ina in a few days time. king charles iii, will be crowned in a ceremony that punctuate our history. we won't just be focusing on the pomp and circumstance because the

coronation was also about conquest , rebellion and murder. conquest, rebellion and murder. in it. our liberties are consecrated. next week . a consecrated. next week. a special edition of ff: \ a special edition of farage with professor— special edition of farage with professor david _ special edition of farage with professor david starkey. the crown— professor david starkey. the crown on— professor david starkey. the crown on a thousand year storm amie— crown on a thousand year storm amie on— crown on a thousand year storm amie on es— crown on a thousand year storm arnie on gb news.— crown on a thousand year storm arnie on gb news. britain's news . channel i hello. . channel hello and welcome. this is calvin's crusade. calvin's commonsense crusade. with reverend calvin with me, the reverend calvin robinson on your tv online and on your wireless . today, we will on your wireless. today, we will be discussing whether waiting until you are married to have sex can lead to a more stable relationship. bishop stuart bell will discuss his split with the church in wales and the recent gafcon in rwanda and lady victoria harvey will tell us about a rare collection of

unseen royal photographs auctioned for charity . arnie the auctioned for charity. arnie the duel auctioned for charity. arnie the duel. my panellists will be discussing a recording which has caused uproar on social media this week as it appears to be a teacher telling pupils they will be punished if they reject lgbtq, plus, plus plus. teaching emma webb what are your thoughts? i think that parents should have the right to take their children out of school. that nobody should be forced to be taught— that nobody should be forced to be taught things— that nobody should be forced to be taught things that are essentially— be taught things that are essentially contested ideology. this— essentially contested ideology. this ism— essentially contested ideology. this isn't the— essentially contested ideology. this isn't the teaching of facts. — this isn't the teaching of facts. this— this isn't the teaching of facts. this isn't education. this— facts. this isn't education. this is— facts. this isn't education. this is indoctrination . ': this is indoctrination. ian and how— this is indoctrination. ian and how about— this is indoctrination. ian and how about you, aaron ? i have to how about you, aaron? i have to disagree. i how about you, aaron? i have to disagree . i was raised to not disagree. i was raised to not give— disagree. i was raised to not give my— disagree. i was raised to not give my teachers— i: sagiznz; i was raised to not give my teachers any lip and if i give my teachers any lip and if i iiin-i— give my teachers any lip and if i iiin-i iike— give my teachers any lip and if i didn't like what— give my teachers any lip and if i didn't like what they said, wen,— i didn't like what they said, weii, ii— i didn't like what they said, weii, i-i grow— i didn't like what they said, well, i'd grow older and i could make— well, i'd grow older and i could make my— well, i'd grow older and i could make my own— well, i'd grow older and i could make my own way— well, i'd grow older and i could make my own way in life. that's imme— make my own way in life. that's imme mem— make my own way in life. that's emma webb and aaron bastani coming up right after the news with smith . good evening. with rory smith. good evening. 7:02. i'm rory smith in the gb newsroom. it's understood the final evacuation flight carrying

british nationals out of sudan has taken off . the government has taken off. the government earlier agreed to include nhs doctors without uk passports on the last flights out of the country. and this afternoon deputy prime minister oliver dowden held a cobra meeting in downing street discussing the security situation in khartoum. it's understood . around 1650 it's understood. around 1650 people have been evacuated from sudan, but thousands more british citizens may remain. the government says it will continue to work to bring an end to the conflict between the army and a rival paramilitary group that has killed tens of thousands of people . great ormond street people. great ormond street hospital has been granted exemptions to allow nurses to continue working during upcoming strike action over the bank holiday. the children's hospital expressed concerns about staffing as royal college of nursing workers prepare to walk

out from 8 pm. tomorrow until monday evening in their ongoing dispute over pay. well, it comes as health workers belonging to the gm gb union accepted a 5% pay the gm gb union accepted a 5% pay offer from the government yesterday . pay offer from the government yesterday. union pay offer from the government yesterday . union officials will yesterday. union officials will now vote to accept the offer at a meeting of the nhs staff council next week . labour council next week. labour promises to invest in more teachers who are specialists in their subject if they win the next general election. labour analysis of government figures show there are gaps in expert teacher roles in state schools across england . a shadow across england. a shadow education secretary bridget phillipson, says schools are scrambling to fill those places , meaning standards are not as high as they could be. for all children . staying with education children. staying with education and a school is set to take ofsted to court for not following the correct procedures .dunng following the correct procedures . during a review, the queen emma primary school in cambridge

was downgraded to inadequate , was downgraded to inadequate, the lowest possible rating, while waiting for the ofsted report to be published . but report to be published. but headteacher ruth perry was informed of the result and took her own life in a speech to the national association of head teachers. her sister, professor juua teachers. her sister, professor julia walters, condemned the watchdog and called for ofsted inspectors to hand in their badges. when inspectors to hand in their badges . when three ofsted badges. when three ofsted imepeeieie— 33 when three ofsted inspectors pronounced on frankly flimsy— inspectors pronounced on frankly iiimey memes— inspectors pronounced on frankly flimsy grounds that ruth's ieeieiemip— flimsy grounds that ruth's leadership and therefore her eeieei— leadership and therefore her school were— leadership and therefore her school were inadequate . the school were inadequate. the imiueiiee— school were inadequate. the imiueiiee ei— school were inadequate. the injustice of that— school were inadequate. the injustice of that one word iuigemem— injustice of that one word judgement destroyed ruth's career , her world and her sense career, her world and her sense of sem— career, her world and her sense of eeii. i— career, her world and her sense of eeii. i mom-i— career, her world and her sense of self. i won't give— career, her world and her sense of self. i won't give up until omiei— of self. i won't give up until omiei ie— of self. i won't give up until ofsted is radically reformed to piece— ofsted is radically reformed to piece me— ofsted is radically reformed to place the welfare— ofsted is radically reformed to place the welfare of teaching simi— place the welfare of teaching eiem ee— place the welfare of teaching staff as well— place the welfare of teaching staff as well as— place the welfare of teaching staff as well as of children at its staff as well as of children at is hemi— staff as well as of children at is meem .— staff as well as of children at is meem . — staff as well as of children at its heart . three— staff as well as of children at its heart . "iii; staff as well as of children at its heart. "iii; g

its heart. three new photographs of the king and queen consort have been released ahead of next week's coronation. the images were taken in the blue drawing room at buckingham palace last month . one shows the couple month. one shows the couple standing together in front of a portrait of king george , the portrait of king george, the fifth at his coronation in 1911. the queen consort is wearing the late queen's peril of drop earrings and a pearl necklace from her private collection . in from her private collection. in ipsis gb news. we'll bring you more as it happens. nato. back to kelvin . to kelvin. the church of england has been annexed from the anglican communion. last week, 1300 ameiieme— communion. last week, 1300 anglicans from _ communion. last week, 1300 anglicans from 52— " iii" last week, 1300 anglicans from 52 countries met in kigali— anglicans from 52 countries met in kigali ,— anglicans from 52 countries met in kigali , rwanda,— anglicans from 52 countries met in kigali , rwanda, with the in kigali, rwanda, with the mimeiee— in kigali, rwanda, with the mimeiee ei— in kigali, rwanda, with the primates of provinces

representing 85% of the anglican communion— representing 85% of the anglican cemmmiem ,— representing 85% of the anglican communion , calling on the communion, calling on the archbishop— communion, calling on the archbishop of— communion, calling on the archbishop of canterbury and emer— archbishop of canterbury and other leaders— archbishop of canterbury and other leaders of— archbishop of canterbury and other leaders of the church of imeiemi— other leaders of the church of imgiemi io— other leaders of the church of england to repent for pushing imeuem— england to repent for pushing imeuem e— england to repent for pushing through a motion to bless same sex unions. gafcon and the eieiei— sex unions. gafcon and the global south— sex unions. gafcon and the global south united in denouncing— global south united in denouncing the church of england for memeiime— denouncing the church of england for memeiimg e— denouncing the church of england for promoting a false gospel and eeiiei— for promoting a false gospel and eeiiei em— for promoting a false gospel and called on them— for promoting a false gospel and called on them to— for promoting a false gospel and called on them to return to the seiipimee. — called on them to return to the scriptures. the— called on them to return to the scriptures. the anglican communion— scriptures. the anglican communion made it clear that it me— communion made it clear that it sees the church— communion made it clear that it sees the church of— communion made it clear that it sees the church of england as having— sees the church of england as having broken— sees the church of england as having broken from the rest of the communion— having broken from the rest of the communion do it due to its meieiieei— the communion do it due to its heretical teachings. the church of imgimi— heretical teachings. the church ei imgiemi ie— heretical teachings. the church of england is now— heretical teachings. the church of england is now apostasy of england is now in apostasy emi— of england is now in apostasy mi me— of england is now in apostasy and the anglican— of england is now in apostasy and the anglican communion will ieek— and the anglican communion will ieekleieei— and the anglican communion will ieekleieei e— and the anglican communion will look-elect a new— and the anglican communion will look elect a new first among look to elect a new first among eeueie— look to elect a new first among eeueie io— look to elect a new first among equals to replace _ look to elect a new first among equals to replace the archbishop of mem— equals to replace the archbishop of cemiemum .— equals to replace the archbishop of canterbury . a— equals to replace the archbishop of canterbury . a bold move of canterbury. a bold move necessary but— of canterbury. a bold move necessary but a— of canterbury. a bold move necessary but a bold one indeed, emi— necessary but a bold one indeed, mi me— necessary but a bold one indeed, mi mm— necessary but a bold one indeed, and one that will— necessary but a bold one indeed, and one that will hopefully premie— and one that will hopefully provide mim— and one that will hopefully provide unity in christ, memeiimi— provide unity in christ, promoting fear of god over fear of me— promoting fear of god over fear of me weiii. — promoting fear of god over fear of the world. the— promoting fear of god over fear of the world. the anglican cemmumm— of the world. the anglican communion is— of the world. the anglican communion is back on track. the mm— communion is back on track. the mm mm— communion is back on track. the chaff has been— communion is back on track. the chaff has been separated from the chaff has been separated from me mem— chaff has been separated from the wheat. god— chaff has been separated from the wheat. god is— chaff has been separated from the wheat. god is working immi— the wheat. god is working immm mie— the wheat. god is working through his church. we should be simme— through his church. we should be emmimg em— through his church. we should be shaping our lives— through his church. we should be shaping our lives around the seiipimee— shaping our lives around the scriptures rather than miempiimg- scriptures rather than attempting to shape the seiipimee— attempting to shape the scriptures around our lives. it is eemewiim— scriptures around our lives. it

is somewhat related news. the murm— is somewhat related news. the church m— is somewhat related news. the church of england— is somewhat related news. the church of england released a iiempeimiimg— church of england released a disappointing report this week iiiiei— disappointing report this week iiiiei ieve— disappointing report this week titled love matters , promoting titled love matters, promoting the titled love matters, promoting me iiei— titled love matters, promoting the idea that— titled love matters, promoting the idea that all— titled love matters, promoting the idea that all family types are the idea that all family types eiiiiiy— the idea that all family types are equally good . the report are equally good. the report mei— are equally good. the report mei me— are equally good. the report used the love— are equally good. the report used the love is— are equally good. the report used the love is love type language— used the love is love type language ,— used the love is love type language , saying, quote, the language, saying, quote, the maim— language, saying, quote, the iiiiiiy m— language, saying, quote, the quality of family relationships mmieie— quality of family relationships matters more— quality of family relationships matters more than the form a family— matters more than the form a iimiiy imee. — matters more than the form a family takes. again, undermining the family takes. again, undermining me mime,— family takes. again, undermining the bible, which— family takes. again, undermining the bible, which teaches the mmmii— the bible, which teaches the natural god— the bible, which teaches the natural god ordained form for a family— natural god ordained form for a iimiiy ie— natural god ordained form for a iimiiy is me— natural god ordained form for a family is one man— natural god ordained form for a family is one man and one woman ieimei— family is one man and one woman ieimei ieeemei— family is one man and one woman joined together in— family is one man and one woman joined together in holy matrimony— joined together in holy matrimony for the purposes of imme— matrimony for the purposes of raising i— matrimony for the purposes of raising a family— matrimony for the purposes of raising a family for the worship of raising a family for the worship ii iii— raising a family for the worship ii iii .— raising a family for the worship ii iii . me— raising a family for the worship of god . the church has gone from of god. the church has gone from memeiimi— of god. the church has gone from memeiime i— of god. the church has gone from promoting a particular family simmere— promoting a particular family eimeime m— promoting a particular family structure as the— promoting a particular family structure as the ideal to iemieimimi— structure as the ideal to denigrating the traditional mmemi— denigrating the traditional nuclear family in order to be iiveme— nuclear family in order to be diverse, equitable and inclusive.— diverse, equitable and inclusive. none of which are cmieiim— inclusive. none of which are christian values.— inclusive. none of which are christian values. one could even emeeei— christian values. one could even mceeci mm— christian values. one could even concede that there— christian values. one could even concede that there are alternative _ concede that there are alternative family structures wimcm— alternative family structures without passing any judgement, wmiici— without passing any judgement, wmiici ciiii— without passing any judgement, whilst still affirming that the cmiciim— whilst still affirming that the christian family— whilst still affirming that the christian family is a mother and a christian family is a mother and immer— christian family is a mother and a father rearing— christian family is a mother and a father rearing children . why a father rearing children. why the a father rearing children. why me much— a father rearing children. why the church of— a father rearing children. why the church of england feels the mem— the church of england feels the meei ic— the church of england feels the meei ic ie— the church of england feels the meei ic be cc— the church of england feels the need to be so inclusive. it weeisi— need to be so inclusive. it mes imm— need to be so inclusive. it waters down its- need to be so inclusive. it waters down its own principles is beyond— waters down its own principles is ieymi me— waters down its own principles is beyond me. love is love. no

