00:00
00:00
00:01
Transcript
1/0
First, let us very briefly review
the theory of evolution as outlined by Charles Darwin in his famous
book, The Origin of Species, published in 1859. Darwin's hypothesis is that the
thousands of different species of animals, insects, and flowers
that exist on Earth were not the works of a divine creator
which made each species in its present immutable form, as described
in Genesis, but are the products of a very long natural process
of development from simpler organic forms to more complex organic
forms. Thus, according to Darwin, species
continue to change through a process of natural selection in which
nature's harsh conditions permit only the fittest to survive in
more adaptable forms. These views, of course, had and
still have considerable moral and religious implications. Ronald
Clark, In his biography of Darwin writes, quote, there were two
separate parts to the theory that while offensive to the religious
establishment in themselves, acquired their real danger like
the two halves of a nuclear weapon when they were brought together.
One was that species had not been created by God, but had
evolved over the years. The other was that evolution
had not been directed by God, but had been governed by the
apparently fortuitous facts of natural selection. While Darwin
was proud of his theory of natural selection, his most important
single contribution to the evolutionary argument he saw as one of its
main virtues, the fact that it provided a counter-blow to the
idea of creation." Darwin also believed that all
life originated from a single source, a kind of primeval slime
in which the first living organisms formed spontaneously out of non-living
matter through a random process. These organisms are supposed
to have branched off into different forms, plants and animals. Evolutionists have worked out
all sorts of fascinating genealogical diagrams purporting to show the
descent and relationship of one species to another. But what
they don't tell the public is that all of the connections in
these family trees are based on pure speculation and conjecture. Sir Fred Hoyle, the British scientist,
writes, quote, it has been through the device of presenting such
diagrams with the presumed connections drawn in firm, solid lines, that
the general scientific world has been bamboozled into believing
that evolution has been proved. Nothing could be further from
the truth. The absence from the fossil record
of the intermediate forms required by the usual evolutionary theory
shows that if terrestrial life forms have evolved from a common
stock, the major branchings in the evolutionary tree must have
developed very quickly, and the major branchings, if they occurred,
were accompanied by genetic changes that were not small." Probably the most controversial
aspect of Darwin's theory was that concerning man's place in
the evolutionary scheme. In his book, The Descent of Man,
published in 1870, Darwin contended that man and ape were evolutionary
cousins with a common ancestor. When it came to mind, to intelligence,
the gap between man and the other animals, Darwin believed, was
one of degree. In his notebook he had written,
quote, man in his arrogance thinks himself a great work worthy the
interposition of a deity, more humble and, I think, truer to
consider him created from animals." But the fossil record revealing
the different stages of man's evolution from ape-like creature
to Homo sapiens has not been found. Paleoanthropologists have
hunted high and low for the missing link or links. But not only have
they not found them, they are now pretty sure that such links
do not exist. So instead of admitting defeat,
they've proclaimed victory. According to David Pildeem, a
paleoanthropologist at Harvard University, quote, we should
no longer say that we are descended from apes, We are apes." In other
words, since there is no missing link, one must conclude that
apes and men are actually one and the same species. If that
is the case, then why call men apes? Why not call apes men? Well, if we did that, we would
not be able to experiment on apes in the laboratory. We would
have to extend to them our notion of human rights, which, incidentally,
we do not extend to unborn human beings. All of which means that
some scientists are willing to accept a bigger lie if the smaller
lie cannot be proven true. Apparently to some scientists,
any lie is preferable to accepting the possibility that a creator
had something to do with everything that exists. The simple fact
is that no proof whatever has been found indicating that one
species evolves into another. The fossil record is simply a
series of still pictures of species that existed at one time. They
do not show how one species evolves into another. Transitional fossils
have not been found. The fossil record shows new species
appearing suddenly without any ancestors. What scientific investigation
indicates is that the species are immutable, and that when
mutations occur, they do not become new species. For example,
evolutionists have been experimenting with fruit flies for years in
the hope of demonstrating evolution at work. But the fruit flies
have stubbornly refused to develop into anything but more fruit
flies. despite all kinds of stimuli,
including radiation. Some mutations have occurred,
but nothing to suggest the beginnings of a new species. In other words,
lions have remained lions, monkeys have remained monkeys, and cats
have remained cats. Different breeds and varieties
may exist within a species, but nature places built-in genetic
obstacles to evolutionary change. And when you consider that our
museums are now filled with over 100 million fossils of 250,000
different species, and not a single series of transitional
forms has been found among them, one begins to suspect that a
gigantic hoax is being perpetrated by the scientists. They, of course,
always like to use as an example the development of the horse.
