Hovind seminario 5a español

1,932 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,932
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
23
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • CNN LARRY KING LIVE Interview With Father and Stepmother of Serial Killer Jeffrey Dahmer Aired June 17, 2004 - 21:00   ET THIS IS A RUSH TRANSCRIPT. THIS COPY MAY NOT BE IN ITS FINAL FORM AND MAY BE UPDATED. (BEGIN VIDEO CLIP)UNIDENTIFIED MALE: The remains recovered in the suspect's apartment included four intact bodies and various body parts of seven other individuals.UNIDENTIFIED MALE: He was a runaway train on a track of madness!(END VIDEO CLIP)LARRY KING, HOST: Tonight, exclusive, the parents of Jeffrey Dahmer. Their son was one of America's most notorious serial killers, murdering and dismembering 17 young men and boys, in some cases eating parts of their body. And then in 1994, Jeffrey Dahmer himself was murdered in prison. Now in an exclusive interview, his parents, Lionel and Shari Dahmer, speak out on what went wrong to turn their handsome, soft-spoken son into a monster, next on LARRY KING LIVE.A great pleasure to welcome to LARRY KING LIVE tonight Lionel and Shari Dahmer. They're the father and stepmother of serial killer Jeffrey Dahmer, the late Jeffrey Dahmer. Lionel authored a terrific book about his son called "A Father's Story" some years back. We thank them for appearing with us tonight.… (BEGIN VIDEO CLIP)JEFFREY DAHMER: I know my time in prison will be terrible, but I deserve whatever I get because of what I've done. I've hurt my mother and father and stepmother. I love them all so very much. I hope that they will find the same peace I am looking for.(END VIDEO CLIP)(COMMERCIAL BREAK)(BEGIN VIDEO CLIP)UNIDENTIFIED MALE: This was a crazy man! He believed that this way, he keeps them with him, when he eats their body parts.… KING: What did he do with the animals?LIONEL DAHMER: Well, he examined them and he cut into them, cut them open to examine the insides of the animals. And by the way, a lot of people have been telling me that they've done the same thing, but they didn't turn out like Jeff. But there was one thing that was different with Jeff. He did what most all of us young males do when the hormones kick in tremendously, and he was doing something sexually with them. And I think the neuronal connections, you know, made contact and sort of hard-wired Jeff, so to speak.KING: What did the doctors explain to you that was? I mean, what do psychiatrists say when they hear this, even after the fact? What is that illness?LIONEL DAHMER: I forgot the formal name of -- necrosis? Not necrosis.SHARI DAHMER: Necro...LIONEL DAHMER: Necrophilia. Necrophilia.KING: Do they know what causes it, why people are necrophiliacs? Was anything said to you, Shari, by...SHARI DAHMER: Well, not in great detail. It was something anyone really wanted to discuss because it was so abhorrent. No one said, This is the hard definition of necrophilia, no, other than he was sexually deviant and he obviously found satisfaction with something dead.KING: And do we know why someone who is sexually deviant is sexually deviant?LIONEL DAHMER: No. No, not really. We had hoped, with the profits from the book -- we had to spend all of the profits on legal affairs. And after that, I played attorney a couple of times to protect myself. But we had hoped from the profits to have Fred Berlin (ph) at the Hopkins Institute and a woman psychiatrist from the University of Arizona investigate, actually in person investigate, not just for an insanity -- purposes of an insanity trial establishment, but really get to the core of why he did this.… LIONEL DAHMER: Yes. His elementary school teacher tried desperately to get him to interact with the other children, but it just didn't work. It was right after the move from Iowa State University after I got my Ph.D.KING: To Milwaukee?LIONEL DAHMER: From Iowa State University in Iowa.KING: Well, now, when you saw it this shy, didn't you have some wonderment that something's wrong here?LIONEL DAHMER: Yes, I -- we involved him in soccer and tennis and 4-H. We raised lambs and chickens on our two-acre property. We involved him in all kinds of activities. We interacted at school. We tried to get him together with some kids. He did have a small circle of kids. It wasn't as if he was just totally off in a corner.KING: Did he watch cartoons?LIONEL DAHMER: Yes. KING: Did he like "Batman"?LIONEL DAHMER: Yes.KING: Did he like movies?LIONEL DAHMER: We watched "Popeye" together every morning -- Saturday morning.KING: Did he