3 Volume Evolution Disproved Encyclopedia
INTRODUCTION & PREFACE
NOTE: Some of the below applies only to the 3 Volume Book set.
Evolutionists Speak Out
"Unfortunately, in the field of evolution most explanations are not good. As a matter of fact, they hardly qualify as explanations at all; they are suggestions, hunches, pipe dreams, hardly worthy of being called hypotheses." *Norman Macbeth, Darwin Retried (1971), p. 147.
"No one has ever found an organism that is known not to have parents, or a parent. This is the strongest evidence on behalf of evolution."*Tom Bethell, "Agnostic Evolutionists," Harper's, February 1985, p. 61.
"As by this theory, innumerable transitional forms must have existed. Why do we not find them embedded in the crust of the earth? Why is not all nature in confusion instead of being, as we see them, well defined species?" *Charles Darwin, quoted in H. Enoch, Evolution or Creation, (1966). p. 139.
"Where are we when presented with the mystery of life? We find ourselves facing a granite wall which we have not even chipped . . We know virtually nothing of growth, nothing of life."*W. Kaempifert, "The Greatest Mystery of All: the Secret of Life," New York Times.
"I think, however, that we must go further than this and admit that the only acceptable explanation is creation. I know that this is anathema to physicists, as indeed it is to me, but we must not reject a theory that we do not like if the experimental evidence supports it." *H. Lipson, "A Physicist Looks at Evolution," Physics Bulletin 31 (19801, p. 138.
"I am not satisfied that Darwin proved his point or that his influence in scientific and public thinking has been beneficial . . the success of Darwinism was accomplished by a decline in scientific integrity."*W. R. Thompson, Introduction to "Charles Darwin, Origin of the Species.
" 'The Darwinian theory of descent has not a single fact to confirm it in the realm of nature. It is not the result of scientific research, but purely the product of imagination."' *Dr. Fleischman. (Erlangen zoologist), quoted in F. Meldau, Why We Believe in Creation, Not Evolution, p. 10.
"The hold of the evolutionary paradigm is so powerful that an idea which is more like a principle of medieval astrology than a serious twentieth century scientific theory has become a reality for evolutionary biologists."*Michael Denton, Evolution: A Theory In Crisis (1986), p.306.
"[Darwin could] summon up enough general, vague and conjectural reasons to account for this fact, and if these were not taken seriously, he could come up with a different, but equally general, vague and conjectural set of reasons." *Gertrude Himmelfarb, Darwin and Darwinian Revolution (1968), p. 319.
"The particular truth is simply that we have no reliable evidence as to the evolutionary sequence . . One can find qualified, professional arguments for any group being the descendant of almost any other."*J. Bonner, "Book Review," American Scientist 49:1961, p. 240.
"It was because Darwinian theory broke man's link with God and set him adrift in a cosmos without purpose or end that its impact was so fundamental. No other intellectual revolution in modern times.. so profoundly affected the way men viewed themselves and their place in the universe." *Michael Denton (Australian molecular biologist), Evolution: A Theory in Crisis (1985), p. 67.
"The greatest tragedy that ever befell man's thinking, was when the beautiful and wonderful and mysterious world fell into the hands of theorists who captured the minds, first of the thinkers and then even of the thoughtless. For what they showed them was not nature as it is but a horrible caricature of nature as it would have to be to make their theories work." V. Barclay, Darwin Is not for Children (1950), p. 74.
PREFACE
In the summer of 1989 the present writer learned that the California State Department of Education had recently notified the private, non-tax-funded Graduate School of ICR that it would have to close its doors if it did not teach evolutionary origins and processes in its science classes.
The Institute for Creation Research has, since the early 1970s, been the largest group working to educate the public in regard to the evidence disproving evolution. An attempt to close their college because it will not teach that which it knows to be error and has satisfactorily proven to be error is ridiculous, yet this is what the situation has come to in our nation. We have reached a point in America where evolutionary theorists control the science organizations and are seeking to take over every school in the land.