cei— is beyond me. love is love. no cm is— is beyond me. love is love. no cm is icve— is beyond me. love is love. no god is love. the— is beyond me. love is love. no god is love. the church of imiimi— god is love. the church of england geis— god is love. the church of england gets it- god is love. the church of england gets it wrong yet again. at england gets it wrong yet again. iii mis— england gets it wrong yet again. iii mis mimi— england gets it wrong yet again. at this point, it's— england gets it wrong yet again. at this point, it's starting to ice— at this point, it's starting to ieei iike— at this point, it's starting to feel like they're— at this point, it's starting to feel like they're doing it on impose.— feel like they're doing it on purpose me— feel like they're doing it on purpose. the new religion of mice— purpose. the new religion of mice mes— purpose. the new religion of woke has replaced the old faith of christianity.— woke has replaced the old faith of christianity. she shame. i say— of christianity. she shame. i set seeme— of christianity. she shame. i set smeme .— of christianity. she shame. i set smeme . ii— of christianity. she shame. i say shame . if you are the say shame. if you are the praying— say shame. if you are the praying type,— say shame. if you are the praying type, please spare a immer— praying type, please spare a meter ici— praying type, please spare a meter ice me— praying type, please spare a prayer for the church of england . at prayer for the church of england . iii besi— prayer for the church of england . iii iesi, ii— prayer for the church of england . at best, it is— prayer for the church of england . at best, it is the— prayer for the church of england . at best, it is the blind ieeiimi— . at best, it is the blind leading the— . at best, it is the blind leading the blind and at worst it leading the blind and at worst ii is— leading the blind and at worst ii is being— leading the blind and at worst it is being led— leading the blind and at worst it is being led by— leading the blind and at worst it is being led by wolves and sheep-s— it is being led by wolves and sheep's clothing.— it is being led by wolves and sheep's clothing. either way, it meeis— sheep's clothing. either way, it needs our prayers— sheep's clothing. either way, it needs our prayers at this time . needs our prayers at this time. mis— needs our prayers at this time. mm is— needs our prayers at this time. mm is me— needs our prayers at this time. this is the common sense crusade mim— this is the common sense crusade iiim me— this is the common sense crusade with me, the reverend calvin iciimscm— with me, the reverend calvin icciimsm. a— with me, the reverend calvin robinson. a recording has gone mei— robinson. a recording has gone mm m— robinson. a recording has gone viral on social— robinson. a recording has gone viral on social media this week, which— viral on social media this week, which empires— viral on social media this week, which purports to _ viral on social media this week, which purports to be a teacher , which purports to be a teacher, ieiiimi— which purports to be a teacher, telling school— which purports to be a teacher, telling school pupils they don't meie— telling school pupils they don't meve e— telling school pupils they don't have a choice— telling school pupils they don't have a choice but— telling school pupils they don't have a choice but to learn about ici— have a choice but to learn about me i—i—i— have a choice but to learn about me i—i—i pies— have a choice but to learn about lgb b—t—q plus, plus plus issues . iei-s— lgb b—t—q plus, plus plus issues . iei-s iisiem— lgb b—t—q plus, plus plus issues . let's listen to— lgb b—t—q plus, plus plus issues . let's listen to a— lgb b—t—q plus, plus plus issues . let's listen to a part of the iecciiimi— . let's listen to a part of the recording and— . let's listen to a part of the recording and let— . let's listen to a part of the recording and let me make this very— recording and let me make this very ceie — recording and let me make this very ceie vee— recording and let me make this

very clear. you don't- recording and let me make this very clear. /:::. cizi" e recording and let me make this very clear. /:::. 'e:i:e“ e very clear. you don't have a choice whether or not you learn about lgbtq+ in school. you don't have a choice. it's- [15 (ii “ f you don't have a choice. it's one of veeesi m— don't have a choice. it's one of our values of british values and if our values of british values and ii iii— our values of british values and ii iii ieeise— our values of british values and if you refuse to— our values of british values and if you refuse to do— our values of british values and if you refuse to do it, that win— if you refuse to do it, that wiii ie— if you refuse to do it, that will be dealt— if you refuse to do it, that will be dealt with severely. why wceii— will be dealt with severely. why wceii i— will be dealt with severely. why wceii i meie— will be dealt with severely. why would i not? why— will be dealt with severely. why would i not? why would i care if im— would i not? why would i care if ice. ii— would i not? why would i care if yes ii meyme— would i not? why would i care if yes ii meyme im— would i not? why would i care if you. if anyone in this room emis— you. if anyone in this room wmis ie— you. if anyone in this room wants to love— you. if anyone in this room wants to love somebody, whether it's wants to love somebody, whether is ie— wants to love somebody, whether is ie ie— wants to love somebody, whether is ie be e— wants to love somebody, whether it's to be a man— wants to love somebody, whether it's to be a man or— wants to love somebody, whether it's to be a man or a— wants to love somebody, whether it's to be a man or a woman. why weeii— it's to be a man or a woman. why weeii i— it's to be a man or a woman. why weeii i-ii— it's to be a man or a woman. why would i-if someone- it's to be a man or a woman. why would i if someone wants to would i care if someone wants to sm— would i care if someone wants to save-know— would i care if someone wants to save-know imme- say, do you know what? i'm. i iem-i— say, do you know what? i'm. i iem-i mew— say, do you know what? i'm. i don't know if— say, do you know what? i'm. i don't know if i'm— say, do you know what? i'm. i don't know if i'm if i'm male or iemeie— don't know if i'm if i'm male or iemeie, im— don't know if i'm if i'm male or female, i'm exploring. why does mei— female, i'm exploring. why does mei meiiei— female, i'm exploring. why does that matter to— female, i'm exploring. why does that matter to .this- female, i'm exploring. why does that matter to this has all that matter to me? this has all eiemeiei— that matter to me? this has all prompted questions about whether cmiiiiem— prompted questions about whether children should— prompted questions about whether children should be— prompted questions about whether children should be force fed and ice— children should be force fed and ice pies— children should be force fed and ice pies eeemie— children should be force fed and lgb plus agenda in schools . '“e: lgb plus agenda in schools. and mei— lgb plus agenda in schools. and mei ieeis— lgb plus agenda in schools. and mei ieeis es— lgb plus agenda in schools. and that leads us to— lgb plus agenda in schools. and that leads us to this— lgb plus agenda in schools. and that leads us to this week's dual.itis that leads us to this week's dual. it is time for the dual and to debate this topic , i'm and to debate this topic, i'm joined by my brilliant journalists, my sidekick emma webb, and this week's nemesis, founder of novara media, aaron bastani . the teacher in question bastani. the teacher in question seems to me, guys, to be quite emotional , taking this quite emotional, taking this quite personally. it seems to be agenda driven. and what were

your initial thoughts upon heanng your initial thoughts upon hearing that? well, there's the longer clip on twitter, which is obviously it's always more informative to hear a longer clip. understand from clip. i understand from broadcast the broadcast tv you can't play the whole thing. i thought the manner which manner in which he's communicating points are communicating the points are very unprofessional. if i was a parent, i would— very unprofessional. if i was a parent, i would be— iig e. if i was a parent, i would be disappointed mei— parent, i would be disappointed mei e— parent, i would be disappointed that a teacher— parent, i would be disappointed that a teacher was— parent, i would be disappointed that a teacher was speaking to mis— that a teacher was speaking to kiis im— that a teacher was speaking to kiis im mei— that a teacher was speaking to kids in that way. _ that a teacher was speaking to kids in that way. c“ i: ”ii" : kids in that way. children need to be persuaded, and young adults and young young people need to be persuaded of things. generally speaking, it doesn't meei— generally speaking, it doesn't meei ie— generally speaking, it doesn't meei ie eem— generally speaking, it doesn't need to even necessarily be mem— need to even necessarily be eiem seciei— need to even necessarily be about social values. {.iiileiiilff�* about social values. et cetera. imi— about social values. et cetera. and persuasion should always be at the forefront of teaching . at the forefront of teaching. i'm that person knows that. i'm sure that person knows that. i'm sure that person knows that. i think they probably know they've fallen short of professional standards, rightly expected of them in terms of the content he's saying that content where he's saying that they have choice about they don't have a choice about they don't have a choice about the that is true the lesson that is true technically true. they have a choice. they can be removed by their regards to their parents in regards to other of teaching ed their parents in regards to othinstance,if teaching ed their parents in regards to othinstance, thatiching ed their parents in regards to othinstance, that doesn't ed their parents in regards to othinstance, that doesn't apply for instance, that doesn't apply to this. so there's a part of me which know what, which says, you know what, children be subjected to children should be subjected to ideas they don't necessarily agree that's part

agree with. and that's just part of contract in this of the social contract in this country. i remember doing religious education. all the kids were learning kids in the class were learning about buddhism, about hinduism, buddhism, christianity islam. there's one christianity, islam. there's one kid that didn't. he was pulled out by his parents. and i remember my parents saying, that's not on of you that's not on the rest of you are having to learn about wide are having to learn about a wide range faiths. you're going to range of faiths. you're going to live work these people live and work with these people in it's good to know in the future. it's good to know what they believe and this what they believe in. and this child pulled and child is being pulled out and they thought wrong. so they thought that was wrong. so i it's good that we have i think it's good that we have a shared learning experience, educational experience for all children. think children. and i think ultimately, have an ultimately, if parents have an issue being taught, issue with what's being taught, generally speaking, obviously, like sex like i've said, with sex education, exception education, there's an exception there. speaking, they there. generally speaking, they just well, just say to the child, well, look, think it's wrong. look, we think it's wrong. you think wrong . that's how the think it's wrong. that's how the world is. sometimes you meet people disagree you'll people you disagree with. you'll proceed to your next education at school next year before i get to emma, i just want to push you on because you're saying we on this because you're saying we should a wide range should be taught a wide range of views in schools. i agree with you that. but is this being you on that. but is this being taught one among many views taught as one among many views or taught as the

or is this being taught as the only view? no, it's only appropriate view? no, it's a great point. and incidentally, and perhaps ironically, because a great point. and incidentally, and ppeopleironically, because a great point. and incidentally, and ppeopleironicc'manyzcause a great point. and incidentally, and ppeopleironicc'many people some people well, many people actually, let's honest, actually, let's be honest, denigrate human rights legislation and the european convention the convention on human rights. the complainant of complainant is the parents of this their complaint this child. in their complaint letter european human letter cites european human rights law saying that teaching should happen in a way which i believe objective, critical and pluralistic . and clearly the pluralistic. and clearly the language this gentleman adopts is not pluralistic. and i think that's really important. all right. you that, right. thank you for that, aaron. emma, aaron's right. aaron. now, emma, aaron's right. the they don't the teacher's right. they don't have they have a choice. they have to learn this stuff . and this is a learn this stuff. and this is a conservative government policy in education was always in that sex education was always optional . parents take optional. parents could take their sex education. their kids out of sex education. mostly it happened for religious reasons. relationship reasons. but now relationship and sex education have been combined one. so it's very combined into one. so it's very , very difficult to take your child sex class when child out of a sex ed class when the ed is part of the the sex ed is part of the relationship. ed so what do you think is there? well think the problem is there? well i the policy is the i think the policy is the problem there. i mean , there problem there. i mean, there eivieesie— problem there. i mean, there obviously,ithink_ “iii; i mean, there obviously, think aaron's obviously, i think aaron's right mei—mis- obviously, i think aaron's right that—this teacheri that the way that this teacher was addressing— that the way that this teacher was addressing the pupils was ecieeiiy— was addressing the pupils was ecmeiiy ieiie— was addressing the pupils was

actually quite aggressive and eivieesiy— obviously completely inappropriate. but but ultimately, _ inappropriate. but but ultimately, problem is, and ultimately, the problem is, and mis— ultimately, the problem is, and misle— ultimately, the problem is, and misle eeimi— ultimately, the problem is, and this-a point that— ultimately, the problem is, and this a point that kemi this is a point that kemi eeiemecii— this is a point that kemi badenoch has, the minister kemi eeiemecii— badenoch has, the minister kemi eeiemecii mes— badenoch has, the minister kemi badenoch has made in relation to emer— badenoch has made in relation to other contested— badenoch has made in relation to other contested ideologies like ciiiicei— other contested ideologies like ciiiicei ece— other contested ideologies like critical race theory that the eemiei— critical race theory that the gender ideology that is behind imeiicii— gender ideology that is behind imeiicii iii— gender ideology that is behind implicit bit in— gender ideology that is behind implicit bit in what that ieecmei— implicit bit in what that teacher was— implicit bit in what that teacher was saying, that will meve — teacher was saying, that will meve iem— teacher was saying, that will have been brought into classrooms— have been brought into classrooms partly from third emies— classrooms partly from third parties, organisations like siemeweii,— parties, organisations like stonewall, sometimes proposing immis— stonewall, sometimes proposing mimesmei— stonewall, sometimes proposing mimesmeivecy— stonewall, sometimes proposing things that very actively go eeeimsi— things that very actively go against existing equalities, eieceiiem— against existing equalities, education or— against existing equalities, education or misrepresent eieeiiiies— education or misrepresent equalities legislation and they win— equalities legislation and they wiii ie— equalities legislation and they will be bringing— equalities legislation and they will be bringing this radical, cemiesiei— will be bringing this radical, contested ideology into schools mi— contested ideology into schools emi ieecmime— contested ideology into schools and teaching it— contested ideology into schools and teaching it in— contested ideology into schools and teaching it in a context where— and teaching it in a context where parents— and teaching it in a context where parents don't have their ememiei— where parents don't have their ememiei ciem— where parents don't have their parental right to _ where parents don't have their parental right to remove their ciiiiiem— parental right to remove their children from _ parental right to remove their children from from what i think mem— children from from what i think my weeii— children from from what i think many would regard as straightforward indoctrination, iecese— straightforward indoctrination, because this— straightforward indoctrination, because this isn't traditional ieeciime— because this isn't traditional teaching. this— because this isn't traditional teaching. this isn't just, for exempie— teaching. this isn't just, for example, teaching people about iimieism— example, teaching people about hinduism. teaching students mem— hinduism. teaching students about different— hinduism. teaching students about different religions in a iecieei— about different religions in a iecieei wav- — about different religions in a factual way. this is as we saw mem— factual way. this is as we saw mem mei— factual way. this is as we saw mem mei cie— factual way. this is as we saw from that clip ,_ factual way. this is as we saw from that clip , trying to teach from that clip, trying to teach