laugh?LIONEL DAHMER: He laughed, yes. It wasn't as if he was totally morose, Larry, you know. But after we moved from Iowa to Ohio, it seemed like the inferiority and shyness just was so exacerbated and increased to a great degree.KING: What was he like as a teenager?LIONEL DAHMER: He had a small circle of friends who liked to play gags and joke around a lot and...KING: Practical jokes?LIONEL DAHMER: Yes. Yes. Jeff played on the tennis team. And a friend of his played with him on the team. And instead of playing, you know, seriously, they would just joke around. And his opponents couldn't understand why they were laughing so much.KING: Did he date girls?LIONEL DAHMER: No. No, he did not.KING: Did he drink?LIONEL DAHMER: He did drink in his 11th and 12th grade, which we found out -- I didn't know anything about that.KING: You didn't know that at all.LIONEL DAHMER: I didn't know that. He was going down to his friend's house and taking from the liquor cabinet.KING: Any drugs?LIONEL DAHMER: And taking -- going to school. There was one brief episode where we found a pipe, at one point, yes.KING: Now, Shari, of course, not in the picture yet. You come in when he's 18?SHARI DAHMER: When he was 18.KING: OK. Let me get a break, and we'll be right back with the Dahmers. Don't go away.(BEGIN VIDEO CLIP) UNIDENTIFIED MALE: ... and sawed into pieces in the fly-infested apartment of Jeffrey Dahmer.UNIDENTIFIED FEMALE: ... but not only does Milwaukee have to deal with the unbelievable horror Jeffrey Dahmer says he has spawned here, but...UNIDENTIFIED FEMALE: ... crimes police are now beginning to realize the grisly enormity of.(END VIDEO CLIP)(COMMERCIAL BREAK)JEFFREY DAHMER: This has never been a case of trying to get free. I didn't ever want freedom. Frankly, I wanted death for myself. This was a case to tell the world that I did what I did not for reasons of hate. I hated no one. I knew I was sick or evil or both. Now I believe I was sick.(END VIDEO CLIP)KING: We're back with the Dahmers. All right, we have a very shy, reclusive, kept to himself, close body of friends, not interested in girls, a different kind of kid, but certainly no sign to you of violent nature.LIONEL DAHMER: No. And no parent, no peer, no anyone...KING: No teacher that called up...LIONEL DAHMER: No teacher...KING: ... and said, Come in and talk to us.LIONEL DAHMER: No teacher told us about the time that -- we found out later that he had a six-pack at high school.KING: How about, did he express anger?LIONEL DAHMER: He kept it in. He did not express anger.KING: You never saw him yell at anyone or get violent with something, throw something?LIONEL DAHMER: No, I -- I did not see him get angry with anyone physically. He would get angry at his younger brother, but not physically.KING: What happened when your marriage started to break up? How did that affect him?LIONEL DAHMER: Well, I was desperately trying to keep the marriage together. My wife wanted to go off and find herself, she said, which means I don't know what. But...KING: How did Jeff take it?LIONEL DAHMER: Jeff, I think -- he told me that it disturbed him very much.KING: Bothered him that you got divorced.LIONEL DAHMER: Yes. Yes.KING: But when he met Shari, he accepted you?SHARI DAHMER: Yes. He was embarrassed and ashamed that his parents were divorced. See, I did not...KING: He was?SHARI DAHMER: Oh, yes, very much so. He didn't want his friends to know. He -- see, he withheld his true feelings. He was very good at disguising his feelings. But he was ashamed and embarrassed.KING: Did you notice anything that you would have said, Something's the matter with this boy?SHARI DAHMER: The only thing that became obvious by sheer accident -- I came home early one day, and he was passed out on the bed drunk. And then I found out that he had been in the liquor cabinet, and he would replace the empty bottles with water. So he was a closet alcoholic. That's the only thing that flagged.KING: How were his grades?LIONEL DAHMER: Sometimes he would get an "A," and sometimes he'd get a "D." It was very up and down.KING: He goes to college, though, right?LIONEL DAHMER: He went to Ohio State.KING: Ohio State University.LIONEL DAHMER: For a short time.KING: Not do well there?LIONEL DAHMER: Not do well at all, no.KING: Flunk out?LIONEL DAHMER: Yes.SHARI DAHMER: And drinking.KING: Did he go to work? What did he do then?LIONEL DAHMER: Drinking and selling his blood.KING: What? LIONEL DAHMER: He sold his blood.SHARI DAHMER: His plasma.KING: To blood banks?LIONEL DAHMER: Right. Right.KING: For income.LIONEL DAHMER: For income...SHARI DAHMER: