Winter 2010InsIde:The Wests —Dreaming God’s Dream

continued on page 5

Louise (“Lulu”) Cecilia Fleming was twenty-five years old when she arrived in Palabala, Congo as an American Baptist missionary in 1887. When she entered the Congo, it felt in some ways like the completion of a

family circle. Lulu had been born into slavery in Florida. Her father had escaped slavery by joining the Union Army when she was an infant. He died at the end of the Civil War without Lulu ever seeing him. Neither had she ever seen her grandfather. But Lulu knew that her mother’s father had lived near the mouth of the Congo River where he had been captured by a slave trader.

When Lulu was accepted for appointment as a missionary in the Congo, she referred to her African grandfather, saying, “I believe this is the day for which I was born. Can you not see God’s hand in allowing [that sinful deed of my grandfather’s cap-ture, similar to Genesis 37:28], and raising up from that Joseph a daughter who would return to this people with a message of peace?”

Lulu’s ministry, however, did not immediately take her to the Congo. After graduating from Shaw University, she returned to Florida to teach. But all was not well as she began that work. The happiness she previously enjoyed in her work at home was increasingly overshadowed by her realization of the needs that existed in the land of her ancestors. She concluded, “The Lord had need of me in Africa.”

Soon, the Woman’s American Baptist Foreign Mission Society of the West recruited her as its first missionary. Although gifted and highly motivated, Lulu Fleming nevertheless found slower response to her educational ministry in the Congo than she had experienced in Florida. In 1889 she reported that the mission school had 49 pupils. Of these seven had been baptized, two more had asked for baptism, and four were showing an interest in turning to Jesus. Lulu wrote, “This seems a poor report…and perhaps many may think the work almost discourag-

God’s Provision for a Gifted Educator

How could the infant daughter of slaves in 1862 become qualified to be a missionary specializing in education? God provided all that Lulu Fleming needed to answer the call. She had received her own early training from her mother and by 1883 was teaching in St. Augustine, Florida public schools. On weekends she taught the adult Sunday school class at her church. Such was Lulu’s skill that the class included her pastor as well as other licensed preachers. When a visiting Baptist pastor from Brooklyn observed her effective-ness, he enlisted the young women’s society of his church to provide funds for Lulu to attend Shaw University in Raleigh, North Carolina. Shaw was one of twenty-six American Baptist schools established after the Civil War to provide higher education for African Americans. Lulu graduated in 1885 as the valedictorian of her class, fully prepared to serve Christ as a mis-sionary.

Based on research by IM Staff and Dr. Deborah Van BroekhovenExecutive Director, American Baptist Historical Society

EDUCATION: Opening the Mind, Empowering the Heart

Lulu Fleming, born into slavery, became the first African-American commissioned woman missionary (1887).

Mission and education

“I t is of no use to talk to us; our husbands can understand these things, but we can’t learn to read; we have no souls!” This was the belief ingrained into low-

caste women in nineteenth century Assam (in northeast India near present-day Bangladesh). They expressed this often to Eliza Brown (1807-1871) as she sought to teach them. Eliza and her husband, Nathan, were convinced that to effectively make disciples for Jesus Christ, they needed to share the Good News about Jesus, translate the Scriptures into the local language and provide people with a basic education — especially the crucial skill of literacy. Adoniram Judson, serving nearby in Burma, encouraged the use of education as an integral part of the Browns’ pioneer mission work in Assam. “I am glad to hear also that you are getting up schools,” he wrote. “In your situation, schools and elementary works, ought, I think, to engross almost your whole attention. I hope that you will soon see schools flourishing around you in every direction.” (Judson letter, 1837) Missionaries like the Judsons and Browns believed education could yield three specific outcomes:1) Help pupils come to faith in Christ.2) Train individuals who could teach others from a Christian worldview.3) Prepare some students for theological studies and church leadership. Jesus’ instructions to “make disciples of all nations” included the directive:

“teaching them to observe all I have com-manded you.” (Matthew 28:19-20) This has been the driving force of International Ministries (IM) — from those early days of the nineteenth century through today. Because all truth is God’s truth, lead-ing people into a fuller understanding of God’s world can help to open the mind. Be-cause Jesus is the way, the truth and the life (John 14:6), education can be a means through which the Spirit empowers the heart. This dual purpose is the focus of the stories told in this issue of International Ministries On Location. These fruitful activities are made possible through your dedicated and sacrificial support. Hear our grateful word of thanks as you read more about our deep, histori-cal roots and our broad, contemporary endeavors in education.