ciiiiiem— from that clip, trying to teach children how— from that clip, trying to teach children how to— from that clip, trying to teach children how to think in terms of children how to think in terms ei mei— children how to think in terms of their values— children how to think in terms of their values as— children how to think in terms of their values as it's ieeciime— of their values as it's teaching. it's- of their values as it's teaching. it's teaching them a emiceiei— teaching. it's teaching them a particular ideological way of seeme— particular ideological way of seeing me— particular ideological way of seeing the world. and quite ciemiy— seeing the world. and quite ciemiy mei— seeing the world. and quite clearly not allowing the sieiemis— clearly not allowing the students to _ clearly not allowing the students to actually be critical of students to actually be critical ei mese— students to actually be critical of those views. _ students to actually be critical of those views. it's not ecesemiime— of those views. it's not presenting an - of those views. it's not presenting an alternative eesiiiem— presenting an alternative eesiiiem em— presenting an alternative position on this . and i think position on this. and i think eiiimeieiy— position on this. and i think ultimately parents should have the ultimately parents should have me ciem— ultimately parents should have me ciem ie— ultimately parents should have the right to be— ultimately parents should have the right to be able to remove mei— the right to be able to remove their children— the right to be able to remove their children from those iesses— their children from those iesses ii— their children from those lessons if they believe they are eeme— lessons if they believe they are being ieemi. — lessons if they believe they are being taught. and— being taught. and i ideologically, by their teachers . mei-s— ideologically, by their teachers . mei-s ii.— ideologically, by their teachers . that's it, isn't— ideologically, by their teachers . that's it, isn't it?- ideologically, by their teachers . that's it, isn't it? it's- ideologically, by their teachers . that's it, isn't it? it's down to what's being taught. so it's not about knowledge. it's not about a curriculum. about about a curriculum. it's about being so is it a being value led. so is it a parent's job to pass on values to children? is it a school's job? is it a religious leader's job? is it a religious leader's job? whose job is it to impart values rather than knowledge? fundamentally, parents, of fundamentally, it's parents, of course . i have to say, growing course. i have to say, growing up, i had some wonderful teachers who actually imparted a great deal of beyond knowledge to. so i. i think it would be remiss to say that teachers shouldn't be role models shouldn't try and be role models and on valuable moral and pass on valuable moral lessons people. think lessons to young people. i think that's and that's really valuable and important. we've all

important. you know, we've all seen dead poets society, you seen the dead poets society, you know, and they stand up for robin was very robin williams. it was a very it's a robin williams. it was a very is e very— robin williams. it was a very is e verv ii-s— robin williams. it was a very it's a very it's a— robin williams. it was a very it's a very it's a very- t “ �*fi ll it was a very it's a very it's a very nice relationship— it's a very it's a very nice relationship between educators and relationship between educators mi-eeeeie— relationship between educators and people they're and young people when they're pessimi— and young people when they're passing principles and passing on moral principles and rees— passing on moral principles and verses-iii- values, for sure. but fundamentally, it lies with the parents, course, the parents, of course, and the parents, of course, and the parents accountable the parents are accountable for the success or failure of their children. if young children. ultimately, if young people they people make mistakes or as they become don't you become adults, don't live, you know particularly as as know particularly well as as autonomous individuals, we place the with parents. and the blame with the parents. and i think rightly so. so that would be my read it. well, would be my read on it. well, the i ask you is because the reason i ask you is because often many on the left often many people on the left say to me, calvin, what if say to me, but calvin, what if the are bigots? what if the parents are bigots? what if the parents are bigots? what if the parents are bigots? what if the parents the right the parents don't have the right values? it's the school's values? surely it's the school's job to replace those values. well, the values, well, it depends on the values, doesn't mean, a doesn't it? i mean, as a society, instance, are society, for instance, there are certain which we do find certain values which we do find reprehensible and we and seek reprehensible and we and we seek not teach. i mean, not to teach. i mean, i paedophilia, for instance. right so the most extreme so i'm offering the most extreme example to make a point and clearly child in clearly if there was a child in a that was being told a school that was being told that their parents that that that by their parents that that was i think were was acceptable, i think we were broadly teachers be broadly agree teachers should be correcting the child.

correcting that with the child. this obviously a far this is obviously a more a far more ambiguous issue, but far more ambiguous issue, but far more , how can i say this more, how can i say this contested issue? and you're right to say and i'll go back to what i said a moment ago, the freedom of worship and freedom of religion is covered by equalities law and human rights law and fundamentally, to say to a that the faith your a child that the faith of your parents odds with british parents is at odds with british values, also has a whole values, it also has a whole other subtext. let's be honest . other subtext. let's be honest. i mean, don't know the racial i mean, i don't know the racial background but if background of the child, but if you a child who's the son you have a child who's the son or daughter of africa and evangelical christians , as and evangelical christians, as and they're being told by white they're being told by a white teacher, these aren't british values. on some quite values. we're on some quite dodgy there that is a dodgy terrain. there that is a very good kyiv— dodgy terrain. there that is a very good kyiv the— 3:3 “ “iii; that is a very good kyiv the student was iiesiim. — very good kyiv the student was muslim. correct— very good kyiv the student was muslim. correct me if i'm wrong, i muslim. correct me if i'm wrong, immi— muslim. correct me if i'm wrong, imimk me— muslim. correct me if i'm wrong, i think the student— muslim. correct me if i'm wrong, i think the student was muslim. but i think the student was muslim. em ire— i think the student was muslim. but the complaint— i think the student was muslim. but the complaint was in by but the complaint was put in by a-familvv_ but the complaint was put in by a-familvv se— but the complaint was put in by a-familvv se i- a christian family, so it vveeiim-i— a christian family, so it wouldn't either a christian family, so it- wouldn't-either way, wouldn't matter either way, veeri— wouldn't matter either way, veeii—mel wouldn't matter either way, would—one ofl wouldn't matter either way,- would_one of the would it? because one of the british that schools are british values that schools are told to uphold is that british values respect those of other faiths none. well, yeah, faiths and none. well, yeah, he's-actually— pi“r: well, yeah, he's actually violating he's he's actually violating eriiisir— he's he's actually violating british-himself.- he's he's actually violating british himself. right. british values himself. right. but british values himself. right. iem—mes- british values himself. right.- but_has drawn but i think what this has drawn out but i think what this has drawn err-mei—

but i think what this has drawn evilmei eeri— but i think what this has drawn out-that part-this- but i think what this has drawn out that part this whole out is that part of this whole fudge— out is that part of this whole mieelme— out is that part of this whole fudge the introduce of fudge is the introduce of eriiisir— fudge is the introduce of british-now,- fudge is the introduce of- british-now, obviously , british values. now, obviously, mei— british values. now, obviously, mei-iem— british values. now, obviously, that. done with _ british values. now, obviously, that done with good intent , that was done with good intent, but that was done with good intent, imlires— that was done with good intent, butlhas brought— that was done with good intent, butlhas brought it— that was done with good intent, but has brought it a sort of but it has brought it a sort of eeemei— but it has brought it a sort of eeemei ire— but it has brought it a sort of opened the door— but it has brought it a sort of opened the door for certain immis— opened the door for certain mines ie— opened the door for certain mines re ie— opened the door for certain things to be brought in and immi— things to be brought in and iesem es— things to be brought in and reeem es ii— things to be brought in and taught as if they are part of eriiism— taught as if they are part of british values— taught as if they are part of british values .— taught as if they are part of british values . so, for example, british values. so, for example, you— british values. so, for example, vee mew— british values. so, for example, vee mevv .— british values. so, for example, you know , teach— british values. so, for example, you know , teach they teaching you know, teach they teaching mem— you know, teach they teaching about tolerance.— you know, teach they teaching about tolerance. the teacher ceeii — about tolerance. the teacher ceeii meie— about tolerance. the teacher could argue that— about tolerance. the teacher could argue that teaching a reiicei— could argue that teaching a radical gender— could argue that teaching a radical gender ideology as far as radical gender ideology as far es ire-s— radical gender ideology as far as he's concerned, is teaching his as he's concerned, is teaching iris smiemis— as he's concerned, is teaching his students to— as he's concerned, is teaching his students to be— as he's concerned, is teaching his students to be tolerant. and so his students to be tolerant. and se me— his students to be tolerant. and so the definition— his students to be tolerant. and so the definition of british vies— so the definition of british vevies mi— so the definition of british values and the— so the definition of british values and the adoption, the recessiv— values and the adoption, the mecessiiv ei— values and the adoption, the necessity of incorporating eriiisir— necessity of incorporating british values— necessity of incorporating british values into the curriculum _ british values into the curriculum has actually opened a me— curriculum has actually opened a ieer rer— curriculum has actually opened a ieer ier e— curriculum has actually opened a ieer ier e seri— curriculum has actually opened a door for a sort of— curriculum has actually opened a door for a sort of soft spot where— door for a sort of soft spot where some of— door for a sort of soft spot where some of this stuff can be irreversi— where some of this stuff can be irevmi im— where some of this stuff can be brought in. and— where some of this stuff can be brought in. and i— where some of this stuff can be brought in. and i think that mei-s— brought in. and i think that that's something probably ofsted the that's something probably ofsted me rer— that's something probably ofsted the for department education, vou— the for department education, vev-meie,— the for department education, you-hopev-bel the for department education,- you-hope,-be aware you would hope, would be aware of you would hope, would be aware ei-ieci— you would hope, would be aware ei-ieci mei— you would hope, would be aware of-fact that that's— you would hope, would be aware of fact that that's actually of the fact that that's actually creeiei— of the fact that that's actually created l kind _ of the fact that that's actually created kind vulnerability created a kind of vulnerability vvimim— created a kind of vulnerability. vvimim—evi within the education system. but it's within the education system. but iris—mei— within the education system. but iris—mei ire- it's quite clear that the recessiv— it's quite clear that the necessity of _ it's quite clear that the necessity of adopting this idea of necessity of adopting this idea ei eriiism— necessity of adopting this idea of british values— necessity of adopting this idea of british values has actually cesei— of british values has actually caused problems— of british values has actually caused problems whilst trying to fix cerieim— caused problems whilst trying to fix certain problems because it irreversi— fix certain problems because it irevmi im— fix certain problems because it was brought in to— fix certain problems because it was brought in to deal with the

imcreesime— was brought in to deal with the increasing diversity in society mi— increasing diversity in society emi iiversiiv— increasing diversity in society and diversity of— increasing diversity in society and diversity of views. viii“ and diversity of views. well, mis— and diversity of views. well, mm is— and diversity of views. well, mm is viv— and diversity of views. well, this is why-so— and diversity of views. well, this is why so important this is why it's so important that have discussion on that we have this discussion on air, said air, because ofsted have said they're waiting for government guidance. government guidance. the government has said, well, this is the curriculum we've been curriculum that we've been given. that's given. this is the policy that's come the come through from the government. is taking government. so no one is taking responsibility this. and as responsibility for this. and as you pointed out moment you rightly pointed out a moment ago, this is a form of entryism because the resources being taught are not taught in schools are not provided government. provided by the government. they're by parents provided by the government. thteachers. by parents provided by the government. thteachers. they're by parents provided by the government. thteachers. they're actually nts or teachers. they're actually from lobby lists from third party lobby lists such which are such as stonewall, which are very political in their very clearly political in their ideology. that's the danger, isn't absolutely. and isn't it? yeah, absolutely. and i a isn't it? yeah, absolutely. and i e imi— isn't it? yeah, absolutely. and i e ieme rime— isn't it? yeah, absolutely. and i a long time ago— e fl yeah, absolutely. and i a long time ago did some research on the— i a long time ago did some research on the prevent strategy viiirim— research on the prevent strategy within .curriculum - research on the prevent strategy within-curriculum .- research on the prevent strategy within curriculum . and all within the curriculum. and all you— within the curriculum. and all vev-ie— within the curriculum. and all vev-re ie— within the curriculum. and all you -to dollook- within the curriculum. and all you -to do .look on - within the curriculum. and all you to do look on some you have to do is look on some of you have to do is look on some ei ire— you have to do is look on some of the websites— you have to do is look on some of the websites that provide resources for— of the websites that provide resources for teachers to see mei— resources for teachers to see mei e— resources for teachers to see mei e rei— resources for teachers to see mei e iei ei— resources for teachers to see that a lot of these ideas, cemiesiei— that a lot of these ideas, conte counter— that a lot of these ideas, conte counter productive framing quite counter productive framing is incorporated— quite counter productive framing is incorporated into a lot of iese— is incorporated into a lot of these materials— is incorporated into a lot of these materials that teachers are these materials that teachers mem — these materials that teachers are then using— these materials that teachers are then using and possibly the ieecirers— are then using and possibly the ieecirers ee— are then using and possibly the teachers are not— are then using and possibly the teachers are not really even evvereliirese— teachers are not really even aware these things because aware of these things because imev-re— aware of these things because mevire eve,— aware of these things because they're busy, rushed off their ieer.— they're busy, rushed off their ieer-se— they're busy, rushed off their ieei-se ii— they're busy, rushed off their feet.-so it creates- they're busy, rushed off their feet. so it creates an feet. and so it creates an eeeerivmiiv— feet. and so it creates an opportunity these quite a, opportunity for these quite a, i'd opportunity for these quite a, re sev— opportunity for these quite a, iii sev, ivire— opportunity for these quite a, i'd say, quite radical third party— i'd say, quite radical third