The ruling, seeking to force the closing of the ICR Graduate School in southern California, crystallized in the present writer a conviction that an in-depth book needed to be written to help awaken the thinking public to what scientific facts really have to say in regard to creation science and evolutionary theory.
(For additional information on the excellent work that ICR is doing, we would encourage you to contact them: Institute for Creation Research, P.O. Box 2667, El Cajon, CA 92021; telephone: 619-448-0900. You will find a list of other pro-creation organizations at the back of the third volume in this set of books. Three important ones would be: (1) Creation Research Society, P.O. 14016, Terre Haute, IN 47803; (2) Bible-Science Association, 2911 E. 42nd Street, Minneapolis, MN 55409; (3) Geoscience Research Institute, Loma Linda University, Loma Linda, CA 92350. Many worthwhile books and journals dealing with creation science will also be listed at the end of this set of books.)
SPECIAL FEATURES
The present 3-Volume set of books has been prepared in order to achieve an unusually broad scope of coverage, and yet present it in simple language. The way to stop the evolutionary onslaught is to educate the public. It is the sincere hope of the author that this set of books may help toward that end. Special thanks goes to the William Jennings College Library in Dayton, Tennessee for their loan of creation/evolution books and related materials.
Here are some of the special features to be found in this present set of three books:
DEPTH OF COVERAGE The objective has been to provide you with nearly every worthwhile point dealing with each subject category. This is something that is not normally done. For example, under stellar evolution, you will find far more points dealt with than are to be found under this topic in most any easily-readable book critiquing stellar evolutionary theory. You may not wish to use all the points covered, but they are there if you need them.
BREADTH OF COVERAGE Many excellent books deal only with one or two subject categories. Some concern themselves only with fossils, others with the history of evolutionary thought and certain biological aspects. In this present set of books, the objective has been to present the heart of each major aspect of the creation-evolution controversy. Included here will be found areas that are rarely mentioned at all, much less covered in detail.
SIMPLE VOCABULARY Whenever a simple word could be used, a bigger one was avoided. The primary exception would be basic technical "label" words of science and evolutionary theory (examples: nebular hypothesis, paleontologist, overthrusts, recapitulation). If such words were not used, you would be blanked out on certain facts you need to know in order to grasp and discuss the subject properly. This material is suitable for high school and college level, as well as for adult reading.
Scientific professionals in the various fields will also find its abundance of points and breadth of coverage helpful. Scientists tend to be experts in a few highly narrowed areas, while not knowing as much as they would like about some others. This book will provide them with an overview of many scientific facts that bear upon a variety of fields. We have tried to cover in this set of three books, every basic area of concern in the on-going creation-evolution controversy. To our knowledge, no other book or book set does that.
LACK OF COMPLEX MATH You will find no complicated mathematical formulas in these books. Results of math computations are occasionally given, but not the equations or calculations they are based on. Those who enjoy the depths of algebra and calculus will need to refer to our quoted sources.
THREE SEPARATE BOOKS This material has been divided into three separate books, each dealing with its own range of topics. Each book may be purchased separately; you are not required to buy the entire set. Yet the books dovetail. Combined, they provide a fairly thorough coverage, and frequent cross-references are made to related material in other chapters. In addition, three-volume topical indexes are to be found at the back of each of the books. Consecutive paging of the entire three books makes possible these unified indexes.
ARRANGEMENT OF MATERIAL Careful thought was given to the order in which this collection of scientific facts should be presented.
Volume 1 The origin of matter, stars, galaxies, the solar system, and the origin and age of the earth. The origin of the earth requires an analysis of dating methods, which is also included.
Volume 2 The origin of life, and whether it could evolve into new species. The mechanisms by which evolution would have to occur. The evidence is clear that life origin and evolution have not occurred.
Volume 3 Additional topics needing to be considered, including other evidences for and against evolution, as well as historical information.