Executive Director’s

Message

Vol. 2 No. 1 Spring 2010

Knowledge, Faith and a Party!

Missionary Deliris Carrion Rosa has served at Baptist Schools

in El Salvador since 1998 and is now preparing for ministry in Peru. Deliris believes there is an intimate connec-tion between knowledge and faith. “On the one hand,” she says, “faith without knowledge is blind. We need knowledge in order to understand and embrace the depths and values of the Christian faith. On the other hand, knowledge without faith is impossible because we have to begin our thinking on the basis of some-thing that cannot be totally proven.”

The combination of knowledge and faith describes IM’s approach in “opening the mind, empowering the heart.” This connection is illus-trated when the seed planted through education often bears spiritual fruit as teachers personify the truth that God loves and values each student. One such Salvadoran student in Deliris’ life has been Manuel (not his real name). Some years ago, Manuel tear-fully shared with Deliris his dream of someday having his friends gather to celebrate his birthday. When he became ten, Deliris enabled him to have a party and a piñata — the first in his lifetime.

Recently Manuel, now 13 years of age, brought Deliris the news that he had accepted Jesus as his Savior and now wishes to become a pastor. Deliris praises God, saying, “It was so beautiful to know that the seed sown in that child’s heart three years ago was bearing fruit. Manuel now looks at life with hope!”

Learn more about Deliris’ ministry at: www.internationalministries.org/missionaries/Carrion_Rosa

A birthday party hosted by Deliris

gave this boy a life-tranforming

lesson in God’s love.

by the Rev. Dr. Reid S. Trulson

By 1853, Nathan Brown reportedthat 75% of new believers in Assam were from schools he and his wife instituted.

2

For nearly 200 years International Ministries missionaries have shared the Good News holistically, which includes lit-

eracy education. People around the world can only become “people of the Word” if they are able to read the Scriptures for themselves. Since 1995, Miriam Noyes, IM missionary, has been a leader in literacy education in the Congo. Here is part of her story.

My husband, Ed, and I have served as International Min-istries missionaries for more than a quarter of a century in the west of the Democratic Republic of Congo. Based at the Lusekele agricultural resource center, Ed focuses on train-ing Congolese technicians and promoting more productive, profitable and sustainable farming techniques, while my work has been in the field of education. In 1995, I was asked by the Baptist women to develop a literacy program since

many Congolese women and youth are marginalized or impoverished because they cannot read and write effectively or use French (the offical language in educated circles and their window to the rest of the world).

This was a monumental challenge. I spent more than two years finding materials and learning how to teach in four languages: Lingala (spoken in the capital city of

Kinshasa and parts of Bandundu province), Kituba (spoken primarily in Bandundu province), Kikongo (the language of Bas-Congo, east of Kinshasa), and French.

Since 1998, I have worked with a core of dedicated Chris-tians who teach classes, write materials and train and super-vise other literacy teachers and classes. The result has been that three-quarters of the Baptist churches in Kinshasa now have neighborhood literacy classes. Approximately 5,000 graduates have come from this program with most of today’s women’s leadership in Kinshasa churches being among the graduates. As seen in the article “20 Celebrations,” benefits abound from this educational ministry that opens the heart and empowers the mind.

Beyond the City

Although the strength of the literacy work has been in Kin-shasa, approximately 150 classes are scattered in rural areas. The latest class starts have been with an aboriginal pygmy people, the Twa, located in northern Bandundu Province. The Twa have been abused by neighboring Bantu peoples, that see the Twa as half animal because they come from the forest, and lack “civilization.” Literacy classes will help the

Ed & Miriam Noyes have worked with the Baptist Convention of

Congo since 1984.

The Legacy of Literacyby Miriam Noyes, IM missionary in the Congo

20 Celebrations

Earlier generations played “20 Questions.” Here are “20 Celebrations” provided by Miriam Noyes — reasons to give thanks to God for IM missionaries who are bring-ing literacy to families and whole communities.

Literacy class students have:1. Learned to study the Bible on their own.2. Become elected leaders in their churches.3. Passed the state exam for a high school diploma.4. Risen above being orphaned and unschooled to finish high school.5. Learned to make and sell various products or received vocational training.6. Become employed — one former illiterate woman is now a receptionist at the

main university; a once uneducated man is now a bread distribution supervisor.7. Improved their standing in their families and their marriages.8. Shed inferiority complexes and gained new confidence.9. Supervised their children’s schooling.