They have found fossils in one grouping trying to show that
horses develop over a period of time, but now they have discovered
that some of the later developments of the horse appear in earlier
strata. So they can't quite figure out
the chronology of all of this. In fact, gaps between major groups
of organisms have been growing even wider and more undeniable. And so it is hard to understand
how scientists can assert that evolution is fact and still call
themselves scientists. Even Dr. Stephen Jay Gould, a
passionate defender of evolution, has written, quote, the fossil
record, with its abrupt transitions, offers no support for gradual
change, unquote. Even Darwin wrote in The Origin
of the Species, quote, The geological record is extremely imperfect,
and this fact will to a large extent explain why we do not
find intermediate varieties connecting together all the extinct and
existing forms of life by the finest of graduated steps. He who rejects these views on
the nature of the geological record will rightly reject my
whole theory." Apparently, today's proponents of evolution are unwilling
to take Darwin's own advice after 120 years of investigation. As for the origin of life, there
is no fossil evidence whatever to support the supposition that
all life came from a common ancestor. In fact, not only the fossil
evidence, but the genetic evidence as well points toward creation
as the source of life. The evidence for creation is
now so palpable that some scientists convinced that life could not
have originated as Darwin believed, are now theorizing that life,
in a variety of forms, was sent to earth from outer space by
some form of intelligence. As for the theory that life originated
by accident in some kind of chemical soup, It was Louis Pasteur who
proved that spontaneous generation is impossible. He contended that
every generation of every living creature had to be derived from
a preceding generation. Life could not have started spontaneously
from inorganic matter. But evolutionists have kept on
hoping that they could produce life from non-life. In the 1950s,
Stanley Miller performed a famous experiment that synthesized amino
acids from hypothetical components of the Earth's original atmosphere. The experiment did not produce
life from non-life, for the distance from amino acid to life is immense. In other words, the spontaneous
generation of life idea is just wishful thinking on the part
of evolutionists. Dr. Fred Hoyle has calculated
that such an accident had one chance in 10 to the 40,000th
power of occurring, making it beyond possibility. Now that
we know of the enormous complexity of the DNA genetic code, and
that the information content of a simple cell has been estimated
as around 10 to the 12th power bits, we know that random development
of living matter is an impossibility. Consider these facts. There are
2,000 complex enzymes required for a living organism. but not
a single one of them could have formed accidentally. The genes
of the simplest single-celled organism contain more data than
there are letters in all of the volumes of the world's largest
library. As Fred Hoyle has put it, quote,
the chance that higher life forms might have emerged in this accidental
way It's comparable with the chance that a tornado sweeping
through a junkyard might assemble a Boeing 747 from the materials
therein." Yet, one irresponsible evolutionist
has gone so far as to say that given enough time, monkeys typing
on typewriters could eventually type out the complete works of
Shakespeare. To this, Hoyle has replied, quote,
if there were monkeys typing on typewriters covering every
square foot on the earth's surface, and each one typed at random,
at the fantastic rate of 10 characters a second for 30 billion years,
there wouldn't be the slightest reasonable chance that a single
one would type out a single specific five-word sentence of 31 letters,
spaces, and punctuation. The actual probability is less
than one chance in a trillion." To sum it all up, the fossil
record does not support the idea of gradual evolution. It supports
creation. The evolutionists call it punctuated
equilibrium. Hoyle calls it cosmic creationism. Nor does the fossil record support
the idea of a common accidental source of all life. Evidences
of common ancestry have not been found. In addition, Louis Pasteur
debunked the idea of the spontaneous generation of living organic
matter from non-living inanimate matter. So why is evolution taught
as fact and creationism kept out of the school? because all
of modern secular education is based on the assumption that
evolution is fact. Progressive or humanist education
is evolutionary theory put into practice in the classroom. Progressive education grew out
of the new experimental psychology based on the belief that man
is an animal a product of evolution with common ancestry with the
ape, and could therefore be studied like any other animal. In Germany,
where the new psychology originated, Darwin's main support came from
Ernst Haeckel, who maintained that psychology was a branch
of physiology and that mind could therefore be fitted into the
scheme of evolution. Hegel was also responsible for
the idea that during embryological development, higher organisms
like man relived their evolutionary history, that ontogeny recapitulates
phylogeny. That hypothesis has since been
proven false. But the Luxe method of teaching
reading was promoted by the progressives on the ground that children should
go through the different stages that the human race went through
in learning to read, that is, pictography, hieroglyphics, and
finally the alphabet. The application of the dictum
that ontogeny recapitulates phylogeny in reading instruction has led