MEASUREMENT EQUIVALENTS The purpose of this set of books is to give you the facts in an understandable format so you can know and use them. For this reason, bracketed English/metric equivalents are given immediately following measurements. This is done both in the text and in quoted statements of scientists. Miles, millimeters, pounds, pints, barrels, decigrams, inches, liters, Centigrade, tons, Fahrenheit, kilograms; whatever it may be, a measurement equivalent is generally given. (Lacking clarifying data, tonnage units were assumed to be in short tons [2,000 lb] rather than long [2,240 lb].) Unfortunately, the use of two separate measurement systems in use by Western Civilization has only added to the confusion. Only the measurement of time has been left without double measurement standards.
QUOTATIONS All quotations are set in a smaller type size and narrower width line. References are given in italics, immediately following the quotation, instead of being placed in a footnote, at the end of the chapter, or at the back of the book. You do not have to go searching in order to find the source for a quotation; it will be there right in front of you!
A problem in some books are partial references that refer back to more complete references pages earlier (example: Grant, p. 283). But in this present set of books, each reference is given as completely as could be obtained (author, title, copyright date, and page). The exception is ibid. (same reference as preceding quotation) and op. cit. (same reference, but a different page number), yet even these two are only given immediately following a quotation giving the complete source.
Whenever possible, primary (not secondary) sources were given for each quotation.
ASTERISKS A large number of quotations are included in this set of books, and a majority of them were written by non-creationists. It seemed well to try to identify creationist or evolutionist writers, when referred to or quoted in these volumes. For this purpose an asterisk ( * ) has been used. An asterisk preceding a name indicates that that individual is not known by the present writer to be a creationist This asterisk identification is not used for some individuals who lived prior to the 20th century. It frequently is not used after the first mention of a person in a paragraph or connected section of text. It is not used for persons named within a quotation, but is used in references at the end of quotations.
SPECIAL ILLUSTRATIONS Two artists helped produce illustrations for this series of books. Jim Pinkosky provided a number of scientific illustrations. In addition, Fritz Alseth prepared a variety of special pictures (the "pen points") in order to graphically illustrate many of the principles clarified in the text.
As one reads through the wealth of information in these books, it becomes obvious that evolutionary theorists have used many devices and undergone many tribulations and defeats in their efforts to use the flimsy evidence they have gathered, prop up their theory, and resist the ever-growing mountain of negative evidence. Frankly, the situation is humorous. With this in mind, the present writer wrote the captions for a variety of small cartoon-like pictures. These were sent to Fritz, who then drew pictures to match them. His illustrations greatly help in reinforcing the powerful truths you will learn in the accompanying text. Thank you, Jim and Fritz!
In these books you will find 50 diagrams, 27 charts 10 reproductions, 74 sketches or drawings, 8 maps, 5 pictures, and 222 pen point pictures.
CHAPTER CROSS-REFERENCES In many instances in which major topics are discussed in two different chapters, each will refer to the other by chapter location.
APPENDIX CROSS-REFERENCES A wealth of additional material on various topics is given in the appendices at the back of most chapters. When additional material on a topic is to be found in the appendix, the reader will be notified of that at the appropriate point in the text.
BIBLIOGRAPHY A sizeable quantity of additional resource material dealing with the creation evolution controversy is listed at the end of the third volume. It includes a list of outstanding creationist books, journal articles, as well as creationist organizations worldwide.
A BOOK YOU CAN USE Because of its simple approach, wide coverage, and helpful quotations, this set of books is excellent for several purposes, including: (1) Personal study; (2) sermon, prayer meeting, and lecture source material; (3) background material for your own magazine articles, booklets, books, and other media presentations. The truth should be shared in every way possible. We will not be concerned if you quote from this set of books extensively. They were not written merely to keep the information to ourselves.