10. Improved their management of their households and family’s health. 11. Developed higher standards for having clean homes and fewer dangers in their

environments.12. Provided for their children to eat better and perform better in school.13. Guided their children and grandchildren to more wholesome life patterns.14. Participated in their absent husband’s or children’s lives when they are in Europe

by reading and writing letters and even visiting them comfortably in Europe.15. Entered in more elite, intellectual circles.16. In conducting their own correspondence, become invulnerable to “friends” break-

ing up their marriages with false letters.17. Learned to do their own business confidently, avoiding robbery or scamming by

intermediaries.18. Conducted business confidently without fear of being cheated.19. Adroitly sidestepped attempts by local police or government agents to collect

taxes inappropriately or fine them illegally.20. Become able to vote for themselves.

These first beneficiaries of literacy classes with the Twa show the

historic importance of this work by their solemn demeanor — a

reminder of the serious, life-changing benefits that accompany

the ability to read and write.

Rose Mayala, a pastor’s wife from Kinshasa, recently visited a Twa village as coordinator

of the literacy outreach there.

Twa adapt wisely to improve their lives and advocate for themselves and their people where needed.

They are eager to learn more about the Good News: how everyone, including the Twa, have been created equal and are treasured by God and how life in Jesus Christ and the Holy Spirit can transform their lives, empower and lead them on the right paths. As they change, we hope their Bantu neighbors will have their vision transformed and ac-cept the Twa as equal children of God.

Learn more about the Noyes’ ministry at: www.internationalministries.org/missionaries/Noyes

www.internat ionalministr ies .org 3

dreaming God’s dream

Imagine a school constructed of plastic bags and 2 wooden sticks on three sides with the wall of a house

providing the fourth. Then picture more than 60 pupils trying to learn in that environment with just one teacher. That is what Charles and Sarah West saw in the city of Lusaka soon after they began their work in Zambia with International Ministries in 2006. While Charles devotes his time to training future church leaders, Sarah ministers

primarily to vulnerable women and children. When she learned that the community school described above was recently abandoned by a strug-gling congregation, Samaritan Baptist Church, she and her husband began dreaming God’s dream. They wanted to help meet a critical need. “It’s very easy to come alongside our Zambian brothers and sisters,” Sarah says, “be-cause they do ask for help.”

The result of that help is the Well-Spring of Faith and Hope Center, which is both a small community school and orphanage. The name of the center is based on two verses in Prov-erbs — Understanding is a wellspring of

life to the one who has it. (16:22) and The wellspring of wisdom is a flowing brook. (18:4) “A wellspring is an abundant source,” Sarah explains, “a fountain of life. Our prayer is that the center will be the source of an abundant life in Christ that might not otherwise exist for these children.”

Education in Zambia is not com-pulsory, resulting in 40% of females and approximately 20% of males being illiterate. This lack of educational op-portunities hampers progress for Zam-bia, which attained independence in October 1964. The imprint of colonial-ism remains evident with adult women who serve as maids still being called “house girls” and grown men who are truck drivers and gardeners still referred to as “lorry boys” and “garden boys.” Sarah observes: “As African Americans, raised in the United States with its history of racial inequality for blacks and other minorities, we as missionaries in Africa understand the struggle of indigenous Black Zambians in overcoming unfair treatment and being given limited opportunities.”

One of the center’s goals is to pro-vide expanded opportunities for a new generation, opening the eyes of the children to possibilities other than a life of abject poverty. These children need the love of Christ shown in other ways as well. Many are orphaned as a result of AIDS — of the 67 children who attend the center nearly 40% have lost one or both parents.

A newer dream

In April 2008, Charles was invited to preach for the Nyankuba Baptist Church, located in a rural area where there were large expanses of land lying

Although these children presently huddle in a crammed two-room school, they receive an education from loving Christian teachers.

uncultivated. Sarah tells of the result, “We asked if we could possibly build near their church building, thinking that both they and the Samaritan Bap-tist Church could come together and care for the children in a new facility.

We were granted several acres of land on which to build.”

The Wests then began to take other steps in dreaming God’s dream. Those included planning to construct a more adequate community school and or-phanage and using solar panels since electricity is not to be available in rural areas for several years. Challenges have abounded as this dream edges toward

Having lost both parents to AIDS, some orphans have had to become young heads of households as

they try to care for their siblings.

