Academia and our Children

Ricci Johnson-Wilson & Darrell Hughes

12/11/25 I had the following dream about academia:

I was sitting in one of the classrooms at a nearby school helping a student with his schoolwork. The student finished his assignment, and we rolled it up, packed up his bag, and I sent him on his way. 

Note: In his bag we put a binder and pencil box (all white) into his bag which was not a typical backpack, it was a white canvas bag that went over his shoulder and across his body. The notebook book was red. He had a ruler. His assignment was done on rolled up paper, we had to draw them out, we rolled them up and placed them carefully in his bag too. He was young, only an elementary school child, and the assignment seemed advanced for his age.

I finished gathering my things and closed up the classroom. As I walked out, I noticed a meeting happening in one of the other classrooms. To my knowledge no one else was supposed to be there, I was going to lock up when I was finished. It was the school board and they were planning things. They were decisive, explosive, and it was chaos. They all agreed upon this secret plan to implement in the district. I recorded them and tried to slip out. As I did there was a man walking up to the school with plans like blueprints rolled up under his arm. He was about 5’8”. He was unassuming but seemed sketchy. I walked past him and when I looked back, he looked back at me at the same time, it was Gavin Newsom! He literally morphed into Newsom! When I saw him, he recognized me as a threat and began to chase me. I ran through this area that has two cement road barriers and two steel poles. He ran to his vehicle and jumped in. His driver tried to follow me but his vehicle could not get through (which is why I went this way) so he would have to go around the neighborhood to find me. I ran ahead, cut a corner and hid in the bushes. He seemed furious and panicked. 

I sent the dream to Darrell and he shared his insight. I included it below. Please use this as a guideline for prayer Thursday.

The dream takes place in a school, establishing education as a place of formation and authority, not merely academics. You are operating within an entire wing, signaling a systemic issue affecting institutional formation, not an isolated classroom.

You are helping an elementary-aged child, highlighting both vulnerability and God-given spiritual potency—Scripture says God ordains strength through children to silence the enemy (Ps. 8:2; Matt. 21:16). The child is a participant who needs guidance, placing you in a role of wisdom and stewardship, not control.

The assignment is written on rolled paper like a scroll, revealing that the child’s life and calling are already written by God in advance (Ps. 139:16). The Hebrew book / sēfer is defined in all major lexicons as a written record normally preserved as a scroll, reinforced by megillāh (“scroll”) in Psalm 40:7. The scroll overlaps the desk, showing that what God has written for the child exceeds the limits of the institution. You do not write the scroll—you draw it out – “Counsel in the heart of man is like deep water, but a man of understanding draws it out” (Prov. 20:5).

You draw the scroll out into a diagram of the school layout, representing discernment. The child is helped to understand paths, boundaries, and authority lines so he can walk faithfully without becoming an architect of a false system he is being pressured to participate in.

The scroll is placed back into a white cross-body bag, signifying holiness and consecration carried close to the heart (Isa. 1:18; Rev. 19:8). White supplies reinforce holy learning; the ruler represents God’s objective standard (Ezek. 40:3), and the red notebook represents wisdom—precious and tested (Prov. 3:15). Holiness and wisdom function together.

The child is sent on his way, showing release and readiness, like Daniel—equipped to live within a compromised system without defilement, yet with understanding (Dan. 1:17).

You then uncover a secret school board meeting, reflecting rulers who take counsel in secret against God’s order (Ps. 2:2). Their plans are destructive but framed as reform—what Scripture calls empty deceit (Col. 2:8). You record the meeting, becoming a witness; light exposes darkness and provokes retaliation (John 3:19–20).

You encounter a man carrying blueprints, deliberately contrasting the children’s scrolls. Scrolls are revealed; blueprints are imposed, representing attempts to overwrite what God has written (Isa. 10:1). The detail 5’8″ signals false grace (5) and false new beginnings (8). His transformation into a real governmental figure anchors the dream in actual political authority influencing education.

When pursued, you escape through a constrained path, showing that institutional power has God-set limits (Job 38:11). You hide in a hedge, which Scripture defines as divine protection: God places a hedge (sûk, Job 1:10), and intercession restores and maintains it by standing in the breach (gādar / perets, Ezek. 22:30). The pursuer’s panic confirms the boundary is enforced.

The dream’s message is clear: God writes the scroll in advance. We do not write it. We draw it out. Children pressured into redesign are being recruited into false authorship, but when righteous helpers draw out what God has written, children walk in obedience that reshapes the spiritual structure from within (Isa. 55:11; Ps. 8:2).

Parents, helpers, and intercessors who stand in the gap are divinely protected from governmental retaliation by the hedge God establishes (Deut. 6:6–7; Eph. 6:4). Authority may plan and pursue, but God’s word stands—and when it is lived, the structure itself changes (Isa. 40:8).

I pray this helps us pray for our educational system

Ricci Johnson-Wilson and Darrell Hughes