LIMITED PHOTOCOPYING We hereby give permission to make Xerox copies of part or all of a single chapter at a time, for (1) lecture notes to simplify presentation of these topics, and (2) hand-out sheets to share with others singly, or in classroom, lecture hall, church or other group meetings.
It is time we get serious about this and educate as many as possible on the issues involved! If we do not instruct the people about true scientific principles, others will later instruct them in errors with devastating results.
DESIGN CHAPTERS-Every fourth chapter in this set of books is a
design chapter, and presents a variety of natural wonders in the stars,
earth, plants, birds, etc. In addition, some design data is included in
other chapters. Design, all by itself, is a most powerful evidence in
favor of creation, and a strong refutation of evolution. Vet the greater
part of these forty chapters deals with matters which are not design.
Because evolutionists claim that creationists only have design as their
sole refutation of evolution (and it alone is a most powerful one!),
non-design scientific facts are generally the focus of discussion in
these books. However these special chapters, plus some other sections,
are reserved toand filled with design factors. The Design Index, at the
back of each book in the series, will direct you to each topic thus
covered. There are 566 design topics in this set of books. Most of them
consist of outstanding nature nuggets you will marvel at, and want to
share with others. The sheer randomness required by evolutionary theory
could never produce even one of them.
PRINT SIZE-Except for the quotations and certain small-print
sections, the main text of these books has been typeset in an
easy-to-read print size.
PARAGRAPH HEADINGS-Each chapter begins with a general
introduction, and then the content is presented under major numbered
subheads, and topical paragraph headings. This provides anticipation and
a focus of attention in reading, while proving invaluable in later
relocating points for review or research work. These books are
invaluable, not only for initial reading, but as later reference works.
ITALIC AND BOLD FACE- The first use of special terms is generally
placed in italics, and the most important text material is set in bold
face. In some instances, technical terms and foreign phrases within
quotations have been italicized for purposes of clarification.
FOREIGN PHRASES AND SCIENTIFIC ABBREVIATIONS-Latin and foreign
phrases (such as ad hoc, bouche, escribiente, non obstante) tend to
confuse people. When such phrases are used in quotations, an English
translation enclosed within brackets immediately follows.
First usage of a special scientific abbreviation is defined in the same
way (examples: my [million years], NRM [natural remanent magnetism]).
CHAPTER APPENDICES- To avoid loading the text with too much detail,
additional, worthwhile material has been included in supplementary
sections at the end of most chapters. Included in those supplements is a
variety of material which you will find to be invaluable. Sometimes this
will be additional articles, but most of the time it consists of
annotated quotations.
TABLE Of CONTENTS- Two tables of content are included in each book;
the first is a standard chapter TOC at the front of each book, and the
second is an annotated TOC near the back. Each one covers all the
volumes in the series. With the first, you can quickly see the overall
plan of the three books and where the primary sections are located; with
the second, you can quickly locate major sections within each chapter.
TEXT SIDELINING-Two special objectives were sought in the
preparation of this material: (1) a simple, basic presentation, and (2)
fairly thorough coverage. The simple presentation was needed for the
younger students and all who prefer simpler reading materials. But the
thorough coverage, including quotations by scientists, was needed to
clearly establish the falsity of the evolutionary theory. It would
normally be difficult to combine the two objectives in one set of books.
But a solution was found: In order to help young students and those
readers desiring a more basic coverage, sidelining has been placed in
the left margin by essential, simplified portions of the text. In this
way by only reading the sidelined portions one can read the basic,
essential points in each chapter! Whereas the content of this set was
written for mid-high school level on up, by primarily reading only the
sidelined portions, 7th grade and 8th grade students can also use these
books as textbooks. (As a rule, there will be little or no sidelining in
the chapter appendices, and none in every fourth chapter (the design
chapters). With the exception of the first section of chapter 4, the
design chapters are fairly easy reading throughout.)
BRIEF INTRODUCTORY CHAPTER OUTLINES-As an aid to both the student
and teacher, brief outlines of principle high points will be found on
the first page of each chapter. The exception to this would be the ten
natural history design chapters.