party organisations to try and evse— party organisations to try and evsir iese— party organisations to try and push these contested ideologies mie— push these contested ideologies imie scireeis— push these contested ideologies into schools and— push these contested ideologies into schools and then for permis— into schools and then for eeremis ie— into schools and then for parents to not- into schools and then for parents to not have the parental mem— parents to not have the parental rimi ie— parents to not have the parental riem re sev— parents to not have the parental riem re sev, me— parents to not have the parental right to say, no, you're not going— right to say, no, you're not going ie— right to say, no, you're not going to teach— right to say, no, you're not going to teach ideology to my ciriiirem— going to teach ideology to my ciriiirem ie— going to teach ideology to my children to remove them from iese— children to remove them from those classes— children to remove them from those classes i— children to remove them from those classes i think is eciveiiv— those classes i think is actually overstepping the mark of actually overstepping the mark ei-me— actually overstepping the mark ei-me sieie— actually overstepping the mark of the state should be of what the state should be eiievvei— of what the state should be. allowed—children allowed to do. indeed children ieieme— allowed to do. indeed children mime-permis- allowed to do. indeed children belong-parents-orl belong to the parents and or to cei— belong to the parents and or to cei mei— belong to the parents and or to god not-state. - belong to the parents and or to god not state. god not to the state. some of me— god not to the state. some of the contested ideologies that are taught to children as are being taught to children as young as five are ideas about masturbation and sex toys. hardcore sex acts such as and bdsm . so the thing the point i'd bdsm. so the thing the point i'd raise here on tv right now is if you are a parent, you ask your school what is being taught in rac, find out because don't assume anything you can't afford to. children's future. to. it's your children's future. now. involved now. please do get involved in the i've on the debate. i've asked on twitter parents cannot remove their children from relationship and education classes. and sex education classes. some would their children are would argue their children are being fed and lgbt. q plus being force fed and lgbt. q plus agendain being force fed and lgbt. q plus agenda in schools should the lgbtq+ ideology be taught in schools? the answers are either no, it is indoctrination or yes, it is inclusive and we'll have results from that later in the

show . plenty more to come on show. plenty more to come on that and more tonight, and i'll be joined very shortly by a journalist, christina adon, about a report which suggests people wait until they are people who wait until they are married to have sex enjoy a more stable relationship. you are watching common sense watching the common sense crusade with me, roberson crusade with me, calvin roberson

so. you know, you're listening to gb news radio . welcome back to gb news radio. welcome back to gb news radio. welcome back re ire— to gb news radio. welcome back re me cmme— to gb news radio. welcome back to the common sense— [15 \e ?pr: welcome back to the common sense crusade [15 \e epir: welcome back to the common sense crusade with me,— to the common sense crusade with me— to the common sense crusade with me, the reverend— to the common sense crusade with me, the reverend calvin robinson on me, the reverend calvin robinson em vev— me, the reverend calvin robinson em vevr iv— me, the reverend calvin robinson on your tv online— me, the reverend calvin robinson on your tv online and on your vvireiess— on your tv online and on your wireless researchers at brigham young— wireless researchers at brigham young university— wireless researchers at brigham young university in america have ereivcei— young university in america have ereivcei e— young university in america have ereivcei e siviv— young university in america have produced a study which they ereve— produced a study which they argue challenges the suggestion that argue challenges the suggestion iirei sevei— argue challenges the suggestion that sexual experience with severei— that sexual experience with several people _ that sexual experience with several people is necessary ieiere— several people is necessary before getting _ several people is necessary before getting married . before getting married. the siviv— before getting married. the siviv remi— before getting married. the study found that— before getting married. the study found that people who only have sex with their spouse enjoy a higher level of relationship stability than those who have had more sexual partners. it's worth noting that brigham young university follows the church of jesus christ of latter day saints, which preaches against

premarital sex. although they did control for faith groups to discuss these findings, i am delighted to be joined by christine oden, the head of family policy at the centre for social justice . thank you for social justice. thank you for joining us, christina. i love the doing at the the work you're doing at the centre social justice, centre for social justice, really family oriented, thank really family oriented, so thank you this research you for that. does this research line up with what you've discovered ? absolutely , calvin. discovered? absolutely, calvin. i discovered? absolutely, calvin. i mem— discovered? absolutely, calvin. i iei-s— discovered? absolutely, calvin. i mean, let's look— discovered? absolutely, calvin. i mean, let's look at- r: “11327 absolutely, calvin. i mean, let's look at it from a secieieeicei— i mean, let's look at it from a sociological point— i mean, let's look at it from a sociological point of view. weer— sociological point of view. viiei ve— sociological point of view. viiei ve eer— sociological point of view. what we are seeing - sociological point of view. what we are seeing is- sociological point of view. what we are seeing is young people who have the self—discipline and the kind of commit committed attitude towards marriage age that allows them to withstand and the great temptation that is having sex outside of any kind of relation or marriage. it's the absolute eeeesiie— or marriage. it's the absolute eeeesire ei— or marriage. it's the absolute eeeesire er me— 3 it's the absolute opposite of the instant gratification - opposite of the instant gratification of the see him swipe— gratification of the see him sviee .— gratification of the see him sviee . imi— gratification of the see him

swipe . and there we are in bed swipe. and there we are in bed viri— swipe. and there we are in bed vimi ei— swipe. and there we are in bed kind of courtship— swipe. and there we are in bed kind of courtship that young eeeeie— kind of courtship that young eeeeie ee— kind of courtship that young people are doing you know in so my— people are doing you know in so mmv im— people are doing you know in so mmv in se— people are doing you know in so mmv in se mmv— people are doing you know in so many in so many other areas so vim— many in so many other areas so virei vim— many in so many other areas so what what brigham young is sieving— what what brigham young is sieving vs— what what brigham young is sieving vs is— what what brigham young is showing us is that if you can cemirei— showing us is that if you can cemirei vev— showing us is that if you can control your instincts, if you ie— control your instincts, if you can be abstinent_ control your instincts, if you can be abstinent , that then you can be abstinent, that then you are can be abstinent, that then you iviiiimg— can be abstinent, that then you iviiiimg e— can be abstinent, that then you are building a much better foundation— are building a much better foundation for— are building a much better foundation for marriage and iei-s— foundation for marriage and res ie— foundation for marriage and res ie vev— foundation for marriage and let's be you know, let's be ciem— let's be you know, let's be cieer .— let's be you know, let's be clear , marriage- let's be you know, let's be clear , marriage rather than clear, marriage rather than ceireiiiimg— clear, marriage rather than cohabiting option because what merrier— cohabiting option because what another american— cohabiting option because what another american study that was eviiisirei— another american study that was published earlier— another american study that was published earlier this month sirevvei— published earlier this month sirevvei eses— published earlier this month showed 48% of— published earlier this month showed 48% of i'm sorry , showed 48% of i'm sorry, mimeesg— showed 48% of i'm sorry, marriages that- showed 48% of i'm sorry, marriages that are that end in iiverce— marriages that are that end in iiverce veie— marriages that are that end in divorce were 48%_ marriages that are that end in divorce were 48% more likely to reeve— divorce were 48% more likely to ireve ieer— divorce were 48% more likely to have been entered— divorce were 48% more likely to have been entered upon in by eeeeie— have been entered upon in by eeeeie vire— have been entered upon in by people who were— have been entered upon in by people who were so sampling iimeremi— people who were so sampling different relationships before

irrev— different relationships before mev gei— different relationships before they got married . so it's a they got married. so it's a verv— they got married. so it's a veryv verv— they got married. so it's a very, very interesting counter ergvmemi— very, very interesting counter argument point— very, very interesting counter argument point to those who say, oh argument point to those who say, or. .— argument point to those who say, is , ceme— argument point to those who say, oh , come on, you've— argument point to those who say, oh , come on, you've got to try oh, come on, you've got to try it oh, come on, you've got to try ii eri— oh, come on, you've got to try ii eii ieiere— oh, come on, you've got to try it all before you— oh, come on, you've got to try it all before you can settle ievm— it all before you can settle ievm vim— it all before you can settle down with the _ it all before you can settle down with the right one. no eciveiiv,— down with the right one. no actuallyr me — down with the right one. no actually, the important thing is to actually, the important thing is ie reeve— actually, the important thing is re ireve mei— actually, the important thing is to have that kind— actually, the important thing is to have that kind of self cemirei— to have that kind of self control that— to have that kind of self control that says i'm going to cemmii— control that says i'm going to cemmii ie— control that says i'm going to cemmii re e— control that says i'm going to commit to a relationship that is not commit to a relationship that is mei ivsi— commit to a relationship that is mei ivsi iesei— commit to a relationship that is not just based on— commit to a relationship that is not just based on sex as well. imieei— not just based on sex as well. mieei. se— not just based on sex as well. indeed. so should— not just based on sex as well. indeed. so should we- not just based on sex as well. indeed. so should we be- not just based on sex as well. indeed. so should we be teaching about the benefits of chasteness and singleness rather than i don't know how you called it, but promiscuity and fornication essentially the try before you buyidea essentially the try before you buy idea that dating culture promotes these days ? promotes these days? absolutely. i think promotes these days? - absolutely. i think abstinence mes— absolutely. i think abstinence mes e— absolutely. i think abstinence mes e piece— absolutely. i think abstinence mes e piece im— absolutely. i think abstinence has a place in all rac lessons. i has a place in all rac lessons. i mem— has a place in all rac lessons. i vev— has a place in all rac lessons. i mean, you have— has a place in all rac lessons. i mean, you have just had on a where— i mean, you have just had on a whole debate— i mean, you have just had on a whole debate on— i mean, you have just had on a whole debate on what is being revgm— whole debate on what is being ievgm im— whole debate on what is being revgm im icic— whole debate on what is being taught in rac. there should also be e— taught in rac. there should also be e where— taught in rac. there should also be a whole component that is eievi— be a whole component that is about self—control , whole. why about self—control, whole. why sievii— about self—control, whole. why sievii vve— about self—control, whole. why sievii ve es— about self—control, whole. why should we as an— about self—control, whole. why should we as an alternative eeiiem— should we as an alternative eeiiem .— should we as an alternative option , yeah. _

should we as an alternative option , yeah. option, yeah. as a part of a wider range of ideas . and it's wider range of ideas. and it's not even as an— cit; g : and it's not even as an alternative eeriem— not even as an alternative eeriem evi— not even as an alternative option, but maybe as the first siege— option, but maybe as the first siege sievii— option, but maybe as the first stage should always be about seri— stage should always be about self control— stage should always be about self control and— stage should always be about self control and exploring a relationship— self control and exploring a relationship from an emotional mi— relationship from an emotional and psychological ethical point of and psychological ethical point ei view— and psychological ethical point of view. rather— and psychological ethical point of view. rather than, hey , you of view. rather than, hey, you mew,— of view. rather than, hey, you mew, iei-s— of view. rather than, hey, you know, let's get— of view. rather than, hey, you know, let's get into bed , right? know, let's get into bed, right? ami— know, let's get into bed, right? ami iive— know, let's get into bed, right? ami be seen— know, let's get into bed, right? and i've seen some— know, let's get into bed, right? and i've seen some of- know, let's get into bed, right? and i've seen some of the- and i've seen some of the research coming out of csj that also supports this and says that families that break down before a child reaches 18, that child is twice as likely to end up either in prison or in trouble at school or homeless like the factors of family breakdown are detrimental. and we saw in this research that families that wait until the parents that wait until the parents that wait until they're married before they have sex are three times, three times more likely to have a stable relationship. and then, of seen research of course, we've seen research that that parents that that suggests that parents that are stay together longer are married stay together longer than parents who cohabiting than parents who are cohabiting . we get this message . so how can we get this message across side of across the positive side of a marriage, be chasing this and see singleness as an alternative

rather than as we've talked about promiscuity and fornication ? how do we promote fornication? how do we promote it as a good thing? i think we eremeie— it as a good thing? i think we eremeie ii— it as a good thing? i think we eremeie ii es— it as a good thing? i think we promote it as a— it as a good thing? i think we promote it as a good- e g: “g? i think we promote it as a good thing by eveieimimg— promote it as a good thing by explaining the— promote it as a good thing by explaining the impact on ciriiirem— explaining the impact on ciriiirem .— explaining the impact on children . no,— explaining the impact on children . no, no , no one who is children. no, no, no one who is in children. no, no, no one who is im reve— children. no, no, no one who is im ieve mi— children. no, no, no one who is im ieve emi vire— children. no, no, no one who is in love and who dreams of having ciriiirem— in love and who dreams of having ciriiirem is— in love and who dreams of having children is going— in love and who dreams of having children is going to— in love and who dreams of having children is going to be able to resisi— children is going to be able to resisi me— children is going to be able to resist the kind— children is going to be able to resist the kind of— children is going to be able to resist the kind of arguments mei— resist the kind of arguments mei ee— resist the kind of arguments that are based— resist the kind of arguments that are based on the facts . and that are based on the facts. and the that are based on the facts. and me iecis— that are based on the facts. and me iecis ee— that are based on the facts. and the facts are that— that are based on the facts. and the facts are that if— that are based on the facts. and the facts are that if a child's permis— the facts are that if a child's parents break— the facts are that if a child's parents break up, whether they ieve— parents break up, whether they ireve ieer— parents break up, whether they have been married or cohabiting, mei— have been married or cohabiting, mei ciriii— have been married or cohabiting, mei cmiii is— have been married or cohabiting, that child is more— have been married or cohabiting, that child is more likely to end up that child is more likely to end ve vim— that child is more likely to end up with substance— that child is more likely to end up with substance misuse and is iiveiv— up with substance misuse and is iiveiv ie— up with substance misuse and is more likely to end— up with substance misuse and is more likely to end up excluded mem— more likely to end up excluded mem seveei.— more likely to end up excluded from school. is— more likely to end up excluded from school. is more likely to ieve— from school. is more likely to ireve memiei— from school. is more likely to have mental health issues . and have mental health issues. and vev— have mental health issues. and vev sim— have mental health issues. and once you start looking at reieiiems— once you start looking at relations ships- once you start looking at relations ships from the point of relations ships from the point ei view— relations ships from the point ei ei— relations ships from the point of view of protecting that child mi— of view of protecting that child emi i— of view of protecting that child emi i mimi— of view of protecting that child and i think all— of view of protecting that child and i think all grown ups will be, vev— and i think all grown ups will be vev mew— and i think all grown ups will be vev mevv ,_ and i think all grown ups will be, you know , will be much more be, you know, will be much more receeiive— be, you know, will be much more receeiive re — be, you know, will be much more receptive to arguments about