For money to drink.LIONEL DAHMER: ... for liquor.KING: So he was an alcoholic.LIONEL DAHMER: Yes. Yes.KING: What did he -- did he go get a job?LIONEL DAHMER: No, he didn't.KING: Live at home with you?LIONEL DAHMER: He came back home. And I then proceeded to take him to the Army...KING: He enlisted.LIONEL DAHMER: Sign up for the Army, right.KING: He went into the Army?LIONEL DAHMER: There doesn't -- I told him, There just doesn't seem to be any other way to go right now.KING: Did he serve?LIONEL DAHMER: He served. He came back from boot camp looking like just a wonderful physical specimen, smiling, helped me out cutting wood. We were encouraged.KING: What happened?LIONEL DAHMER: But don't forget, during all this time when he was at Ohio State, he was drinking to cover up that first killing that occurred in...KING: That occurred when?LIONEL DAHMER: In 1976.KING: When he was how old?LIONEL DAHMER: When he was 18.KING: And who did he kill?LIONEL DAHMER: Steven Hicks (ph).KING: This is all discovered later.LIONEL DAHMER: Yes.SHARI DAHMER: When his mother left and he wanted to stay behind, he became very lonely. And that's when the first murder occurred.KING: He was about 18?SHARI DAHMER: Yes, 18.LIONEL DAHMER: He was 18, and I had moved out of the house.KING: This was 1978, right?SHARI DAHMER: He was 17 going on 18.LIONEL DAHMER: I had moved out of the house, and he was left alone by his mother, who moved to northern Wisconsin.KING: Was Steven Hicks a friend of his?LIONEL DAHMER: No.KING: No?LIONEL DAHMER: He just was a pickup.KING: Pickup?LIONEL DAHMER: Just a -- he was a hitchhiker.KING: Was he homosexual?LIONEL DAHMER: No.SHARI DAHMER: That's what happens.LIONEL DAHMER: I don't think so.SHARI DAHMER: There was an altercation because Steven wanted to leave. Jeff had made a pass at him, and Steven wanted to leave.KING: But he said he wasn't gay?SHARI DAHMER: Steven was not.KING: Jeffrey was.SHARI DAHMER: And of course, Jeff was a closet homosexual.KING: And you knew none of that, either.SHARI DAHMER: None.LIONEL DAHMER: Nothing.SHARI DAHMER: No indications.KING: So he's now committed a murder, but he's out of the Army. He seems fit to you, but nothing seems to work. What happens after the Army?LIONEL DAHMER: He kept getting together with another young man.KING: This is in Ohio or Wisconsin?LIONEL DAHMER: Yes, in Ohio. And getting into trouble.KING: Police trouble?LIONEL DAHMER: Yes. I would give him my car to go look for a job, and he would end up drinking and leaving the car. He forgot where he left the car many times.KING: One murder, up to this point?LIONEL DAHMER: Yes.KING: You learned about all of this later, when the first one...LIONEL DAHMER: Right. Right. And some -- eventually, it got so bad that we sent him to his grandmother's house in Wisconsin.KING: To your parents?LIONEL DAHMER: Yes.KING: How did that go?LIONEL DAHMER: For a while, it went very well. My mother cooked for him. And he finally found a job at a chocolate company. And it went quite well for a while, but then things started to occur.KING: Like?LIONEL DAHMER: He got a note at the library one time where he was, and a note offering sex. And this was after five years that he was living with my mother. And suddenly that -- somehow...KING: The note from someone offering sex with him?LIONEL DAHMER: Yes. Yes.KING: From a male?LIONEL DAHMER: Yes. And that somehow set him off on a homosexual murder spree. KING: That eventually took how many lives?LIONEL DAHMER: Seventeen, I think.KING: All of them in what city? Were they all in one city?LIONEL DAHMER: Milwaukee. Except for the first one.KING: So the first one was in Ohio.LIONEL DAHMER: Ohio.KING: And the other 16 were in Milwaukee.LIONEL DAHMER: Milwaukee.KING: And he was working in the chocolate factory at the time?LIONEL DAHMER: Right.KING: And he maintained that job?LIONEL DAHMER: Yes.KING: Any contact with you?LIONEL DAHMER: Had contact with us. We were in Ohio. We'd visit. We'd talk on the phone.KING: No sign of anything, other than the drinking?SHARI DAHMER: He was getting arrested once or twice a year...KING: For?LIONEL DAHMER: Disorderly conduct.SHARI DAHMER: ... disorderly conduct. He also pulled a gun out in a bar one time. So we thought we were going up there to get him out of trouble in regards to his drinking problem. Again, no hint that there was a darker side to his life.KING: More after this. We'll be right back.