CHAPTER STUDY AND REVIEW QUESTIONS-With the exception of the design
chapters, study and review questions will be found at the end of each
chapter. These will greatly aid teachers in classroom settings, and can
be used as a basis for assignments and class discussion. They are given
in the order in which the content they are based upon appears in the
text. These questions generally deal only with material in the main
text, and not in the appendices.
CREATION SCIENTIST BIOGRAPHIES-Evolutionists maintain that anyone
who believes in creation instead of evolution is mentally incompetent
and unfit to be a scientist. At the end of 15 chapters, you will find
brief biographies of 42 creation scientists. Additional biographies of
creation scientists, as well as champions of evolution, will be found
elsewhere in the text. (See
Biographies, Creation Scientist in the three-volume topical index.)
INDEXES
-In the back of each of the three books will be found the following
indexes: (1) a three-volume chart, map, and illustration index; (2) a
three-volume design index to natural wonders; (3) and a three-volume
topical index to all three books. In addition, at the back of the third
book will be found a three-volume source index to quotations. These
indexes enable you to quickly locate what you are looking for, wherever
it may be in the three books. In this way, it is not necessary to know
beforehand the volume or volumes in which a given topic is discussed.
Careful thought was given to the main index. It was decided that a
major-topic index would be more useful than a general index. For
example, instead of telling you every page where the word "dinosaur" is
mentioned, the topical indexes will only direct you to those sections
where dinosaurs are the focus of discussion. Consecutive paging of all
three volumes simplifies your use of the unified indexes. At the bottom
of each 3-VoIume table of contents or index will be found a page number
key, so you can immediately know which book contains the page number you
want to turn to.
A USEFUL SCHOOL AND STUDY-GROUP TEXTBOOK- The three books, used
alone or together, provide worthwhile texts for use in schools,
colleges, and graduate work. They also are excellent for mid-week prayer
meetings, Iocal-church study groups, cottage meetings, conventions,
special institutes, campmeetings, and seminars.
A BROWSER'S GUIDE TO THESE BOOKS
WHAT IS EVOLUTION?- "Evolution" includes origin, or how
something began or came into existence, and evolution, which is how it
transformed itself into other things and ultimately into its present
form and structure. As is done elsewhere, this present set of books may
at times overlap and not maintain these narrowed definitions.
In his books, *Charles Darwin theorized about the evolution of life
forms, not their origins. But evolutionary theory requires scientific
evidence for both. Attempts have also been made to apply evolution to
matter, stars, galaxies, planets, and even to socioeconomics.
WHAT ABOUT THE ORIGIN OF MATTER?-How did matter itself originate?
Where did all the elements come from? How could disconnected bits of gas
form into planets, stars, and systems?
WHAT ABOUT STARS, GALAXIES, AND PLANETS? -Chapter 2 shows that stars
and planets could not self-originate or self-evolve into their present
structures.
Chapter 3 extends this contrary evidence to evolutionary theories about
our own solar system, its planets, and moons.
The second and third sections of chapter 4 discuss some of the wonders
of the order and beauty of planets, stars, and galaxies.
WHAT SPECIAL EVIDENCE ABOUT OUR OWN PLANET IS AVAILABLE?- Chapter 5
focuses on recently-discovered evidence that our own planet came into
existence in less than three minutes.
Chapter 6 discusses 60 scientific facts indicating that our planet is
less then 10,000 years old, and more likely only about 6,000 years.
Chapter 7 reviews the notorious weaknesses in the assumptions underlying
current radio dating and other methods used to apply long-age dates to
our world. Chapter 8 overviews several specific providential factors
which make it possible for life to exist on our planet. Chapter 26
discusses the theories of continental drift, plate tectonics, and
paleomagnetism.