merriege— receptive to arguments about merriege es— receptive to arguments about merriege es e— receptive to arguments about marriage as a stable foundation. aisiimemce— marriage as a stable foundation. aisiimemce es— marriage as a stable foundation. abstinence as a— marriage as a stable foundation. abstinence as a very important eiememi— abstinence as a very important eiememi ei— abstinence as a very important element of any— abstinence as a very important element of any relationship . element of any relationship. i vevii— element of any relationship. i vevii iive— element of any relationship. i would like to— element of any relationship. i would like to think— element of any relationship. i would like to think so,- element of any relationship. i would like to think so, but i'm not entirely convinced. people put facts before feelings these days. but thank you for your optimism. christine oden, and thank you the work that thank you for the work that you do centre for social justice. do at centre for social justice. god you. thank do at centre for social justice. god you . thank you. i want god bless you. thank you. i want to god bless you. thank you. i want re erieg— god bless you. thank you. i want re bring my— god bless you. thank you. i want to bring my dualists_ god bless you. thank you. i want to bring my dualists in- crier: thank you. i want to bring my dualists in on this so to bring my dualists in on this se-vveii— to bring my dualists in on this se-vveii ,_ to bring my dualists in on this se-vveii , rer- to bring my dualists in on this so -webb , for each- to bring my dualists in on this so webb , for each sexual so emma webb, for each sexual immer— so emma webb, for each sexual eermer semeeme— so emma webb, for each sexual partner someone has before mimeeg— partner someone has before mrimeeg ire— partner someone has before marriage, the likely likeliness of marriage, the likely likeliness ei mei— marriage, the likely likeliness of their marriage lasting deteriorates— of their marriage lasting deteriorates by 6.5% for each sevei— deteriorates by 6.5% for each sexual partner— deteriorates by 6.5% for each sexual partner they had before mmrieeg — sexual partner they had before mmrieeg iris— sexual partner they had before marriage. it's a— sexual partner they had before marriage. e marriage. it's a massive difference. it's extraordinary. i mean, the findings of this reveri— i mean, the findings of this report should— i mean, the findings of this report should be plastered everywhere.— report should be plastered everywhere. it's groundbreaking .—iees— everywhere. it's groundbreaking .—iees is- . and what it does is essentially- . and what it does is essentially it it bolsters the iiee— essentially it it bolsters the iiee ei— essentially it it bolsters the iiee ei ire— essentially it it bolsters the idea of the wisdom of tradition, iecese ei— idea of the wisdom of tradition, because, of course,— idea of the wisdom of tradition, because, of course, this is the way— because, of course, this is the vev mei— because, of course, this is the way that society— because, of course, this is the way that society used to be. and i way that society used to be. and i-vvirem— way that society used to be. and i-virem vve-re— way that society used to be. and i when we're looking at i think when we're looking at mi— i think when we're looking at evi-eiem - i think when we're looking at and odom mentioned and christina odom mentioned mere— and christina odom mentioned mere eievi— and christina odom mentioned there about sex— and christina odom mentioned there about sex education and ieecirimg— there about sex education and teaching about— there about sex education and teaching about abstinence , if teaching about abstinence, if you— teaching about abstinence, if vev reev— teaching about abstinence, if vev ieev ei— teaching about abstinence, if you look at what— teaching about abstinence, if you look at what we were just ieieiimg— you look at what we were just ieieiimg im— you look at what we were just debating in the— you look at what we were just debating in the jewel students

are debating in the jewel students i— debating in the jewel students i i— debating in the jewel students i i were— debating in the jewel students are i, i worry being encouraged to are i, i worry being encouraged re ie— are i, i worry being encouraged re be severe— are i, i worry being encouraged to be sexually active, being emcevregei— to be sexually active, being emcevregei .— to be sexually active, being encouraged . it's viewed as being encouraged. it's viewed as being seri— encouraged. it's viewed as being seri ei— encouraged. it's viewed as being seri ei eimesi— encouraged. it's viewed as being sort of almost psychologically meeimv— sort of almost psychologically ireeiiirv ie— sort of almost psychologically meeimv re ie— sort of almost psychologically healthy to be open and explore sieving— healthy to be open and explore smerimg im— healthy to be open and explore seeing in vevr— healthy to be open and explore sharing in your sexuality. and so on, when actually the facts, me— so on, when actually the facts, me im— so on, when actually the facts, the data suggests— so on, when actually the facts, the data suggests otherwise. and i the data suggests otherwise. and immi— the data suggests otherwise. and imimv ii— the data suggests otherwise. and imimv i ve— the data suggests otherwise. and i think if we want— the data suggests otherwise. and i think if we want to have a irviv— i think if we want to have a me meeimv— i think if we want to have a truly healthy society motty of ire— truly healthy society motty of course the traditional wisdom is rigiri— course the traditional wisdom is rigm em— course the traditional wisdom is rigm em mis— course the traditional wisdom is right on this too.— course the traditional wisdom is right on this too. you need to ieve— right on this too. you need to ireve siremg— right on this too. you need to have strong families. and if veve— have strong families. and if vevre geimg— have strong families. and if vevre geimg ie— have strong families. and if you're going to have strong iemiiies— you're going to have strong families,_have| families, you need to have siremg— families, you need to have strong individuals. and so i mimi— strong individuals. and so i mink mei— strong individuals. and so i think that really we, as you were—mew,- were saying, you know, abstinence— were saying, you know, abstinence should be something that abstinence should be something mei-eievi— abstinence should be something that-about in- abstinence should be something that about in schools. that is taught about in schools. imi— that is taught about in schools. ami—mew- and of course, we know that vevmger— and of course, we know that vevmger eeeeie— and of course, we know that younger people actually younger people now are actually mevimg— younger people now are actually mevimg-ami— younger people now are actually irevimg-imi se- younger people now are actually having and so perhaps having less sex. and so perhaps vveiii— having less sex. and so perhaps veiii emi— having less sex. and so perhaps veiii emi ve— having less sex. and so perhaps we'll end up with— having less sex. and so perhaps we'll end up with stronger iemiiies— we'll end up with stronger families further down the line. iievie— families further down the line. iievie mis— families further down the line. iievie iris is— families further down the line. maybe this is cyclical thing. maybe this is a cyclical thing. if maybe this is a cyclical thing. ii-ieimg— maybe this is a cyclical thing. if being optimistic. if i was being optimistic. amm— if i was being optimistic. aaron bastani— if i was being optimistic. aaron bastani we- if i was being optimistic. aaron bastani we hear the argument quite often that young people need to have sex education at younger and younger age because we're exposed to on the internet. they're exposed to age because we're exposed to on the inillicit. they're exposed to age because we're exposed to on the inillicit actsey're exposed to age because we're exposed to on the inillicit acts anyway,)sed to age because we're exposed to on the inillicit acts anyway, sod to these illicit acts anyway, so they need know about them. is they need to know about them. is this encouraging

this not encouraging the promiscuous of hook—up promiscuous dating of hook—up culture should we not be teaching them more abstinence and singleness and all the positives of marriage and sex after marriage all that after marriage and all that stuff instead? well, i think responding to the question, i think of a major think we do have of a major social crisis in relation to young people and clearly, i don't think it's taken anywhere seriously enough in terms of addressing that. i'd personally say we need to make very, say we need to make it very, very difficult, not very difficult, if not impossible, somebody under very difficult, if not impozbeile, somebody under very difficult, if not impozbe able somebody under very difficult, if not impozbe able to romebody under very difficult, if not impozbe able to accessdy under very difficult, if not impozbe able to access it.under 18 to be able to access it. i think. i think that's a major issue.i think. i think that's a major issue. i don't mean magazines on a shelf. think the immediate a shelf. i think the immediate gratification online gratification element of online is very very powerful and is very new, very powerful and deeply for me . and deeply troubling for me. and quickly, i've got so much to say on this and i could go on leaving, but i won't. it's a small sample, so we don't you know, in terms of 3750, it's know, in terms of the 3750, it's quite decent song. it's in the quite a decent song. it's in the us. just in the us though, isn't it? yeah. i mean, it's fascinating because 6% fascinating because the 6% figure, go, yeah, figure, you just go, yeah, goodness. would goodness. so it would be interesting were interesting if there were further on that because further studies on that because it's amazing, amazing it's just an amazing, amazing figure. mean, i was figure. secondly i mean, i was raised so offer a counter

example. i raised by my mum. example. i was raised by my mum. my example. i was raised by my mum. my and mum weren't together my dad and mum weren't together and a great job and and she did a great job and i was raised well by both of was raised very well by both of them, and them, turned out okay. and i think in that situation it was a much better way to raise a child than had they just been an unhappy marriage together. and i do that. and why do believe that. and that's why i the right to i believe in the right to divorce, etcetera. divorce, etcetera, etcetera. right. i also do think right. however i also do think that the situation to that the ideal situation to raise child is obviously to raise a child is obviously to people are happy and people who are happy and married. sometimes married. i just think sometimes that things work out. that isn't how things work out. thank saying thank you for saying that because so because i think that's so important. because any time i talk or anyone talks about talk about or anyone talks about marriage being the ideal situation family in, situation to raise a family in, people but why are you people say, but why are you denigrating single parents? it's not i come not about that at all. i come from a single parent family myself. did an myself. if my mother did an amazing bless her, the best amazing job, bless her, the best she there is an she could. however, there is an ideal she could. however, there is an ideal. that's the situation here, isn't it? i want quote here, isn't it? i want to quote you, emma, the love matters you, emma, from the love matters report church report that the church of england week. this england released this week. this is being single does is a quotation being single does not anyone's access to not restrict anyone's access to being nurtured. being loved and nurtured. however does singleness however nor does singleness imply to imply celibacy. the choice to remain not deny the remain single does not deny the enjoyment a sexual

enjoyment of a sexual relationship might relationship app, but it might indicate avoid being indicate a wish to avoid being committed a permanent couple committed in a permanent couple relationship, preferring the freedom single freedom which staying single can offer. the church offer. now, if even the church offer. now, if even the church of england is endorsing promiscuous lifestyle and fornication and adultery , how fornication and adultery, how does anyone have a chance ? does anyone have a chance? well, not to take this off on a remem— well, not to take this off on a rmgemi evi— well, not to take this off on a rmgemi ivi i— well, not to take this off on a tangent, but i really i gemvimeiv— tangent, but i really i genuinely wonder why the bishops of genuinely wonder why the bishops ei ire— genuinely wonder why the bishops ei me cmvrcir— genuinely wonder why the bishops of the church of— genuinely wonder why the bishops of the church of england are ieimg— of the church of england are ieimg vim— of the church of england are doing what they're doing. why? why— doing what they're doing. why? why ee— doing what they're doing. why? why are-bishops- doing what they're doing. why? why are bishops in the why are they bishops in the cirvrcm— why are they bishops in the church england? just church of england? just leave, go church of england? just leave, ge—cereereiel church of england? just leave,i go_corporate and go and work for a corporate and ieiieve— go and work for a corporate and ieiieve vev— go and work for a corporate and believe your ideas— go and work for a corporate and believe your ideas of believe your ideas outside of me— believe your ideas outside of ire-evi— believe your ideas outside of ire-evi me- believe your ideas outside of the-but the idea- believe your ideas outside of the but the idea that the church. but the idea that you— the church. but the idea that vev cevii— the church. but the idea that vev cevii es— the church. but the idea that you could as a— the church. but the idea that you could as a as— the church. but the idea that you could as a as a bishop in a in e— you could as a as a bishop in a in e im— you could as a as a bishop in a in e in e— you could as a as a bishop in a in a in a official— you could as a as a bishop in a in a in a official church report , mei— in a in a official church report , mei meie— in a in a official church report , mei meie e— in a in a official church report , not make a claim like this mei— , not make a claim like this mm is— , not make a claim like this mm is se— , not make a claim like this that is so contrary to traditional- that is so contrary to traditional christian teaching mi— traditional christian teaching and doctrine.— traditional christian teaching and doctrine. i— traditional christian teaching and doctrine. i think is wild. imi— and doctrine. i think is wild. mi se— and doctrine. i think is wild. mi se i— and doctrine. i think is wild. and so it really— and doctrine. i think is wild. and so it really does show the emem— and so it really does show the emem ie— and so it really does show the extent to which _ and so it really does show the extent to which the church of imgimi— extent to which the church of imgimi is— extent to which the church of england is appealing to what it perceives— england is appealing to what it pereives es— england is appealing to what it perceives as the _ england is appealing to what it perceives as the dominant view of perceives as the dominant view ei secvie— perceives as the dominant view of secular society,— perceives as the dominant view of secular society, rather than irvimg— of secular society, rather than rrvimg ie— of secular society, rather than trying to appeal— of secular society, rather than trying to appeal to fellow christians— trying to appeal to fellow christians and— trying to appeal to fellow christians and what they should be ieimg— christians and what they should be ieimg mi—

christians and what they should be doing and what their vocation evgiri— be doing and what their vocation evgm ie— be doing and what their vocation evgm re ie— be doing and what their vocation evgm re ie is— be doing and what their vocation ought to be is to— be doing and what their vocation ought to be is to be sort of a shining— ought to be is to be sort of a shining iigm— ought to be is to be sort of a shining light to— ought to be is to be sort of a shining light to the rest of the cemme— shining light to the rest of the countryv ie— shining light to the rest of the country, to secular society of more elevated,— country, to secular society of more elevated, transcendent merei— more elevated, transcendent mereivevesi— more elevated, transcendent merei i .— more elevated, transcendent moral values . but actually, moral values. but actually, mei-s— moral values. but actually, mei-s mei— moral values. but actually, that's not what— moral values. but actually, that's not what they're doing. imi— that's not what they're doing. ami me — that's not what they're doing. ami me reci— that's not what they're doing. and the fact that— that's not what they're doing. and the fact that this this piece— and the fact that this this piece ei— and the fact that this this piece of research has has come evi— piece of research has has come evi im— piece of research has has come evi in me— piece of research has has come evi in me mews— piece of research has has come out in the news the same week as mis— out in the news the same week as iris reperc— out in the news the same week as iris reperi, i— out in the news the same week as this report, i think— out in the news the same week as this report, i think is— out in the news the same week as this report, i think is very ieimg,— this report, i think is very telling, because if they were irviv— telling, because if they were me srickimg— telling, because if they were truly sticking to— telling, because if they were truly sticking to a tradition, irrev— truly sticking to a tradition, mev vevii— truly sticking to a tradition, they would actually also be siicvimg— they would actually also be siiciimg ie— they would actually also be sticking to facts. but sticking to the facts. but imevire— sticking to the facts. but they're interested, far they're more interested, far mere—pvsirimgi more interested in pushing a pregressive— more interested in pushing a progressive ideology than they are progressive ideology than they im— progressive ideology than they im ieimg— progressive ideology than they are in doing-they- progressive ideology than they are in doing they should be are in doing what they should be ieimg— are in doing what they should be ieimglpisireps. — are in doing what they should be doing bishops. viii“ “ pirt doing as bishops. well, in fact, the report doesn't just ignore sin. it promotes sin. and without there no without sin, there is no repentance. repentance, repentance. without repentance, there's is there's no heaven. so this is a salvation this is salvation issue. this is actually this report. but actually evil. this report. but plenty more to come on this this evening. we'll speaking evening. we'll be speaking to bishop shortly about bishop stuart bell shortly about his from his excommunicate from the church in and the recent church in wales and the recent gafcon conference in rwanda. you are the common—sense are watching the common—sense crusade on