(BEGIN VIDEO CLIP)UNIDENTIFIED FEMALE: You took my 17-year-old son away from me. I'll never get a chance to tell him that I loved him, have a chance to tell him that I loved him the last time that I saw him, which will be a year tomorrow. You took my mother's oldest grandchild from her, and for that I can never forgive you. I hope you -- I hope you can deal with what you done.(END VIDEO CLIP)(COMMERCIAL BREAK) (BEGIN VIDEO CLIP)UNIDENTIFIED MALE: It took a jury just five hours to reach a verdict. UNIDENTIFIED FEMALE: Just five hours to find Dahmer sane. UNIDENTIFIED MALE: The focus now shifts from the who to the why. UNIDENTIFIED MALE: I just thank the lord that me and Dahmer didn't get along, otherwise you might have seen my head on a shelf over there. (END VIDEO CLIP)KING: We're back with Lionel and Shari Dahmer, the parents of the late Jeff Dahmer. A downward spiral, as I understand, begins, right? You learn from your mother that Jeff has full-sized male mannequin in his closet. You are -- I must tell you, something seriously wrong, right? S. DAHMER: We thought, again, it was related to his homosexual desires. KING: You then knew he was homosexual? S. DAHMER: Yes. Oh, yes. KING: And you knew it. How did you handle that? S. DAHMER: Not well. L. DAHMER: Not very well. I'm a believer in absolute truth. I think people that don't believe in absolute truth may be prone to be more liberal with error. And I believe that the Bible teaches that that is something that you should avoid. Just like too much food, too much drink, too much of anything. And I took it as something to be conquered, I felt. So I took him to a psychiatrist. And really it was for mostly, at that point, the drinking and the...KING: Did his brother have anything in that area? His brother gay? L. DAHMER: No. Not at all. KING: You say his brother is married and you have grandchildren, right? S. DAHMER: Right. KING: OK, so the spiral starts. He sets up a satanic altar in his house? He dabbles in the occult, right? You're learning all of this, but still no idea of murder. L. DAHMER: Right. KING: When you see Satanic cult, isn't that some sort -- when you wrote in your book, "more than anything I allowed myself to believe there was a line in Jeff, I line he wouldn't cross. It was a line dividing the harm he might do to himself from the harm he might do to someone else." And you wrote, "In the eyes of parents I think children always seem just a blink away from redemption. No matter to what depths we watch them sink, we believe they need only grasp the lifeline and we can pull them safely to shore." In other words, you knew there was something wrong, you knew he was bothered, something was seriously wrong, but you nev S. DAHMER: Mm-hmm. KING: Did you think he had gotten through it? L. DAHMER: I tried to hook him up with another psychologist, but he didn't -- Jeff did not attend on a regular basis. I didn't think he got through it. I think -- I thought at that time it would take a long time. KING: Because then he had another problem with a naked Asian teenager, right? S. DAHMER: Yes. KING: So, these are all leading up to... L. DAHMER: Sure. KING: ...the worst day of your life. S. DAHMER: Yes. KING: July 23, 1991, Jeff's arrested for homicide investigation of 17. Did you know it was 17 then? L. DAHMER: Not at first at all, no. KING: What did they say at first? L. DAHMER: I had... S. DAHMER: There were several. L. DAHMER: ...been called by Shari that there were a few involved in a homicide. I didn't... KING: Who told you? S. DAHMER: The police called and the attorney. KING: They had arrested him? S. DAHMER: Oh, yes. Oh, yes. KING: Where were the bodies? S. DAHMER: There were virtually no bodies, in most cases, because he had destroyed them. KING: He had eaten parts of them? S. DAHMER: He had eaten parts, but he had cut them up and destroyed them. He had put them in trash bags. That's why there was no hard line of bodies to trace. L. DAHMER: Actually, the eating part was more like, you know, how the Indians -- the ancient Indians used to eat parts of humans hoping that they would gather strength from that, you know. Jeff told me that that was a very, very small part. It was a part. But very much overblown by the media. KING: But he killed the people. L. DAHMER: But he did dispose of their bodies, yes. KING: Did he first deny it to you? L. DAHMER: You mean when he was finally arrested July 1991? No, he did not deny it. KING: He admitted it? L. DAHMER: Oh, yes. Yes. KING: Where were you? What were the circumstances when he tells you, this is what I did? L. DAHMER: I met him at the Milwaukee County Jail. I went down to meet with him. KING: Did you go? S. DAHMER: Oh, yes. Every time. We visited with him. KING: The first time I'm talking about when he tells