep and robust spiritual life demands intentional and strategic spiritual maturing during the early childhood and adolescent years.”[2] After the age of thirteen the malleability of a child’s heart greatly begins to wean, and influence becomes much more difficult. By the age of nine children have their “spiritual moorings” well in place and are making moral decisions based on this set of beliefs that are established in their lives.[3]

It is imperative then that the church do all that it can to influence children who are the most easily influenced with the book that has influenced more people than any other, the Bible. Doug Fields tells a story of when he was reunited with a former youth ministry student. After giving some background Fields says, “He had graduated not only from our youth ministry, but he also had graduated from his faith. None of our leaders would have ever guessed that Jake would wander from his faith; he had been a consistent participant for four years.”[4] What should the strategy of the local church be to avoid missing generation after generation of children who pass through this most influential span of time? I’ll follow up with the answer to this question in the next article.


[1] George Barna, Transforming Children Into Spiritual Champions (Ventura, CA: Regal, 2003), 18.

[2] Ibid., 41.

[3] Ibid., 47.

[4] Doug Fields, Purpose Driven Youth Ministry (Grand Rapids: Zondervan, 1998), 156.

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"Your greatest life messages and your most effective ministry will come out of your deepest hurts." Rick Warren

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