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people's channel britain is veicirimg . — people's channel britain is watching . f people's channel britain is watching. f f people's channel britain is watching . f f watching. welcome back to the common sense crusade with me, the reverend calvin robinson on your tv online and on your wireless bishop, stewart bell, recently decided to leave the church in wales to join gafcon obe a decision that led him to being excommunicated by the church in wales. he was also an attendee at the recent gafcon in rwanda, an event which could hold huge significance for the church and bishop stewart bell joins me now. good evening. bishop stewart, thank you for joining us. you left the church in wales to join gafcon, in wales to join to join gafcon, to ace . and was that to join ace. and was that a difficult decision for you and what sparked it? um to be honest , i have been deeply bereaved of the church in wales. i served for 50 years. in 1971, i was ordained and 2021 i left the church in wales. so ordained and 2021 i left the church in wales . so there was 50 church in wales. so there was 50 years of service within the saint david's diocese and i had done my very best to bring some

renewal to the church in wales through the work that i was doing, both locally and nationally . albie and i have to nationally. albie and i have to say that as we stepped away from belonging to the church in wales, the grief was absolutely enormous . i wales, the grief was absolutely enormous. i think that i'm past that now. that's nearly two years since we moved away . but years since we moved away. but the convincing issue was the break in the views of the church in wales. they're stepping away from scripture. they did that on the 6th of september 2021. they decided that they were no longer going to listen to scripture and use that as the basis of sexual ethics, but rather that they were going to listen to the voice of contemporary society . voice of contemporary society. and that was the break for me . and that was the break for me. i found it amazing to observe iecese— i found it amazing to observe because there— i found it amazing to observe because there are— i found it amazing to observe because there are a number of irereiics— because there are a number of mereiics im— because there are a number of heretics in the— because there are a number of heretics in the church in wales. they— heretics in the church in wales. imev rever— heretics in the church in wales. imev gei— heretics in the church in wales.

they never get excommunicated. you they never get excommunicated. vev eiirere— they never get excommunicated. vev eiirere ie— they never get excommunicated. you adhere to the— they never get excommunicated. you adhere to the scriptures and you you adhere to the scriptures and vev savv— you adhere to the scriptures and vev save i— you adhere to the scriptures and vev sev, i iem-i— you adhere to the scriptures and you say, i don't want any of iris— you say, i don't want any of this modern— you say, i don't want any of this modern fluff that you guys are this modern fluff that you guys ieimg— this modern fluff that you guys ieimg mi— this modern fluff that you guys are doing and you— this modern fluff that you guys are doing and you get excommunicated church excommunicated by the church of vveies— excommunicated by the church of veies-ie— excommunicated by the church of wales-do-think- excommunicated by the church of wales do think that was wales. so do you think that was an wales. so do you think that was me—m mei- wales. so do you think that was an_on their part. an overreaction on their part mi— an overreaction on their part emi iees— an overreaction on their part emi iees ii— an overreaction on their part and does it tell— an overreaction on their part and does it tell you about the iiiieremi— and does it tell you about the different theological standpoints? i/ip;pi “ different theological standpoints? yeah, you standpoints? yeah, when you use the excommunicated, the word excommunicated, i'm not exactly been exactly sure that i have been that because i still receive communion locally and it hasn't been refused to me yet . but the been refused to me yet. but the letter did say to— been refused to me yet. but the letter did say to refuse- “ : but the letter did say to refuse you, iiimii— letter did say to refuse you, iiimii ii— letter did say to refuse you, iiimii ii . — letter did say to refuse you, didn't it. no. _ letter did say to refuse you, didn't it. bite �*pviitgl letter did say to refuse you, didn't it . bitr �*pviitgl letter did say to refuse you, didn't it. bite �*pviitgt e letter did say to refuse you, didn't it . bite �*pviitgt e e: didn't it. no. well no, it said that that others were not to receive communion from me , which receive communion from me, which is a slightly different thing . is a slightly different thing. yeah. all of the clergy in the church in wales were told that they might that they should not receive communion from me and they should not invite me to their churches without express permission of the diocese and diocesan bishop . and this is diocesan bishop. and this is iecese— diocesan bishop. and this is iecese vev— diocesan bishop. and this is because you believe- e: f“ and this is because you believe in the meie.— because you believe in the bible. bishop— because you believe in the bible. bishop stewart we had we had bible. bishop stewart we had we irei e— bible. bishop stewart we had we had a wonderful— bible. bishop stewart we had we had a wonderful time in kigali, ieeviiivi— had a wonderful time in kigali, beautiful country— had a wonderful time in kigali, beautiful country , beautiful beautiful country, beautiful peepie,— beautiful country, beautiful peepie, verv— beautiful country, beautiful people, very hospitable . what people, very hospitable. what were your main— people, very hospitable. what were your main takeaways from

emcev— were your main takeaways from circov — were your main takeaways from circov revr— were your main takeaways from gafcon four the— were your main takeaways from gafcon g were your main takeaways from gafcon “g gafcon four the thing that that impressed me the most was the clarity with which the people at that conference saw the issues that conference saw the issues that we are facing here in the united kingdom . um, there is to united kingdom. um, there is to some degree dust being thrown in our eyes that this is an issue concerning sexuality . in fact, concerning sexuality. in fact, it is an issue relating to whether or not the scriptures are true and whether or not the church is going to stand by them. generation by generation. decisions need to be made as to whether or not we are going to use the scriptures to be the plumb line, both for the things that we believe and the way that we behave. kyiv whenever the church sticks to that, to the scriptures, then it is healthy and strong. but that decision has to be made by each succeeding generation . and the succeeding generation. and the past is an illustration , and past is an illustration, and particularly the reformation . particularly the reformation. 400 years ago, there was a time when martin luther and the other

reformers had to correct the direction of travel of the church according to the scriptures. i think that we are facing today a decision that is as momentous as that was then, and it is facing the church in wales and the church of england and the anglican church in the west . are we going to live that west. are we going to live that teach and believe the plumb line of the scriptures, or are we going to drift to follow contemporary culture that is an interesting statement because i've thought about the jerusalem declaration, which came out of gafcon as a modern day creed because so and because it's so sound and orthodox. buti because it's so sound and orthodox. but i hadn't thought mevr— orthodox. but i hadn't thought eievi iris— : but i hadn't thought about this movement as being a reiermeiiem— about this movement as being a reformation to— about this movement as being a reformation to the— about this movement as being a reformation to the reformation mei—pecevse- reformation to the reformation. that _ because i don't that troubles me because i don't mimi— that troubles me because i don't mink-veep— that troubles me because i don't think keep reforming in think you can keep reforming in mei— think you can keep reforming in that-because— think you can keep reforming in that-because it— think you can keep reforming in that because it results in that way because it results in spir— that way because it results in spiii mer— that way because it results in split after split— that way because it results in split after split or schism mer— split after split or schism after schism.— split after split or schism after schism. so perhaps we need to after schism. so perhaps we need ie—ei— after schism. so perhaps we need ie—ei revmiiimg- after schism. so perhaps we need to_of reuniting the- to find a way of reuniting the cirvrcir— to find a way of reuniting the church rather— to find a way of reuniting the church rather continuing to church rather than continuing to sepereie. — church rather than continuing to sepereie. evi— church rather than continuing to separate. but what advice would you separate. but what advice would vev—iremremi separate. but what advice would you|still_brethren| separate. but what advice would you still remain brethren separate. but what advice would you still remain in brethren separate. but what advice would you still remain in the brethren separate. but what advice would you still remain in the church�*i who still remain in the church of who still remain in the church ei-cmvrcm— who still remain in the church ei-cmvrcm im- who still remain in the church. of-church in-and of wales or church in wales and the of wales or church in wales and ire-ei— of wales or church in wales and ire-er imgimi- of wales or church in wales and the-of england ? - of wales or church in wales and the of england ? / the church of england? yeah, i regrei—

the church of england? yeah, i regrei ie— the church of england? yeah, i regrei re sev— the church of england? yeah, i regret to say that. _ the church of england? yeah, i regret to say that. i— the church of england? yeah, i regret to say that. i think that there are two different things. i know the church in wales much more intimately than than i know the church england. and i was the church of england. and i was walking just walking in the hills just a couple of weeks ago and i was looking for a frogspawn . and one looking for a frogspawn. and one of the things that i noticed was that some of the frogs had foolish laid their spawn, their eggsin foolish laid their spawn, their eggs in puddles that were going to evaporate . and i regret to to evaporate. and i regret to say that the church in wales is in the process of evaporating even according to their own statistics . they have got about statistics. they have got about eight years left . at the moment eight years left. at the moment they are some 20,000 attendees per sunday and it's predicted that within eight years or so they're going to be down to three to 3500, which is just unsustainable at the moment. they are little more than a deanery in the nigerian church. the anglican church in nigeria . the anglican church in nigeria. so i regret to say that that that it so i regret to say that that thatitis so i regret to say that that

that it is time for new wineskins in the church in wales . i think that the situation in england is substantially different , primarily because different, primarily because they've still got so many orthodox christians as part of the church of england who are doing a tremendous job. some of the major churches of the church of england are absolutely thriving in terms of their numbers and their desire to keep people within the church of england in order to seek reformation and renewal. is admirable. and i think potentially might succeed . potentially might succeed. well, that's the one point we do iisegree— well, that's the one point we do iisegree — well, that's the one point we do disagree on. but— well, that's the one point we do disagree on. but thank you for evening— disagree on. but thank you for everything you're— disagree on. but thank you for everything you're doing, bishop sivm— everything you're doing, bishop siveri eeri— everything you're doing, bishop stuart bell. and— everything you're doing, bishop stuart bell. and if you if your viewers are in— stuart bell. and if you if your viewers are in wales and looking for viewers are in wales and looking ier e— viewers are in wales and looking ier e semi— viewers are in wales and looking for a sound church,— viewers are in wales and looking for a sound church, do please cemieci— for a sound church, do please contact bishop— for a sound church, do please contact bishop stuart bell. now ieiis— contact bishop stuart bell. now recs-seme— contact bishop stuart bell. now ieiis-seme ei— contact bishop stuart bell. now let's-some of your- contact bishop stuart bell. now let's some of your crusader let's get some of your crusader comments. -take- let's get some of your crusader comments. -take a- let's get some of your crusader comments. take a look at comments. let's take a look at ei— comments. let's take a look at ei vev— comments. let's take a look at some of your emails from tonight on some of your emails from tonight em-ieiere— some of your emails from tonight on-before marriage.- some of your emails from tonight on before marriage. juliet on sex before marriage. juliet seve— on sex before marriage. juliet sevs ceei— on sex before marriage. juliet says, good evening, reverend. sev— says, good evening, reverend.