you what he did. L. DAHMER: I hugged him. And said, Jeff -- and he said to me, I really messed up this time, which is an understatement. And I said, Jeff, you really need help. The only way I can see is to have you judged insane so that you'd be put into a psychiatric hospital to really find out what's wrong. He hesitated at first, but later on, he really wanted to find out what was causing him to do these things. KING: Did he ever plead insanity? L. DAHMER: Oh, yes. I mean, through his -- through advice of me and the attorney. KING: The court rejected the insanity, right, and found him guilty of the murders? L. DAHMER: Yes. I would never have put him and us or anyone through this insanity trial if I had known that this was, I believe, a -- what would we call it -- a situation where they wanted to assuage the community. S. DAHMER: This was a trial to help appease the victims' families. They needed that trial. KING: Certainly he was sick. S. DAHMER: Obviously. He knew that. L. DAHMER: One attorney told me that they watched it and they said, oh, my god, his attorney, a 14-year-old or an apprentice attorney, a journeyman attorney could have done that. They were doing it, we felt and... KING: All the families attended the trial, did they not? S. DAHMER: Oh, yes. KING: Did you have a tough time facing the families of the people he killed? S. DAHMER: Oh, yes. L. DAHMER: Yes. S. DAHMER: There were stares of hatred. KING: At you? S. DAHMER: Oh, yes, absolutely. L. DAHMER: We sat just motionless and sick to our stomach. KING: Was there any thoughts of not attending the trial? S. DAHMER: Only when he warned us not to. There were several days they said the tempers were so high that we should not appear. So we did not go. KING: Did he take the stand? L. DAHMER: No. S. DAHMER: No. KING: We'll be right back with Lionel and Shari Dahmer. Don't go away. (BEGIN VIDEO CLIP) UNIDENTIFIED MALE: Did the defendant Jeffrey L. Dahmer have a mental disease? Answer, no. Question No. 2 need not be answered. Counsel, do you have anything further for the jury? (END VIDEO CLIP) (COMMERCIAL BREAK) (BEGIN VIDEO CLIP) UNIDENTIFIED FEMALE: I'm mad. This is how you act when you are out of control. I don't want to ever see my mother go through this again. Never, Jeffrey. Jeffrey, I hate you! (expletive deleted) I hate you! Jeffrey Dahmer, (expletive deleted) I -- killed (expletive deleted). Let me kill you! (ph) (END VIDEO CLIP) KING: We're back with the Dahmers. There were accusations that there were racial things involved, right? Because many of the victims were Asian only or black. S. DAHMER: Caucasian (ph). KING: Is that correct? L. DAHMER: In all my conversations with Jeff, that was not a factor at all. KING: Were any of the killings Caucasian? L. DAHMER: There was... S. DAHMER: Yes. L. DAHMER: Yes. S. DAHMER: At least three victims. KING: Of course, this thing was wild headlines everywhere. How did you cope with that? L. DAHMER: Not well. I sat with my mother and -- and our home was invaded by national as well as international photographers set up across the street with -- on neighbors' porches. And ringing doorbells, tromping all over our yard and looking in, trying to see in our windows. It was horrible. KING: And Geraldo Rivera did this special on it, right? S. DAHMER: He did. KING: And he portrayed him a brutal and sadistic killer. You were the epitome of the evil stepmother. What was that all about? S. DAHMER: That was part of his hurrah. He also had a guy on there who was supposed to have been Jeff's lover, and we had a cease and desist letter put out to Geraldo because of all the -- the things that he was doing and saying. KING: Yes. L. DAHMER: And we signed an affidavit that this was not true, and it turned out this -- later, this fellow that appeared on "Geraldo" was a felon. KING: But they still went with it? L. DAHMER: Yes. S. DAHMER: They ran with it, yes. They ran parts of it. L. DAHMER: Regardless of warning, these people still went with it. KING: How did you face the families? S. DAHMER: Openly. L. DAHMER: We talked... S. DAHMER: We reached out. L. DAHMER: We talked -- we reached out with several of the families. Shari was so wonderful in that regard. I couldn't have gotten through this without Shari, first of all, let me say. And the way she had -- her demeanor with people, it just -- it causes people to melt. Some of these victims just... KING: You had to sit through the details of the aspects of these killings. You had to hear about them. Right? S. DAHMER: Yes. L. DAHMER: Oh, yes. KING: How did that -- it's your son. I can't