to a literacy disaster. All of educational psychology
today is based on evolutionary thinking. The stimulus-response
techniques of teaching developed by Edward L. Thorndike, John
B. Watson, Ivan Pavlov, and B.F. Skinner are all derived from
Darwin. John B. Watson, in his book Behaviorism,
writes, quote, Darwin and also Lange emphasize the stimulus
arousing the emotional response and the reaction to it. Their
objective descriptions of fear reactions are classical and thoroughly
objective and behavioristic, unquote. The father of behaviorist educational
psychology wrote in 1911 in his book Animal Intelligence, quote,
Nowhere more truly than in his mental capacities is man a part
of nature. His instincts, that is, his inborn
tendencies to feel and act in certain ways, shows throughout
marks of kinship with the lower animals, especially with our
nearest relatives physically, the monkeys. His sense powers
show no new creation, His intellect we have seen to be a simple,
though extended variation from the general animal sort. This
again is presaged by the similar variation in the case of the
monkeys. Amongst the minds of animals,
that of man leads, not as a demigod from another planet, but as a
king from the same race." Von Dyck summed up progressive
teaching techniques in the following unforgettable sentence, unquote. The best way with children may
often be, in the pompous words of an animal trainer, to arrange
everything in connection with the trick so that the animal
will be compelled by the laws of his own nature to perform
it, unquote. In addition, the moral philosophy
of the progressives is humanism, which is now the general moral
philosophy of public education. The first tenets of humanism,
as explained in the Humanist Manifesto published in 1933,
are, quote, tenet one, religious humanists regard the universe
as self-existing and not creative. Tenet two, humanism believes
that man is a part of nature and that he has emerged as the
result of a continuous process. Thus, both the psychology and
philosophy of public education are based on the false doctrine
of Darwinian evolution. Dr. Fred Hoyle writes, quote,
There are so many flaws in Darwinism that one can wonder why it swept
so completely through the scientific world and why it is still endemic
today." Of course, we know the reason why. The entire liberal
humanist scientific establishment espouses a worldview that emphatically
denies the existence of God. Modern morality is based on the
notion that man is an animal, there is no sin, and that sexual
repression is unhealthy and creates neuroses. But liberated modern
morality has not produced mental health. On the contrary, it has
produced social anarchy, rampant venereal disease, mental breakdowns,
suicide, drug addiction, increased crime, et cetera. The sedative
Valium is now the largest selling drug in America. Modern morality
has produced unprecedented stress, depression, and emotional confusion. And the only answer the humanists
have for all of this is drugs. Since both the theory and practice
of contemporary public education are for the most part based on
the theories and teachings of the progressives, all of whom
believe that the theory of evolution applied to the development of
mind as well as physical attributes, one can say without fear of contradiction
that the public school is a perfect reflection of the evolutionary
humanist worldview. As French biologist Jacques Monod
put it, quote, man has to understand that he is a mere accident. Not
only is man not the center of creation, he is not even the
heir to a sort of predetermined evolution that would have produced
either man or something very much like him in any case, unquote. Note, incidentally, how similar
Monod's view of man is to Darwin's. that man should be brought down
to the animal level where he belongs. In other words, what
the public school tells the child is that man is no better than
an animal, that there is no God, no Creator, life originated by
accident, There is no meaning or purpose to life other than
the satisfaction of animal needs and desires. And what the behavioral
psychologists teach the teachers is that children can be taught
like animals by techniques developed in laboratories in which animals
were the subject of experimentation. Of course, you know Thorndike
did his experiments with chickens. He thought he could learn how
children learn by studying chickens. And Watson, Pavlov did his experiments
with dogs. Watson did his on rats. And B.F. Skinner, of course, has done
his experiments on rats. Professor Skinner doesn't think
that there's much of a difference between rats and human beings.
Well, maybe there isn't much of a difference. I believe there is a difference,
but perhaps there's not much of a difference between Dr. Skinner
and a rat. This is particularly true in
the teaching of reading in the primary schools by way of the
L'Occitane method. In 1940, Professor Walter Dearborn,
head of educational psychology at Harvard, described the methodology
as follows. Quote, the principle which we
have used to explain the acquisition of a site vocabulary is, of course,
the one suggested by Pavlov's well-known experiments on the
conditioned response. This is as it should be. The
basic process involved in conditioning and in learning to read is the
same. Unquote. Thus, animal training
techniques are being used to teach children to read. The result,
of course, has been massive reading failure for the simple reason
that children are not animals and cannot be taught as animals. When men accepted evolution as
truth, they then had to devise a philosophy that tries to create
meaning and values for human beings living in a godless, accidental
universe. That philosophy is humanism.