BUT IS THERE NOT EVIDENCE THAT THE EARTH HAS BEEN HERE FOR BILLIONS OF
YEARS? Such evidence, which is the theories about dating methods
(chapter 7), sedimentary rock strata (chapters 17,19), and
paleomagnetism (chapter 26), have been shown to be unscientific.
BUT DO NOT THE LAWS OF NATURE AGREE WITH EVOLUTIONARY THEORY?-Evolutionary
theory is contrary to all the laws of nature. Its violation of the laws
of thermodynamics is especially striking (chapter 25). That one chapter
alone totally destroys evolutionary theories in regard to the origin and
evolution of matter, stars, galaxies, planets, or living things.
WHAT ABOUT THE ORIGIN OF LIVING THINGS? In the broad sense of the
term, evolution would apply to (1) geological changes in our world, (2)
evolutionary changes in life forms in our world, (3) the origin of
matter, and (4) the evolving of stellar objects.
But in a more narrow sense, "evolution" would only apply to the
evolution of life on our planet, and, by extension, the origin of that
life. (Evolutionists also apply the term to change within kinds, calling
it "microevolution, " but such change is adaptation and not evolution.)
Strictly speaking, the origin of life and the evolving of life forms
from one kind to another is what evolution is all about The origin of
life is dealt with in chapters 7-9, and the evolution from one kind to
another is the subject of chapters 10-11, and 13-18. In this set of
books, when we speak of "kind, " we will generally use the term
"species. " We recognize that this word is somewhat clouded because
subspecies have sometimes been classified as species, and species have
frequently been classified as genera or sub-species, but, for purposes
of simplicity, we will lump the basic plant and animal kinds (the
Genesis kinds) under the term "species."
Species change, therefore, lies at the heart of the creation-evolution
controversy. " there is no genuine species change, there can be no
evolution. Neither theories about stellar evolution, dating methods to
prove long ages of time, nor organic similarities can prove evolution.
It is only actual, verified species change that can prove it, and that
proof would center in locating semi-transformed species. For this we
would need definite evidence from the present and from the past.
The possibility and mechanisms of life origins is the topic of chapters
9 to 11, and 25. The possibility and mechanisms of life evolution are
dealt with in chapters 13 to 15, and 25. Evidence from past life forms
is the subject of chapters 17 to 19, 23, and 27. Evidence from present
life forms is discussed in chapters 21 to 22. Dating methods, used to
provide ancient dates to remains and the strata they are in, are covered
in chapters 7, 17, 26, and 35.
Frankly if the evolutionary process cannot be established from the
mechanisms discussed in chapters 13 and 14, a thinking person might as
well give up on evolution, for in those two chapters are to be found the
only two mechanisms (natural selection and/or mutation) by which one
species could possibly evolve into another.
We are frequently told that evidence from the past proves evolution.
That evidence should be found in the literally millions of fossil
specimens which have already been examined. This topic is covered in
chapters 1719. In the fossils we should find what is known as
"transformations, " or partly-changed species. And we should find lots
of them.
Those missing transformations are commonly referred to by scientists as
the "missing links" and "gaps. " In reality, all that evolution consists
of is theories and gaps.
And, as you will learn in this set of books, the nonbiological types of
evolutionary theory also consist solely of theories and gaps! They also
are a disaster. This would include matter, stellar, galactic, solar
system, and earth evolution.
WHAT ABOUT EVIDENCE FROM OUR WORLD TODAY?- The evidence for
life-evolution from the past comprises only a few items, primary among
which is the fact that, much of the time, smaller life-forms are found
beneath larger ones in the sedimentary rock strata. The evidence from
our world today is hardly better. For example, similarities: the human
arm and hand have the same number of bones as that of the bat (chapter
21). Because of the separating wall of the DNA code, bats are different
than people in an untold number of ways. Counting bones is a simplistic
evidence of evolution. It and all the other wonders of nature are, in
reality, only additional evidence that careful planning by the Creator
produced everything.