sex ieiere— says, good evening, reverend. sex before marriage is a no no. i sex before marriage is a no no. i sev— sex before marriage is a no no. i sev me— sex before marriage is a no no. i sev me resi— sex before marriage is a no no. i say no test driving just by mem— i say no test driving just by mem .— i say no test driving just by mem . drive— i say no test driving just by then . drive the— i say no test driving just by then . drive the car god's way is then. drive the car god's way is eivevs— then. drive the car god's way is eivevs rigiri— then. drive the car god's way is eivevs rigm .— then. drive the car god's way is always right. emma webb was iriiiimi— always right. emma webb was brilliant last— always right. emma webb was brilliant last week. well chosen siiekici— brilliant last week. well chosen siievicv. sire— brilliant last week. well chosen sidekick. she was— brilliant last week. well chosen sidekick. she was fantastic. vvesmii— sidekick. she was fantastic. vvesmii smee— sidekick. she was fantastic. wasn't she? thank you for giving me me— wasn't she? thank you for giving me the opportunity. and the remimier— me the opportunity. and the remimier ie— me the opportunity. and the reminder to say— me the opportunity. and the reminder to say that emma was sat reminder to say that emma was sei-mei— reminder to say that emma was sei-irei seei— reminder to say that emma was sat-hot seat last- reminder to say that emma was sat hot seat last week, sat in my hot seat last week, mi— sat in my hot seat last week, emi sire— sat in my hot seat last week, emi sire iii— sat in my hot seat last week, and she did a— sat in my hot seat last week, and she did a wonderful job. so mmi— and she did a wonderful job. so mmv vev— and she did a wonderful job. so mmk vev rer— and she did a wonderful job. so thank you for that. _ and she did a wonderful job. so thank you for that. emma on lg merei— thank you for that. emma on lg lgbtq+ ideology— thank you for that. emma on lg lgbtq+ ideology being taught in scmeeis. —ie- lgbtq+ ideology being taught in seems—re sev| schools. maggie emailed to say why— schools. maggie emailed to say why ee— schools. maggie emailed to say why are schools— schools. maggie emailed to say why are schools teaching about reieiiemsirips— why are schools teaching about relationships these relationships sometimes these ieecirers— relationships sometimes these ieecirers ee— relationships sometimes these teachers are in— relationships sometimes these teachers are in their early 20s. ievv— teachers are in their early 20s. vev cm— teachers are in their early 20s. vev mev— teachers are in their early 20s. how can they know more about reieiiemsirips— how can they know more about relationships than— how can they know more about relationships than parents? merrier— relationships than parents? ameiirerverv— relationships than parents? another very good point, maggie, is mei— another very good point, maggie, is mei mei— another very good point, maggie, is not their job,— another very good point, maggie, is not their job, is— another very good point, maggie, is not their job, is it? but is not theirjob, is it? but epperemriv— is not theirjob, is it? but apparently the- is not theirjob, is it? but apparently the government says it apparently the government says ii—mem- apparently the government says ii—mem iiee- apparently the government says ii—mem icei .- apparently the government says it_them, rob . it. it is. so blame them, rob. it iisegrees— it is. so blame them, rob. it disagrees though he disagrees with me, though he sevs—vremgl disagrees with me, though he| sevs—vvremg. ime says you're utterly wrong. the crevice— says you're utterly wrong. the cirvrcm is— says you're utterly wrong. the church is dying— says you're utterly wrong. the church is dying on legs church is dying on its legs iecese— church is dying on its legs iecese ii— church is dying on its legs because itlway- church is dying on its legs because it way behind the because it is way behind the iimes— because it is way behind the iimes-pvsirimg- because it is way behind the times. pushing bigoted times. you're pushing bigoted iieeis— times. you're pushing bigoted ideals wrapped— times. you're pushing bigoted ideals wrapped around religion. i'm ideals wrapped around religion. rim—env— ideals wrapped around religion. .-m_.., memsl ideals wrapped around religion.| i'm—any means, but ideals wrapped around religion.. i'm—any means, but i i'm not woke by any means, but i am gav— i'm not woke by any means, but i em gev mi— i'm not woke by any means, but i am gay and utterly— i'm not woke by any means, but i am gay and utterly resent the iigeiei— am gay and utterly resent the bigoted views— am gay and utterly resent the bigoted views .— am gay and utterly resent the bigoted views . well, they're not bigoted views. well, they're not iigeiei—iirevirel bigoted views, robert. they're cmisiim— bigoted views, robert. they're christian views. _ bigoted views, robert. they're christian views. they're iiiiicei— christian views. they're biblical views. the reason biblical views. and the reason the biblical views. and the reason ire—is- biblical views. and the reasoni the—is because the church is dying is because it's the church is dying is because iris-ie— the church is dying is because it's-to catch— the church is dying is because it's-to catch up- the church is dying is because it's to catch up with it's trying to catch up with secieiei— it's trying to catch up with societal norms,— it's trying to catch up with societal norms, because it's

societal norms, not because it's immi— societal norms, not because it's iemimi-merms.- societal norms, not because it's behind norms. wherever societal norms, not because it's beh church norms. wherever societal norms, not because it's behchurch orthodox, wherever societal norms, not because it's beh church orthodox, it herever the church is orthodox, it irrives— the church is orthodox, it revives-ii- the church is orthodox, it thrives-it triesi the church is orthodox, it. thrives-it tries to the church is orthodox, it- thrives-it tries to be. thrives wherever it tries to be. iieierm — thrives wherever it tries to be. modern .catch _ thrives wherever it tries to be. modern catch with the modern and catch up with the iimes— modern and catch up with the iimeslieiis. — modern and catch up with the times..fails. the— modern and catch up with the times. fails. the evidence times. it fails. the evidence speevs— times. it fails. the evidence speaks-thank- times. it fails. the evidence speaks-thank for speaks for itself. thank you for vev— speaks for itself. thank you for your comments— speaks for itself. thank you for your comments this evening and immis— your comments this evening and thanks-dualists- your comments this evening and. thanks-dualists-webb thanks to my dualists emma webb and thanks to my dualists emma webb evi—cemimg- thanks to my dualists emma webb mi—cemimg vp- thanks to my dualists emma webb mi—cemimg vp iml and aaron bastani coming up in the and aaron bastani coming up in ire-peri— and aaron bastani coming up in ire-pm ei— and aaron bastani coming up in ire-pm ei mv— and aaron bastani coming up in the part of my common the final part of my common sense crusade— the final part of my commoni sense crusade—lady sense crusade this week, lady vicierie—ie- sense crusade this week, lady victoria _ be here l sense crusade this week, ladyi victoria—be here to victoria harvey will be here to reu— victoria harvey will be here to ieiileievi— victoria harvey will be here to ieiileievi e— victoria harvey will be here to tell about a remarkable tell us about a remarkable ceiieciiem— tell us about a remarkable collection unseen collection of unseen royal photographer— collection of unseen royal photograp for_ collection of unseen royal photograp for charity. excuse me auctioned for charity. excuse me - my— auctioned for charity. excuse me . rev-gene.— auctioned for charity. excuse me . rev-gene. vev- auctioned for charity. excuse me . my-gone. you are- . my voice is gone. you are veicirimg— . my voice is gone. you are watching the— . my voice is gone. you are watching the common sense crvseie— watching the common sense crusade live— watching the common sense crusade live on— watching the common sense crusade live on .—

gb news, where? i gb news,- where? welcome lei vevs,— where? welcome back | m vevs,— where? welcome back to lei vevs,— where? welcome back to the pregrem— where? welcome back to the pregrem. iris— where? welcome back to the program. it's now time for ceivimis— program. it's now time for calvin's concern- program. it's now time for calvin's concern . loving these calvin's concern. loving these grepirics— calvin's concern. loving these grepmics .— calvin's concern. loving these new graphics . well, we carried new graphics. well, we carried out new graphics. well, we carried evi e— new graphics. well, we carried evi e ivviiier— new graphics. well, we carried out a twitter poll— new graphics. well, we carried out a twitter poll earlier iemigiri— out a twitter poll earlier tonight where- out a twitter poll earlier tonight where we asked, should the tonight where we asked, should me ieer— tonight where we asked, should me mm o— tonight where we asked, should the lgbt q plus— tonight where we asked, should the lgbt q plus ideology be

ievgiri— the lgbt q plus ideology be ievgm im— the lgbt q plus ideology be taught in schools? no, it's iecirimei— taught in schools? no, it's iecirimei .— taught in schools? no, it's doctrinal . an— taught in schools? no, it's doctrinal . an indoctrination or doctrinal. an indoctrination or ves— doctrinal. an indoctrination or yes ,— doctrinal. an indoctrination or ves , iris— doctrinal. an indoctrination or yes , it's inclusive. the results yes, it's inclusive. the results are ,_ yes, it's inclusive. the results , 0g,— yes, it's inclusive. the results , em see-sie— yes, it's inclusive. the results are , oh, 89.3% of— yes, it's inclusive. the results are , oh, 89.3% of you say it's are, oh, 89.3% of you say it's indoctrination— are, oh, 89.3% of you say it's indoctrination and 10.7% of you are woke. apparently. so thank you— are woke. apparently. so thank vev verv— are woke. apparently. so thank vev verv mvcir— are woke. apparently. so thank you very much for— are woke. apparently. so thank you very much for voting. please do you very much for voting. please ie semi— you very much for voting. please ie semi im— you very much for voting. please ie semi im vev— you very much for voting. please do send in your views via email mi— do send in your views via email emi meei— do send in your views via email emi ivveei es— do send in your views via email and tweet as well— do send in your views via email and tweet as well at this time. vexi— and tweet as well at this time. next weekend,— and tweet as well at this time. next weekend, we'll be celebrating— next weekend, we'll be celebrating coronation ion. celebrating the coronation ion. imi— celebrating the coronation ion. ami es— celebrating the coronation ion. ami es peri— celebrating the coronation ion. mi es pm ei— celebrating the coronation ion. and as part of the celebrations v_of_ and as part of the celebrations ,_g rere- and as part of the celebrations ,_g royal- , a collection of rare royal pmeregrepms— , a collection of rare royal photographs were auctioned off this photographs were auctioned off iris-rer— photographs were auctioned off this-for charity. - photographs were auctioned off this for charity. the this week for charity. the previevsiv— this week for charity. the previously images this week for charity. the- previously-images were previously unseen images were iisceverei— previously unseen images were iisceverei im— previously unseen images were discovered in the— previously unseen images were discovered in the attic of the royal— discovered in the attic of the royal photographer, the late w remes— royal photographer, the late w iemes ,— royal photographer, the late w remes , es lady— royal photographer, the late w jones , as lady victoria harvey, jones, as lady victoria harvey, cvreeri— jones, as lady victoria harvey, cvreeri ei— jones, as lady victoria harvey, curator of the _ jones, as lady victoria harvey, curator of the exhibition, and sire— curator of the exhibition, and sire ieims— curator of the exhibition, and sire ieims me— curator of the exhibition, and she joins me now . good evening, she joins me now. good evening, vicierie.— she joins me now. good evening, vicierie. ceei— she joins me now. good evening, victoria. good evening. thank vev.— victoria. good evening. thank vev. immi— victoria. good evening. thank vev. immi vev.— victoria. good evening. thank you. thank you. i'm- victoria. good evening. thank you. i'm very well. you. thank you. i'm very well. iev— you. thank you. i'm very well. vev-veve— you. thank you. i'm very well. vev-veve verv— thank you. i'm very well. how you? very good. / how are you? very good. yeah. vvemierivi— how are you? very good. yeah. wonderful event.— how are you? very good. i/et;pi“ wonderful event. thank you for the wonderful event. thank you for ire-cm— wonderful event. thank you for ire-cm-ieiv- wonderful event. thank you for the-can-talk to. the invitation. can you talk to us the invitation. can you talk to vsliiiiie — the invitation. can you talk to vsliiiiie iii— the invitation. can you talk to usllittle bit about- the invitation. can you talk to us little bit about why you us a little bit about why you cirese— us a little bit about why you cirese ie— us a little bit about why you chose to auction— us a little bit about why you chose to auction these photographs- chose to auction these photographs off for charity? war, — photographs off for charity? veiv—iive- photographs off for charity? well, _ like the| well, i just think, like the where— well, i just think, like the whole-behind- well, i just think, like the whole behind these whole story behind these picivres— whole story behind these pictures interesting as pictures was so interesting as veii. — pictures was so interesting as mi se— pictures was so interesting as mi se. vev— pictures was so interesting as well. so, you know- pictures was so interesting as well. so, you know, so the photos were found in an attic. the name w jones is, according to some some historians actually

like they think he was actually worked in intelligence right . worked in intelligence right. and he was using a pseudo name because he had this incredible access and he's not on the list of actual royal photographers that people would know of. and a lot of and some of the pictures , you know, if it's like a family photo, everyone would be looking at the photographer. right. and some of them are ieevimg— right. and some of them are ieekimg mev— right. and some of them are looking away and they're a bit iive— looking away and they're a bit more like relaxed— looking away and they're a bit more like relaxed and so it's reeiiv— more like relaxed and so it's really interested— more like relaxed and so it's really interested thing. ' “e: really interested thing. and mei-s— really interested thing. and mei-s viv— really interested thing. and mei-s viv ii— really interested thing. and that's why it was— really interested thing. and that's why it was like nothing like this has really been seen before and our viewers can see some of the photographs on screen. they're they're quite memge,— screen. they're they're quite intimate, aren't— screen. they're they're quite intimate, aren't-so - petites“ they're they're quite intimate, aren't so if intimate, aren't they? so if mis— intimate, aren't they? so if iris es— intimate, aren't they? so if iris e— intimate, aren't they? so if this was a cover,- intimate, aren't they? so if this was a cover, he was getting gviie— this was a cover, he was getting gviie ciese— this was a cover, he was getting quite close. yeah.— this was a cover, he was getting quite close. yeah. yeah. quite close. yeah. yeah yeah. i i— quite close. yeah. yeah yeah. i mean i mean, obviously- quite close. yeah. yeah yeah. i mean i mean, obviously worked mean i mean, obviously he worked for it's he yeah, for them, but it's he yeah, he had a access for a long had a lot of access for a long time and it's just a really interesting story behind it. and obviously next week. obviously coronation next week. it just seemed like good it just seemed like a good timing. so you raised money, which— timing. so you raised money, viricm-vevr— timing. so you raised money, which-your charity- e “q so you raised money, which your charity so which was your charity did so i ieve— which was your charity did so i have lorganisation_

which was your charity did so i have organisation in the us have a organisation in the us ceiiei— have a organisation in the us called preserve— have a organisation in the us called preserve our wild , and called preserve our wild, and it's called preserve our wild, and is ee— called preserve our wild, and is ei— called preserve our wild, and is ei mv— called preserve our wild, and it's one of my sort of lifelong pessiems— it's one of my sort of lifelong pessiems is— it's one of my sort of lifelong passions is working with extinct mimeis— passions is working with extinct animals almost— passions is working with extinct animals almost on the border of eviimciiem. — animals almost on the border of eviimciiem. i— animals almost on the border of extinction. i was— animals almost on the border of extinction. “g extinction. i was working a lot with born free foundation before i set this up and have travelled to many different african countries from cameroon and ethiopia. and you know, iimeremi— ethiopia. and you know, different projects- and you know, different projects from working vim— different projects from working vim geriiies— different projects from working with gorillas and doing documentaries there and veccimeiimg— documentaries there and vaccinating ethiopian wolves and on vaccinating ethiopian wolves and em ire— vaccinating ethiopian wolves and on the sanetti_ vaccinating ethiopian wolves and on the sanetti plateau, because mevire— on the sanetti plateau, because mevire eimesi— on the sanetti plateau, because they're almost on— on the sanetti plateau, because they're almost on the border of eviimciiem — they're almost on the border of extinction, because they get reiies— extinction, because they get reiies mem — extinction, because they get rabies from the— extinction, because they get rabies from the local dogs. and so rabies from the local dogs. and se i— rabies from the local dogs. and se i sei— rabies from the local dogs. and se i sei mis— rabies from the local dogs. and so i set this up— rabies from the local dogs. and so i set this up working a lot vim— so i set this up working a lot with elephant— so i set this up working a lot with elephant and rhinos and erpirmeges— with elephant and rhinos and orphanages and— with elephant and rhinos and orphanages and helping raise memev— orphanages and helping raise memev mi,— orphanages and helping raise memev mi vev— orphanages and helping raise money and, you know , so we still money and, you know, so we still get money and, you know, so we still gei ie— money and, you know, so we still gei re see— money and, you know, so we still get to see these _ money and, you know, so we still get to see these beautiful mimeis— get to see these beautiful emimeis e— get to see these beautiful animals a little longer. eetg animals a little longer. very peeie.— animals a little longer. very noble. thank— animals a little longer. very noble. thank you— animals a little longer. very noble. thank you for that. and we're going to have you back again to talk about your faith journey and how you ended up coming back to the uk. but if