According to the humanists, the purpose of life is self-actualization
or self-realization. And according to humanist educator
Arthur W. Combs, the primary goal of education
is self-actualization. In other words, the primary goal
of education is not to teach the basic academic skills or
to pass on to the future generation the values and knowledge of the
previous generation. It is to inculcate the philosophy
of humanism. Dr. Combs tells us that the self-actualizing
person is, one, well informed, two, possessed of positive self-concepts,
three, open to their experience, and four, possessed of deep feelings
of identification with others. Self-actualization is a philosophy
of life of this world for this world. Its point of departure
is atheistic, for it does not acknowledge the existence of
God, or of God's Word, or of five thousand years of human
experience with God. It looks at life as if that experience
had never taken place, or was simply superstitious nonsense. It brings man back to the time
before God revealed himself to Noah or to Abraham. It considers
5,000 years of religious experience as invalid, irrelevant, and not
only without current value, but downright harmful. Thus, we can
say that the impact of evolution on American education has been
devastatingly broad and deep. The application of behavioral
psychology on teaching techniques has destroyed academic standards
to the point where we are now considered a nation at risk. To expect our students to achieve
academic excellence while excluding the development of the intellect,
which the behaviorists are doing, is like pharaohs demanding the
children of Israel to make bricks without straw. Fortunately, many
of our young people are resilient and healthy enough to survive
the public school's harm. But millions of others are not
so fortunate and have become the functional illiterates and
intellectual and moral cripples that plague our society. The
blacks in America have become the chief victims of this crippling
educational malpractice. Functional illiteracy is now
estimated at 50% among blacks. Contrast this with an illiteracy
rate of 9.2% among urban blacks in 1930, years before affirmative
action, or federal compensatory education programs, or civil
rights victories, or integrated schools, or equal educational
opportunity. With the decline in academics
has also come a decline in science studies in American schools.
According to the Cincinnati Enquirer of November 23, 1985, quote,
the level of science and mathematics taught in the Soviet Union is
so much higher that comparisons with the average American students
are meaningless. All Soviet students study calculus
for two years whereas only 105,000 US high school students took
a year of calculus in 1976. Compulsory science for Soviet
students is demanding they must take five years of physics, four
years of chemistry, five and a half years of biology, whereas
for US students, only 9.1% received one year of physics. 16.1% one year of chemistry, 45% one
year of biology, and 17.5% one year of general science,"
unquote. But you might ask, don't the
Soviets also believe in evolution? The answer is that they do, but
they don't apply it to the teaching of the cognitive skills. Equally
devastating has been the humanist impact on teenage morality. The
humanist philosophy has so traumatized American youth that we now have
the highest rates of teenage suicide, drug addiction, sexual
promiscuity, venereal disease, abortion, unmet parenthood, and
crime in the history of our nation. Among young male blacks, homicide
is now the number one cause of death. On the matter of teenage
pregnancy, Time magazine of December 9, 1985 reported, quote, nearly
half of black females in the US are pregnant by age 20. The pregnancy rate among those
age 15 to 19 is almost twice what it is among whites. Worse
still, nearly 90% of the babies born to blacks in this age group
are born out of wedlock. Most are raised in fatherless
homes with little economic opportunity. When you look at the numbers,
teenage pregnancies are of cosmic danger to the black community,
declares Eleanor Holmes Norton, law professor at Georgetown University
and a leading black scholar, unquote. Thus, our education
system is turning America's black population into a permanent underclass
plagued by unwed teenage parenthood, abortion, functional illiteracy,
drug addiction, and crime. Despite its falsehood, the theory
of evolution has been integrated into our popular culture as truth. For example, this is what the
1977 edition of the Standard Family Reference Encyclopedia
says about evolution. Quote, life probably first evolved
from the primeval soup some 3,000 to 4,000 million years ago when
the first organic chemicals were synthesized due to the effects
of lightning. Primitive algae. capable of synthesizing
their own food material, have been found in geological formations
some 2,000 million years old. Simple forms of animals and fungi
then evolved. From that time, there has been
a slow evolution of multicellular organisms," unquote. Someday,
the average educated American will be able to read that paragraph
and understand it for what it is, a fairy tale. In the first
place, spontaneous generation is impossible, even with such
primitive forms as viruses. Nor does lightning produce light. It seems to do just the opposite. Second, because of the enormous
complexity of living matter, the random accidental self-creation
of life is mathematically impossible. Third, why would living matter
randomly develop the need or desire to eat or to continue living? But why
would it want to continue living? Would the algae's quality of
life in the primeval soup be so wonderful that it would develop
this remarkable urge to keep living? You know how the humanists
are always talking about the quality of life. As for slow evolution, not even
the evolutionists believe in that anymore. They now believe
in punctuated equilibrium in order to explain the sudden appearance
of species without ancestors. So much for the theory of evolution.