“Our understanding of racial inequality helps us in our ministry in Africa.”

by the Rev. James G. Layton, Senior Writer/Editor

– Sarah West, IM missionary to Zambia

4 On Location Spring 2010

Lulu Flemingcontinued from page 1

ing, but to us whom God has given the privilege to labor here it is very encourag-ing. [It] fills us with unspeakable joy.”

Lulu seemed unwilling to let herself get weary. She eagerly combined her teaching with weekend evangelistic work in the towns. Within a year she had learned Kikongo and no longer required a translator. When Lulu saw that wom-en needed to be reached, she began making home visits while urging the mission society to send more women. Help came to her in 1890 with the appointment of Nora Gordon, a graduate of Spelman Seminary. Lulu’s young half-sister, Emma

Hawkins, also went to the Congo to assist her as a volunteer.

Illness forced Lulu to return to the United States in 1891. But up to the time of her departure, she continued her ministry in the towns, now num-bering eight. In the mornings she taught in the town schools, while in the afternoons she made home visits, preached in the villages and cared for the sick and dying.

While recuperating in the U.S., she studied medicine at the Women’s Medical College in Philadelphia, and in 1895 she returned to the Congo as

a medical missionary. In this second term, Dr. Fleming was stationed at Irebu, further up the Congo River where she needed to learn a different language. This also proved to be a difficult assignment in other ways as well. She observed rampant illness and anguished over school children being kidnapped in “native wars.”

The power of Dr. Fleming’s ministry came from her identification with those among whom she served. The Baptist Missionary Magazine described her as “particularly successful in winning the hearts of the Congo people, putting herself in close touch and sympathy with them.” Later, African sleeping sickness again forced her back to the United States for medical care, but it was not effec-tive. In 1899 Dr. Fleming died in a Philadelphia hospital. She was still planning to return to her work, celebrating the fact that “the Lord had need of me in Africa.”

From The Baptist Missionary Magazine, November 1884

“This seems a poor report…

and perhaps many may think

the work almost discouraging,

but to us whom God has given

the privilege to labor here it is

very encouraging. [It] fills us

with unspeakable joy.”

Lusaka

Kalulushi

N A M I B I A

T A N Z A N I A

D E M O C R A T I C R E P U B L I CO F T H E C O N G O

A N G O L A

M O Z A M B I Q U E

B O T S W A N A

Z A M B I AM A L A W I

Z I M B A B W E

Lusaka

Kalulushi

Z A M B I A

Sarah West’s ministry centers in the capital city of Lusaka, and Charlesteaches at the Zambia International

Theological College in Kalulushi.

Lulu Fleming, an American Baptist, is shown here with British missionaries

who served with her in the Congo.

reality. For instance, there was the need for clean water. Sarah successful-ly found a drilling company to fill that need at no cost, while the finishing steps for the well have been funded by the Canaan Baptist Church of New Castle, Delaware. Building materials have also been critical, but instead of the expense of having bricks or cinder blocks transported, the local clay soil has been transformed into bricks made by church and community members.

Becoming attuned to God’s dreams also means imagining future possibil-ities. Sarah says, “With these several acres what we would like to see is sev-eral blocks of school buildings, resi-dential buildings for the children with house mothers and a large library that will service everyone in the rural area, as well as a clinic with basic services.”

Sarah has been considering an-other aspect of the dream that will sustain this ministry through income-generating projects. She envisions not only having livestock and vegetables for food and sale but also…“projects such as candle making and bag mak-ing that will hopefully bring in needed income to create independence. We will also be introducing a training component such as basket weaving, welding, masonry and other market-able skills.”

As Charles and Sarah West min-ister in Zambia by dreaming God’s dream, they have witnessed the truth of the scriptures, “For nothing is im-possible with God.” (Luke 1:37)

Learn more about the Wests’ ministry at: www.internationalministries.org/missionaries/West

www.internat ionalministr ies .org 5

What would your reaction be if you learned there were a country that

had a Christian population of only 10% but that in just a few years it grew to 50%? That stupendous growth is what actually is happening at the Okinawa Christian School International (OCSI) administered by International Ministries missionary Leslie Turley.