. The foolish theories of vestiges and recapitulation are discussed in
chapter 22, and geographic distribution of plants and animals in chapter
27. Some of the most valued evidences of evolution are discussed in
chapter 23.
WHAT ABOUT SOCIAL EVOLUTIONARY THEORIES?- The scientific evidence is
on the side of creation, not evolutionary theory. But the history of
what that theory has done to our modern world constitutes one of the
most striking evidences that its effects on the human mind are
profoundly vicious. The history of the theory is discussed in chapters
29 and 30, and its effects on society in chapter 33. This is an
astounding chapter.
WHAT OTHER HELPFUL CHAPTERS ARE IN THE BOOK?-Chapter 31 provides us
with what scientists and evolutionists have to say about the theory of
evolution as a whole. Chapter 34 was written for teachers, and provides
facts about what they can legally teach in the schools. Chapter 35 is an
astonishing chapter, and deals with the effort of atheists to take over
the field of archaeology and make it disagree with Biblical events and
dating. The remaining chapters (3739) are self-explanatory.
As mentioned earlier, every fourth chapter in the series is a design
chapter, and is filled with fascinating scientific facts about the
things of nature. There is nothing in nature that could have made
itself.
CONCLUSION-
-Writers of textbooks, children's books, and various media
presentations, depict evolution glowingly as though it were a proven
fact, in spite of the ever-increasing scientific evidence against it.
The situation would be humorous if it were not so tragic. All this talk
about "scientific evolution" is wishful thinking in action. People
emotionally want the assurance that they do not have to be responsible
for their actions, so they cling to cobwebs instead of solid facts.
Having only been confronted with the assurances of the evolutionists, it
is difficult for the man on the street to realize the total lack of
evidence that exists for evolutionary theory. Yet the information is
available, and you will find large amounts of it in this present set of
books. Learning even part of that evidence will place you on vantage
ground when you discuss these issues with others.
The obvious solution to this crisis is to educate the uncommitted about
the facts. You can help do that. Read, learn, and then share with
others! Talk about the subject, reread sections in these books, and
discuss various aspects of it. Interest others in the subject. Tell them
what you have discovered. Hold meetings. It is the earnest desire of the
present writer that this material will help you help many others.
The following statement from chapter 17 may help you see what we are
dealing with here:
"Speak Of "survival of the fittest"! The long survival of evolutionary
theory disproves the phrase! Here we have survival of the weakest, most
foolish, and most easily disproved of "scientific" concepts.
"Evolution as a theory survives because (1) the public does not know
what is going on, (2) most scientists are working in very narrow fields
and do not see the overall picture that you are learning in these books,
and (3) many conscientious researchers dare not speak up lest they be
relieved of their positions and salaries.
"Regarding the second point, the biologists and geneticists bemoan the
lack of evolutionary evidence in their fields (living species and
genetic research), but then comfort themselves that, perhaps, the fossil
evidence has established It. The paleontologists and stratographers
bemoan the void of evolutionary evidence in the fossil strata (species
which earlier lived on the earth) but conclude that, surely, the
startling advances In species discoveries and genetics research upholds
It.
"The scholars and researchers attend their own narrowed scientific
meetings and rarely have time to check with those in other fields of
study. The experts In each scientific specialty imagine that other
experts elsewhere have solidly proven evolution, even though in their
field of study It is ready to fall through the floor.
"So much Is known about so little in the sciences today that few experts
can see the big picture. And the general public Is given the wrong
picture. Evolution is as dead as the Dodo bird of the Mascarene Islands
that died nearly two hundred years ago, and most people in the modern
world are not aware of it."-page 524.
Here are four quotations from non-Creationists to think about:
"I have often thought how little I should like to have to prove organic
evolution in a court of law. " * Errol White, Proceedings of the Linnean
Society, 177:8 (1966) {An ichthyologist (expert on fish) in a 1966
address before a meeting of the Linnean Society in London.]