But some of the most intelligent people in America take it to
be true. For example, Secretary of Education
William Bennett recently told John Lofton in an interview in
The Washington Times, quote, I believe there is good scientific
evidence for evolution." I believe that Secretary Bennett
is not very well informed. As head teacher of our nation,
he should know better. But the fact that he doesn't
tells us something about our time and our culture. This time
and this culture are permeated with lies. And that is an indication
to what extent men are dominated by Satan today. And when men
are dominated by Satan, how do they act? Paul gives us a very
graphic picture in Romans chapter 1. Quote, "...professing themselves
to be wise, they became fools. Wherefore, God also gave them
up to uncleanness through the lusts of their own hearts, to
dishonor their own bodies between themselves. Who changed the truth
of God into a lie? For this cause God gave them
up unto vile affections. For even their women did change
the natural use into that which is against nature. And likewise,
also the men, leaving the natural use of the woman, burned in their
lust one toward another. And even as they did not like
to retain God in their knowledge, God gave them over to a reprobate
mind to do those things which are not convenient. Being filled
with all unrighteousness, fornication, wickedness, covetousness, maliciousness,
full of envy, murder, debate, deceit, malignity, whisperers. backbiters, haters of God, despiteful,
proud, boasters, inventors of evil things, disobedient to parents,
without understanding, covenant breakers, without natural affection,
implacable, unmerciful. Who, knowing the judgment of
God that they which commit such things are worthy of death, not
only do the same, but have pleasure in them that do them," unquote. What a picture of the modern
secular world we find in those lines. What a price America is
paying for its foolishness, its self-deception, its infidelity. But there is hope. The fact that
this conference is taking place and that you are here is perhaps
the brightest sign that things can change, that things will
change. But we must never underestimate
the strength and tenacity of the enemy. The professional educators,
through such instruments as the National Education Association,
have spent the last half century binding the American people in
laws and regulations which enhance the power of the evolutionists
and place obstacles in the way of Christian reconstruction.
We shall have to remove these obstacles, the compulsory school
attendance laws, the school licensing requirements, the teacher certification
requirements, the restrictions on homeschooling. But to do so,
we must separate ourselves spiritually from this corrupt secular culture. As the Bible teaches us in 2
Corinthians chapter 6, quote, be ye not unequally yoked together
with unbelievers. For what fellowship hath righteousness
with unrighteousness? And what communion hath light
with darkness? And what concord hath Christ
with Belial? Or what part hath he that believeth
with an infidel? Wherefore, come out from among
them, and be ye separate, saith the Lord." Be ye separate. That means, of course, removing
Christian children from public schools and creating Christian
schools for their education. That means removing Christian
support from the public schools. For why should Christians be
forced to support atheist, evolutionist education when it is so completely
contrary to Christian belief? Being separate means separating
ourselves financially from the public schools And this will
mean challenging laws that force Christians to pay for education
calculated to destroy them. Christians have permitted the
secularists to bind them in anti-Christian law, laws that not only violate
the United States Constitution, but the very laws of God on which
the Constitution is based. Christian reconstruction must
mean the dismantling of that entire legal system that has
institutionalized humanism as America's official establishment
of religion. Humanism is America's establishment
of religion, for it is the only religion eligible for full public
support through forced taxation. Its churches are the public schools. Its clergy are the professors
of education and the behavioral psychologists who train the teachers,
write the textbooks, develop the curricula. They have all
the trappings of a religious cult. Be ye separate, saith the
Lord, what communion hath light with darkness. We have no choice
but to recognize that we are in a war in which only one side
can win. Our founding fathers faced a
similar choice back in 1776. If it weren't for their courage,
their resolution, their sacrifice, their suffering, we would not
be here today. We will need the same courage,
the same resolution, the same sacrifice if we are to pass on
to our children the inheritance our founding fathers passed on
to us. May God give us the will and
the determination to win this war for the soul of America. Thank you.
The Impact of Evolution on American Education
| Sermon ID | 9204135014 |
| Duration | 44:10 |
| Date | |
| Category | Special Meeting |
| Language | English |
© Copyright
2026 SermonAudio.