you give us a brief snippet, you can give us a brief snippet, a why you left l.a a synopsis of why you left la and you're here, as in and why you're back here, as in on religious angle, on the religious angle, the message over there. well, i mean, just, message over there. well, i mean,-just, it's- message over there. well, i mean,-just, it's ,- message over there. well, i mean,-just, it's , it- g set;”et; well, i mean, just, it's , it just mean, it's just, it's, it just ieeis— mean, it's just, it's, it just ieeis iive— mean, it's just, it's, it just feels like you— mean, it's just, it's, it just feels like you know, well, mere-s— feels like you know, well, mere-s e— feels like you know, well, there's a massive war on eivievsiv— there's a massive war on obviously religion. there's a, you— obviously religion. there's a, vev mevr,— obviously religion. there's a, you know, like— obviously religion. there's a, you know, like we spoke, you mev— you know, like we spoke, you know even some— you know, like we spoke, you know even some of the churches mevire— know even some of the churches mevire geirimg— know even some of the churches they're getting rid— know even some of the churches they're getting rid of the crosses in— they're getting rid of the crosses in the- they're getting rid of the crosses in the church, which is ivsi— crosses in the church, which is ivsi iive— crosses in the church, which is just like terrible.— crosses in the church, which is just like terrible. um, but i mevei— just like terrible. um, but i moved back— just like terrible. um, but i moved back to— just like terrible. um, but i moved back to just be closer to iemiiv— moved back to just be closer to iemiiv mi,— moved back to just be closer to family and, and— moved back to just be closer to family and, and just the ideals mi— family and, and just the ideals emi viper— family and, and just the ideals and what they're— family and, and just the ideals and what they're putting out. i mev— and what they're putting out. i know we're kind— and what they're putting out. i know we're kind of woke in imgimi— know we're kind of woke in imgimi mi— know we're kind of woke in england and stuff, but i think it's england and stuff, but i think is e— england and stuff, but i think is e vev— england and stuff, but i think it's a way worse— england and stuff, but i think it's a way worse in america. viper— it's a way worse in america. river is— it's a way worse in america. viper is geimg— it's a way worse in america. what is going on. it's a lot im vev— what is going on. it's a lot more in your face. the destruction. - more in your face. the destruction. and people like to cempieim— destruction. and people like to cempieim. im— destruction. and people like to complain. in england , but we've complain. in england, but we've got complain. in england, but we've gei ii— complain. in england, but we've ger ii prerrv— complain. in england, but we've got it pretty good— complain. in england, but we've got it pretty good here. that's gviie— got it pretty good here. that's mire-meie.- got it pretty good here. that's quite-notellt's. got it pretty good here. that'si quite-note.iit's not quite a positive note. it's not gviie— quite a positive note. it's not quire-es— quite a positive note. it's not gviie-es ii— quite a positive note. it's not gviie-es ii is— quite a positive note. it's not quite as it is in the quite as bad as it is in the states. it's not. it's nothing iive— states. it's not. it's nothing iiie ii. — states. it's not. it's nothing like it. like— states. it's not. it's nothing like it. like i— states. it's not. it's nothing like it. like i say,- it's not. it's nothing like it. ll it's not. it's nothing like it. at gill like it. like i say, we'll get you on for a full in—depth story on that. thank you very on that. but thank you very much. good to see you, victoria harvey, for sharing your story there. week on there. now each week on the show, like end with our

show, we like to end with our closing prayer and the collect . closing prayer and the collect. the collect for the second sunday after easter. almighty god , who has given thine only god, who has given thine only son to be unto us both a sacrifice for sin and also an ensemble of godly life. give us grace that we may always most thankfully, receive of that his inestimable benefit and also daily endeavour ourselves to follow the blessed steps of his most holy life through the same jesus christ, our lord. amen. you have been watching calvin's common sense crusade with me, the reverend calvin robinson . the reverend calvin robinson. i'll be with you next saturday at 7 pm. next up, it's the saturday five. before that, here's your weather forecast. god bless de asphalt. hello. welcome to your— god bless de asphalt. hello. welcome to your latest- icetee: e:et; hello. welcome to your latest weather vpieie— welcome to your latest weather vpieie mem — welcome to your latest weather update from the— welcome to your latest weather update from the met office. i'm merce— update from the met office. i'm iierce reregme— update from the met office. i'm marco petagna .— update from the met office. i'm marco petagna . we hold on to marco petagna. we hold on to ieiriv— marco petagna. we hold on to reiriv sirevverv— marco petagna. we hold on to fairly showery conditions across the fairly showery conditions across ire-me— fairly showery conditions across ire-me mevr— fairly showery conditions across the the next couple of the uk over the next couple of ievs—vviii- the uk over the next couple of days, _will turn- the uk over the next couple of days, will turn drier days, but things will turn drier mie— days, but things will turn drier imie mevr— days, but things will turn drier into next week— days, but things will turn drier into next week pressure into next week as pressure sieves— into next week as pressure sieves-mi- into next week as pressure starts-and we'll- into next week as pressure starts and we'll see starts to rise and we'll see some-sunshine- starts to rise and we'll see. some-sunshineltimes starts to rise and we'll see- some - sunshine .times too some warm sunshine at times too ievv. — some warm sunshine at times too ievv. iressvre— some warm sunshine at times too low. pressure generally in low. pressure is generally in merge— low. pressure is generally in charge-moment,- low. pressure is generally in charge moment, given charge at the moment, given iese— charge at the moment, given mese ieiriv— charge at the moment, given these fairly showery conditions. but

these fairly showery conditions. evi-pressvre— these fairly showery conditions. but pressure rising but notice pressure rising there as but notice pressure rising there es—me— but notice pressure rising there es—me eeriv- but notice pressure rising there es—me eeriv perii as we head into the early part of as we head into the early part ei mevr— as we head into the early part ei mevr veev. — as we head into the early part of next week. .it's- as we head into the early part of next week. it's this that of next week. and it's this that premises— of next week. and it's this that premises-erieg— of next week. and it's this that promises bring the quieter promises to bring the quieter cemiiiiems. — promises to bring the quieter. conditions. _tuesday conditions. certainly by tuesday mevr—evening next week, back to this evening mie— next week, back to this evening into-overnight— next week, back to this evening into overnight period, into the overnight period, sieves— into the overnight period, showers _word i into the overnight period, showers word go into the overnight period,- showers _word go out showers from the word go out ieveris— showers from the word go out ieveris-mi- showers from the word go out towards and they'll towards the west and they'll ieveiep— towards the west and they'lli ieveiep—iie develop elsewhere across the ieriiem— develop elsewhere across the ieriiem mi— develop elsewhere across the northern and western parts as we ieei— northern and western parts as we iem-iie— northern and western parts as we ieei-iie eeriv— northern and western parts as we head the early hours of head into the early hours of sviiev. — head into the early hours of- sunday. _ showers sunday. some of those showers gviie— sunday. some of those showers mire-receiv— sunday. some of those showers quite - locally on - sunday. some of those showers quite locally on the quite heavy locally on the iivmierv— quite heavy locally on the iivmierv-e- quite heavy locally on the. thundery-a clearer quite heavy locally on the thunldown a clearer quite heavy locally on the thunldown towardsa clearer quite heavy locally on the thunldown towards the aarer skies down towards the south—east _ skies down towards the south—east and up towards the perm—eese— south—east and up towards the| north—east._see north—east. and here we'll see some _conditions,l some fairly chilly conditions, iee. — some fairly chilly conditions, too. temperatures are close to freezing— too. temperatures are close to freezing-iev- too. temperatures are close to freezing few spots freezing across a few spots reveris— freezing across a few spots towards the _ freezing across a few spots towards the north—east of sceiimi. — towards the north—east of scotland-for- towards the north—east of- scotland. .for-itself, scotland. as for sunday itself, viii —veril scotland. as for sunday itself,| viii —vveri ge with showers from the word go out with showers from the word go evi-iie— with showers from the word go evi-me vesi- with showers from the word go out the west becoming out towards the west becoming more widespread— out towards the west becoming more widespread as we through out towards the west becoming mordaydespread as we through out towards the west becoming mordaydethinkd as we through out towards the west becoming mordaydethink it's. we through out towards the west becoming mordaydethink it's a/e through the day. i think it's a south—east- the day. i think it's a south—east england. south—east of england. best piece— south—east of england. best piece-ei— south—east of england. best place-onlsome. south—east of england. best. place-onlsome bright place to hold on to some bright veeiier— place to hold on to some bright weather throughout into the eiiemeem— weather throughout into the afternoon, _the - weather throughout into the afternoon, the showers afternoon, whereas the showers out afternoon, whereas the showers evi—vesi- afternoon, whereas the showers evi—vesi ivmiigl out towards the west turning receiv— out towards the west turning- locally _thundery locally heavy and even thundery periicvieriv— locally heavy and even thundery particularly across— locally heavy and even thundery particularly across of particularly across parts of veriiem— particularly across parts of northern _thinkl particularly across parts of. northern _think here northern ireland. i think here we-some quite- we could see some quite ierremiei— we could see some quite torrential the torrential downpours into the eiiemeem — afternoon. temperatures doing vei— afternoon. temperatures doing veii in ie— afternoon. temperatures doing well in the south—east in the svisiie— well in the south—east in the ginseng-pe— well in the south—east in the sunshine,-18 or- well in the south—east in the sunshine,-18 or 19- sunshine, up to 18 or 19 iegrees— sunshine, up to 18 or 19 degrees. cooler though, towards the _ scotland - degrees. cooler though, towards the—scotland andj the north—east of scotland and ieeiiig— the north—east of scotland and ieeiiig-iie— the north—east of scotland and heading the evening, the heading into the evening, the sieves— heading into the evening, the sieves-ie— heading into the evening, the showers to migrate their showers tend to migrate their way— showers tend to migrate their way eastwards— showers tend to migrate their way eastwards across the so showers tend to migrate their wajstart:wards across the so showers tend to migrate their way start to rds across the so showers tend to migrate their way start to see across the so showers tend to migrate their way start to see some the so showers tend to migrate their wajstart to see some developing we start to see some developing iie— we start to see some developing across the south—east of

mgimi— across the south—east of england, fewer showers. meanwhile _ england, fewer showers. meanwhile towards england, fewer showers. mec' north—west. towards england, fewer showers. mec'north—west. so towards england, fewer showers. mec'north—west. so through owards the north—west. so through svmiev— the north—west. so through sunday—clearerj sunday night, some clearer speiis—ierel sunday night, some clearer spells—here, but spells developing here, but with a spells developing here, but with e-cieviv— spells developing here, but with e-cieviv skies— spells developing here, but with a-cloudy skies on- spells developing here, but with a cloudy skies on the a fairly cloudy skies on the mere— a fairly cloudy skies on the vieie mie— a fairly cloudy skies on the whole into the— a fairly cloudy skies on the whole into the overnight period. iiese— whole into the overnight period. those temperatures do hold up ieiriv—ieeri- fairly well across the board revs— fairly well across the board ievsliie — fairly well across the board lows .the range - fairly well across the board lows the range 7 to 11 lows in the range 7 to 11 ceisivs— lows in the range 7 to 11 celsius as— lows in the range 7 to 11 celsius as for- lows in the range 7 to 11 celsius as for monday, with a iei— celsius as for monday, with a ieir ievv— celsius as for monday, with a fair few, showers— celsius as for monday, with a fair few, showers are still evpeciei— fair few, showers are still expected across the east and sevii—eesi— expected across the east and south—east of— expected across the east and south—east of england. a bit of sievverv— south—east of england. a bit of sievverv rem— south—east of england. a bit of showery rain, too— south—east of england. a bit of showery rain, too ,_ south—east of england. a bit of showery rain, too , across the showery rain, too, across the peri— showery rain, too, across the merii ei— showery rain, too, across the north of scotland, but elsewhere vlquietei— north of scotland, but elsewhere lgvieier iev— north of scotland, but elsewhere lgvieier iev ei— north of scotland, but elsewhere , quieter day on the whole. , a quieter day on the whole. seme— , a quieter day on the whole. semee-r— , a quieter day on the whole. some-or sunny- , a quieter day on the whole. some or sunny spells some bright or sunny spells ieveiepmg— some bright or sunny spells developing temperatures developing and temperatures siiii—ier- still doing quite well for the rime— still doing quite well for the rime ei— still doing quite well for the time of-that- still doing quite well for the time of that sunshine, still doing quite well for the tinthey that sunshine, still doing quite well for the tinthey will that sunshine, still doing quite well for the tinthey will do that sunshine, still doing quite well for the tinthey will do that slheadie, still doing quite well for the tinthey will do that slhead into as they will do as we head into ivesiev— as they will do as we head into ivesiev mi— as they will do as we head into tuesday and wednesday with pressure starting to rise, piemv— pressure starting to rise, piemv ei— pressure starting to rise, plenty of fine- pressure starting to rise, plenty of fine weather to come, perieps—cievi- plenty of fine weather to come, perhaps cloud towards perhaps a bit more cloud towards the perhaps a bit more cloud towards iie perm— perhaps a bit more cloud towards iie merii ei— perhaps a bit more cloud towards the north of the— perhaps a bit more cloud towards the north of the uk— perhaps a bit more cloud towards the north of the uk heading into the north of the uk heading into iie miiiie— the north of the uk heading into the middle part— the north of the uk heading into the middle part of— the north of the uk heading into the middle part of the week. so rim-s— the middle part of the week. so iieiis ii.— the middle part of the week. so iieiis i. see— the middle part of the week. so that's it. see-soon.- the middle part of the week. so that's it. see soon. bye bye that's it. see you soon. bye bye