Leslie explains the cause for this phe-nomenal increase, “One reason is that all of our OCSI teachers serve as missionar-ies. It is also due to the small nature of the school and the family atmosphere that permeates everything. Our teachers go out

of their way to form close bonds with students and parents.”This type of evangelism is done through relationships that are formed as a

result of common interests that make sharing faith a natural occurrence. This relational evangelism is reinforced with an excellent education in four areas — in-tellectual, social, physical and spiritual. The spiritual side is integrated into all of OCSI’s activities and classes with the Bible as the base for everything the students study.

The school, which was founded in 1957, is built on the truth of Proverbs 22:6 — “Train children in the way they should go, and when old, they will not depart from it.” Presently, of the 360 OCSI students many are “Third Culture Kids” (TCKs). TCKs are children who have spent a significant period of time in one or more cultures other than their own, thus integrating elements of those cultures and their own birth culture, into a third culture. OSCI has become an ideal set-ting for TCKs who may come from Korea, the Philippines, Germany, Bulgaria, and India. Often they have been raised in an English environment, and their parents choose OCSI because classes are solely in that language.

One of the challenges OCSI faces is that some of these parents, along with many of the parents of the Japanese students, want their children to be surround-ed by Christian values, but they do not seek for them to have a personal relation-ship with Jesus Christ. This situation is met by the OCSI staff as Leslie describes, “When kids become Christians and their parents don’t support their decision, it is important that the ‘OCSI family’ provides the support systems to help the stu-dents deal with this.”

The success of this approach is clearly indicated by the results of the type of evangelism practiced by OCSI. Members of the student body not only receive a quality education, but those who choose to follow Jesus also experience the fact that they are part of a larger body, the body of Christ.

Learn more about the Turleys’ ministry at: www.internationalministries.org/missionaries/Turley

Christianity Dramatically Expands through Educationby the Rev. James G. Layton, Senior Writer/Editor

school Lessons that Last

Not every non-Christian student at-tending the Okinawa Christian School International (OCSI) decides to become a follower of Christ. “Kisho” (not his real name) was one of those. As an OCSI student, Kisho retained his faith system based on witchcraft and astrology. When he went on to college in the U.S., he took that system with him along with memories of an abusive father. But he also was accompanied by the tender influence of OCSI teachers. During Kisho’s college years, he turned to drugs. His mother and sisters rescued him. Upon returning to Japan, he encountered a former OCSI teacher. Kisho had always appreciated this teacher because of the love and care she demonstrated. She invited him to have contact with a church. The result was that he asked Jesus into his life. In his subsequent work with a computer programming company, Kisho was used by God to reach out to colleagues who had serious family problems. Three of them became Christians. Even when Kisho was lost in drugs and leading an errant life, he remem-bered the Bible verses that he had learned at OCSI. He says, “If it weren’t for the school and my previous teach-ers, I would be dead!”

Today “Kisho” serves in information technology at OCSI and has several ministries with marginalized people. He and his wife also

conduct a weekly home Bible study.David & Leslie Turley have been serving in

Okinawa, Japan since 2007. David’s ministryfocuses on training future church leaders, whileLeslie’s is on education. Earlier, they served for

eight years teaching students in Yokohama schoolsthat are related to the Japan Baptist Union.

Okinawa, Japan is actually a group of 161 islands (44 inhabited and 117 unin-habited), which span approximately 620 miles from east to west and 250 miles

from north to south in the Pacific Ocean. Okinawa has a completely separate history from the rest of Japan. In the fifteenth century, Okinawa was an independent king-dom called Ryuku. In 1609, after several invasions, it came under the power of China. However, by 1879 the islands were integrated in Japan and the region’s name was changed to Okinawa.

JAPAN

CHINA

NORTHKOREA

SOUTHKOREA

RUSSIA

Taiwan

Okinawa

Yokohama

6 On Location Spring 2010

1197.PUB.02/10

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Mission: To glorify God in all the earth by crossing cultural boundaries to help people come to Christ, grow in Christ and change their worlds with Christ.

Celebrating a Ministry in EducationCathy Holmes is completing more than 35 year of service at Woodstock School in Mussoorie, north India. Woodstock is a Christian international school that was founded in 1854. Presently it has more than 460 students from 25 countries. As Cathy reviews her years as an International Ministries missionary, she sees that her opportunities — as teacher, ad-ministrator and admissions director — gave her chances to demonstrate Christ’s love. “Through Woodstock,” she says, “we can know that God’s goodness will reach many places we cannot go because of the new Christian witness of many of the graduates who return to their own countries.”