imagine... L. DAHMER: I -- I -- I... KING: ... how you dealt with it. L. DAHMER: I can't either. To this day, I can't really see how I -- we both just sat there. KING: Did you look at him when these things were being described? S. DAHMER: Oh, yes. L. DAHMER: Yes. S. DAHMER: His back was to us in the court. L. DAHMER: His back was to us most of the time. S. DAHMER: Of course. KING: Did he have remorse? L. DAHMER: He read a statement that -- at the end that he -- it sounded like he was remorseful. (BEGIN VIDEO CLIP) JEFFREY DAHMER, CONVICTED SERIAL KILLER: I know the families of the victims will never be able to forgive me for what I have done. I promise I will pray each day to ask for their forgiveness when the hurt goes away, if ever. I have seen their tears, and if I could give my life right now to bring their loved ones back, I would do it. I am so very sorry. (END VIDEO CLIP) KING: Got a lot of mail, didn't he? He got hate mail; he even got love mail. S. DAHMER: Lots -- He had lots of friends out there, supposedly, and people who loved him and cared about him. L. DAHMER: They saw him as different from a Bundy or a Gacy. KING: What prison did he go to? L. DAHMER: A Wisconsin correctional institution. KING: And how long was he in before he was killed? L. DAHMER: Portage, Wisconsin. KING: A couple years? L. DAHMER: It was... S. DAHMER: Several years. L. DAHMER: A couple -- two or three years. KING: And it was a mentally ill inmate, right? How was he killed? L. DAHMER: Well, you know, I -- I talked with an attorney who has access to that prison quite intimately. And what happened was there were -- there was about 20 to 40 minutes of time where no one, that is the staff at the prison, no one knew the whereabouts of this person, who took a barbell, the rod, the bar from weightlifting equipment, and hit it and bludgeoned Jeff to death. KING: In other words, he -- they let him be loose for all that time without knowing the whereabouts of a prisoner? L. DAHMER: I -- this attorney said he was confident that it was something that was allowed to happen, as he put it. KING: What happened to that person? S. DAHMER: He was found guilty. Of course, he was insane, and they sent him to another institution... L. DAHMER: In Cobb (ph), Colorado. S. DAHMER: I think it's West Virginia or Cut Worth (ph) where he's going to be. KING: How were you told about Jeff's death? S. DAHMER: The warden called me at home and said... KING: Before the news media had it? S. DAHMER: Oh, yes. Oh, yes. And of course, I sent a friend at work up to be with Lionel, and I had to tell Lionel that his son had been killed. KING: How old was he? L. DAHMER: He was 30... S. DAHMER: He was in his 30s. L. DAHMER: Thirty-three? Thirty-three. And for the second time I sat at my desk, totally numb, paralyzed, to get -- to get the news. KING: Did you have a burial? Did they give you the body? Did... S. DAHMER: It wasn't released for over a year. L. DAHMER: I wanted -- he wanted to be cremated. S. DAHMER: Yes. L. DAHMER: And his mother, his natural mother, wanted the brain, the dead brain to be studied. I was all in favor before of having him studied by tomography (ph) and while he was alive. We can really find something, perhaps. But not a dead brain. There were some scientists at Case Western Reserve that claimed they could tell what -- why he acted like he did. That's not possible with a dead person. KING: What eventually happened to the body? L. DAHMER: Well, I -- I played attorney, filed briefs and appeared in Wisconsin court and -- and won. The judge ruled in my favor, and not to turn this into a circus. KING: And you cremated him? S. DAHMER: We did. Yes. L. DAHMER: Cremated him. S. DAHMER: We had half the ashes, and his mother the other half. KING: You have the ashes now? S. DAHMER: They were -- we took care of them. KING: You took care of them? S. DAHMER: We put him to peace. KING: Why did they hold it for a year? S. DAHMER: Because he was legal evidence. KING: In the trial of the person... S. DAHMER: Exactly. Oh, yes. L. DAHMER: Yes. S. DAHMER: He was legal evidence, so he was held for over a year. KING: How was he handled in prison? L. DAHMER: How was who? KING: How was he dealing with prison, Jeff? L. DAHMER: Jeff -- he -- at first it was extremely hard, but then he -- he sent away for 13 books. It's down in Alcahone (ph), California, Institute for Creation Research. I told him about the place. And he bought 13 books that turned him from a -- an evolutionist into a creationist and from there into a Christian. And he started handing out and talking, handing out pamphlets and