"I doubt if there is any single individual within the scientific
community who could cope with the full range of (creationist) arguments
without the help of an army of consultants in special fields."-*David M.
Raup, "Geology and Creation, " Bulletin of the Field Museum of Natural
History, Vol. 54, March 1983, p. 16.
"The doctrine of (evolutionary] continuity has always necessitated a
retreat from pure empiricism (actual facts and scientific testing], and
contrary to what is widely assumed by evolutionary biologists today, it
has always been the antievolutionists, not the evolutionists, in the
scientific community who have stuck rigidly to the facts and adhered to
a more strictly empirical approach." - * Michael Denton, Evolution: A
Theory in Crisis (1985), p. 353.
"For the past five years, I have closely followed creationists
literature and have attended lectures and debates on related issues. .
Based solely on the scientific arguments pro and con, I have been forced
to conclude that scientific creationism is not only a viable theory, but
that it has achieved parity with (if not superiority over) the nonnative
theory of biological evolution. That this should now be the case is
somewhat surprising, particularly in view of what most of us were taught
in primary and secondary school.
"In practical terms, the past decade of intense activity by scientific
creationists has left most evolutionary professors unwilling to debate
the creationists professors. Too many of the evolutionists have been
publicly humiliated in such debates by their own lack of erudition and
by the weaknesses of their theory. " - * R. F. Smith, "Origin and Civil
Liberties," quoted in Creation social Science and Humanities Quarterly,
3 (Winter 1980), pp. 23-24.
REVIEW AND MEMORY GUIDE
MEMORIZING KEY POINTS- The following guide will be found helpful
in fixing in memory some of the essential points in each chapter. The
better you understand these issues, the more effectively you will be
able to share Information with others. Although designed for personal
memory work, portions of the guide may be used by teachers as a basis
for brief study assignments:
This subject is worth knowing WELL ENOUGH that you can explain some of
its high points with others. Because of ignorance, many have been led
into gross error and darkness. They need your help. And, the more you
share this information, the better you will remember it yourself.
After you have read each chapter, scan back through it, and then share
what you recall of its points and facts with others. You will find that
others are interested in this subject just as you are. People who think
and are unprejudiced will always be interested. Many have been groping
in search of answers to the evolutionary "facts" which are continually
thrust at them in textbooks and the media.
As you read through each chapter, the following review guide is
suggestive, and can be adapted to your own learning pattern.
1 - There are many points in the chapter that disprove basic
evolutionary theory. Each point also supports Creation. Underline or
highlight those points you would consider to be most important.
2 - Go back and underline more boldly the most important points, to help
crystallize them in your thinking.
3 - Review them again, and try to recall aloud some of the most
important of them. Recalling, speaking, and hearing helps you remember
better.
4 - Look at the complete list again. From memory, again recite as many as you can.
6 - Which five are the most important? Why?
7 - Review the chapter again in order to obtain a better understanding
of what is involved in each of these points, how they relate to one
another and the entire picture, and how they help answer evolutionary
arguments.
8 - Recite the key points again.
9 - Perhaps draw a diagram or two to help explain this chapter, or some
of its essential points.
10 - Turn back to the table of contents and think how this one chapter
fits in with the others. It is but another link in a strong chain of
powerful evidence.
11 - Review all the points again, trying to recite many of them from memory. Do not be discouraged, for enough of this information will now remain with you in the years ahead that you will be able to use it to help many people looking for answers. You will bring fresh courage and strength to others who might otherwise have become confused.
12 - You may wish to do a research study from several sources on one of
the primary points in this chapter.
You have in your hands a book that can help you help many others. Read
it, learn it, use it, refer back to it, tell others about it. Waft away
the dark clouds from their minds. Truth is powerful; give it to them.
CORRECTIONS REQUESTED-- Although these books were proofed several times, we would deeply appreciate learning of typographical or other inaccuracies. Careful attention will be given to each suggestion, so that suitable corrections may be made in forthcoming printings of these books. Thank you for your help.