Woodstock School recently won recognition as the best international school in India. This school offers both com-pulsory and non-compulsory activities designed to sow the seeds of Christianity in elementary and high school students.

Were you able to identify the missionaries shown on page 8?1 Louise (“Lulu”) Fleming — story told on pages 1 & 52 Estela Schweissing — ministers to Haitian immigrants in the

Bahamas (go to: www.internationalministries.org/missionaries/Schweissing)3 William Thomas — holds evangelistic services & training seminars

throughout Europe (go to: www.internationalministries.org/missionaries/Thomas)4 Lott Carey — went to Liberia in 1822 as the 1st African-American

missionary to Africa5 Ketly & Vital Pierre — strengthen churches and encourage planting

new ones in Nicaragua (go to: www.internationalministries.org/missionaries/Pierre)6 George Liele — in 1782 went to Jamaica, considered the 1st Baptist

foreign missionary from the U.S.7 Sarah & Charles West — story told on pages 4 & 58 Kihomi Ngwemi & Nzunga Mabudiga — serve in Haiti where she

works with families and women and he teaches theology at the Christian University of Northern Haiti (go to: www.internationalministries.org/missionaries/kihomi_and_nzunga)

Defining “Volunteer”Dictionary definition: someone who undertakes a task with no anticipation of being paidIM definition: one who is called to give of themselves to serve others in the name of Christ as part of an adventure in faith using their God-given skills and talents.

You can define “volunteer” in three ways through Interna-tional Ministries.

Volunteers in Global MissionGod can use you as a short-term mis-sionary (ten days to a few years) in every endeavor — from teaching to construction. Larry and Robin Swee-ney, retired elementary school teach-

ers, have been teaching English in Costa Rica since 2007 for many months each year. Results have included children adding to their knowledge and adults being able to find bet-ter employment because of their use of English.

discovery TeamIndividuals and families can join others on planned trips designed to accommodate per-sons of average abilities and strength. These inter-generational trips range from work trips to ministry encounters all around the

world. Ed Hobart has led teams to China beginning in 2001. The teams have taught English to middle-school English teachers in rural areas. The classes focus on speaking and listening skills and methodology that will help attendees train other teachers and improve student understanding.

Xtreme TeamDuring the Xtreme Team mission adven-ture, people ages 19 to 29 XPERIENCE a variety of mission, XTEND a hand, XPAND the mind, XAMINE priorities, XERCISE

faith and XPLORE God’s Word and world. Neil Basta was a member of Xtreme Team Russia 2009. As a deaf person, he “signed in Russian” to challenge other deaf people he met in places like McDonald’s and a local market to attend worship services for the deaf.

For more information, please contact: BIMvolunteers@abc-usa.org

Cathy began her ministry with the Woodstock School in 1972 as an

elementary school teacher.

www.internat ionalministr ies .org 7

EDUCATION: Opening the Mind, Empowering the Heart

Winter 2010

American Baptist International Ministries, organized in 1814, is the first Baptist mission agency formed in North America. We serve more than 2,500 short-term and long-term missionaries an-nually, bringing U.S. and Puerto Rico churches together with partners in over 70 countries in cutting-edge ministries that tell the Good News of Jesus Christ while meeting human needs.

Can you identify these missionaries? See list on page 7.

February’s Black History Month provides an extra opportunity to celebrate the rich heritage of American Baptist International Ministries. Beginning with George Liele in 1782, African-Americans have been used by God to reach beyond the shores of the United States with a holistic gospel that has particu-larly focused on education. You can read how this legacy grew in the 19th century through the work of Dr. Louise “Lulu” Fleming (page 1) and continues today through people like Sarah West (page 4).

W hen Jesus gave the Great Commission, he emphasized the impor-tance of teaching. Today, education is one of the critical ministry

focus areas for International Ministries (IM) missionaries as they work in opening the mind and empowering the heart in the Americas, Eu-rope, the Middle East, Africa and Asia.

More than one tenth of IM’s long-term missionaries around the world are now providing literacy courses, teaching in schools, working in Christian education and youth ministries and/or mentoring through service as dorm parents. This is occurring so that:

` people can read the Scriptures ` parents can become more able to provide for their families ` children and young people can learn of God’s love literally by

word … and deed.8 1197.PUB.02/10

“…teaching them to observe all I have commanded….“ —Matthew 28:20

International Ministries invests missionaries and $1.1 million for the education of children

and adults around the world.