so forth and talking with other prisoners, trying to... KING: So he was a born again? L. DAHMER: He was -- he was -- I'm sure, in talking with him, it wasn't just a jailhouse conversion. I really believe that. KING: Because he wasn't going to get out? L. DAHMER: No. S. DAHMER: No. KING: We'll be back with our remaining moments, find out some things we might learn from this, after this. (BEGIN VIDEO CLIP) UNIDENTIFIED MALE: Dahmer was on janitor duty when his body was found in a blood-spattered bathroom. He had massive injuries. UNIDENTIFIED MALE: And the preliminary findings of the pathologist were that Mr. Dahmer died as a result of blunt force injury to the head. (END VIDEO CLIP) (COMMERCIAL BREAK) KING: We're back with our remaining moments. Do we know why he killed? L. DAHMER: Well, we don't know why he killed. I really believe there was a chance of finding that out, had he not been murdered and he had been studied extensively. KING: Could have been inability to interact with people... L. DAHMER: That's part. KING: ... the shyness factor? L. DAHMER: That's definitely part of it. S. DAHMER: There was an overwhelming desire. He admitted that. He had an overwhelming desire to have passive mates. L. DAHMER: Even the psychiatrist that examined him at -- for the purpose of the trial didn't really know why he did it. But he did tell me why he felt that he could do what he did. Why he felt free to do what he did. He told me that -- and this was after reading the books on -- by these scientists on creation science, he felt that he was up -- up from the slime, as he put it. You know, molecules to amoebas to Larry type of a thing, evolution. That there was nothing, no direction by a god. No one to be accountable to. No one to answer to at all. KING: That's what he believed? L. DAHMER: That's what he felt. That's why he felt he could just do whatever he wanted to. That's quite different from knowing the cause. KING: Did he ever explain to you why he ate even small parts of the body? S. DAHMER: No. L. DAHMER: That goes back to -- he did tell me that he felt that he just wanted to examine everything as -- every possibility as far as control, having control. KING: What do we learn from this? S. DAHMER: Hopefully, we learn to watch our children, monitor them, love them dearly, but be aware of any nuances. How do you know who's going to be a serial killer? There's -- there's still not that many profiles out there. Most parents are not that adept, or do they study their children in depth. L. DAHMER: My wonderful ex-boss said but for the grace of God, there I go. But... KING: But do we have any exhaustive studies of... S. DAHMER: Of serial killers, or Jeff? KING: Serial killers. S. DAHMER: Serial killers, yes. L. DAHMER: Serial killers, yes. And, you know, there's a certain profile, of course: 34 and white and so forth and so on. KING: Angry loner. L. DAHMER: Yes. KING: But he's different. L. DAHMER: Torturing animals... S. DAHMER: He was not a typical profile. L. DAHMER: But he didn't torture animals. He didn't fit the profile. Well, he fit some of the profile. Shy, that sort of thing. KING: So are you saying if you have children that show all the keys -- very, very shy, early liquor -- get them some attention. Liquor should have been a sign, right? L. DAHMER: Yes. S. DAHMER: It should. L. DAHMER: Yes. S. DAHMER: It should have. KING: What's life like for the two of you r thought he would harm someone else. L. DAHMER: No. KING: Harm himself, yes. Did you think he might commit suicide? L. DAHMER: He had tendencies to denigrate himself. And he even told his grandmother one time, if I die, just throw me down the field. So he didn't -- he did not have a big self image. KING: In 1988, September 26, he moves out of his grandfather's house. He brings home a Laotian teen and molests him. That leads to an arrest, right? S. DAHMER: Yes. KING: Did that put a sign into you? That he had molested someone? L. DAHMER: Oh, yes. We hired someone, an attorney, to represent him. And I argued for a very firm follow-up on a psychological basis. Don't let him out. His attorney actually let him out four months...KING: His attorney let him out? L. DAHMER: Let him out. KING: You mean the court let him out. L. DAHMER: The court let him out.S. DAHMER: Jeff was of legal age, so we could not stop him. Lionel wrote a letter to the judge requesting that Jeff get psychological help. L. DAHMER: He let him out early. Earlier than what his sentence had been given. KING: I got it. And he got probation, right? S. DAHMER: Right. KING: One year work release program, right?
  • Discover Sept. 2003, Pg. 77 “ Unnatural Selection, American scientists played a key role in the shameful history of eugenics ” In time, these ideas gave rise to American laws that empowered doctors to sterilize people they judged to be unfit to pass on their genes. As a result, Black estimates, some 60,000 people were sterilized in the United States over the course of the 20 th century. Perhaps most chilling, though, were the ways in which American eugenicists influenced their German counterparts. “I have studied with great interest the laws of several American states concerning the prevention of reproduction by people whose progeny would, in all probability, be of no value or be injurious to the racial stock,” Adolf Hitler told a Nazi confidant. The Rockefeller Foundation and other philanthropic institutions in the United States funded the research of American-Trained German eugenicists even after the Nazi Party had made its genocidal intentions clear. That research played a major role in the subsequent mass murder of millions of Jews, Gypsies, homosexuals, the mentally disabled, and others deemed a threat to the purity of the so-called Aryan race. Oh, wonderful… Not only did we Americans train, and fund these sick-os, but we stood by and encouraged them more or less even after they explained their intentions. Pg. 78 “ Unnatural Selection, American scientists played a key role in the shameful history of eugenics ” For example, Harry Haiselden, the chief of staff at German-American Hospital in Chicago, boasted of letting sickly babies die, proclaiming, “Death is the great and lasting disinfectant.” Pg. 78 “ Unnatural Selection, American scientists played a key role in the shameful history of eugenics ” They were embraced by universities, funded by major foundations, and given legal sanction by Congress and the Supreme Court. Pg. 78 “ Unnatural Selection, American scientists played a key role in the shameful history of eugenics ” He seems to suggest that were it not for American eugenicists, German plans for a Final Solution would never have been conceived. “Within these pages,” Black promises, “you will discover the sad truth of how the scientific rationales that drove killer doctors at Auschwitz were first concocted . . . at Cold Spring Harbor.” Certainly, American eugenicists gave the Nazis training and funding. Why not! We’ve all got the same goal in mind right? Off with the weak, in with the strong! Kill them all Adolf, we’re behind you 100% Pg. 88 “ Risky Business, How your brain weighs the odds of disaster ” On balance, however, our forebears must have evolved good ways of assessing risk, or I wouldn’t be writing this—and you wouldn’t be reading it.”
  • How did Carnegie become an atheist? He wrote in his autobiography: When I, along with three or four of my boon companions, was in this stage of doubt about theology, including the supernatural element, and indeed the whole scheme of salvation through vicarious atonement and all the fabric built upon it, I came fortunately upon Darwin’s and Spencer’s works. . . . I remember that light came as in a flood and all was clear. Not only had I got rid of theology and the supernatural, but I had found the truth of evolution." 4 4. Andrew Carnegie, Autobiography of Andrew Carnegie , ed. John C. Van Dyke (1920; reprint, Boston: Northeastern University Press, 1986), 327.
  • Doctors Think About This : A. The number of physicians in the US is 700,000. B. Accidental deaths caused by Physicians per year is 120,000. C. Accidental deaths per physician is 0.171. (US Dept. of Health & Human Services). Then think about this: A. The number of gun owners in the US is 80,000,000. B. The number of accidental gun deaths per year (all age groups) is 1,500. C. The number of accidental deaths per gun owner is .0000188. Statistically, doctors are approximately 9,000 times more dangerous than gun owners. FACT : NOT EVERYONE HAS A GUN, BUT ALMOST EVERYONE HAS AT LEAST ONE DOCTOR. Please alert your friends to this alarming threat. We must ban doctors before this gets out of hand. As a public health measure I have withheld the statistics on lawyers for fear that the shock could cause people to seek medical attention.
  • Soviet dictator Joseph Stalin murdered millions. In 1940, a book was published in Moscow entitled Landmarks in the Life of Stalin . It states: At a very early age, while still a pupil in the ecclesiastical school, Comrade Stalin developed a critical mind and revolutionary sentiments. He began to read Darwin and became an atheist. G. Glurdjidze, a boyhood friend of Stalin’s, relates: "I began to speak of God. Joseph heard me out, and after a moment’s silence, said: "‘You know, they are fooling us, there is no God. . . .’ "I was astonished at these words. I had never heard anything like it before. "‘How can you say such things, Soso?’ I exclaimed. "‘I’ll lend you a book to read; it will show you that the world and all living things are quite different from what you imagine, and all this talk about God is sheer nonsense,’ Joseph said. "‘What book is that?’ I enquired. "‘Darwin. You must read it,’ Joseph impressed on me." 2
  • http://www.geocities.com/tthor.geo/mywork.html http://www.geocities.com/tthor.geo/index.html http://www.geocities.com/tthor.geo/vehiclereg.html Kent the above web site has a link read about one mans dealings with the state of MO Manufacturer's Statement of Origin -- Key To Ownership by Bruce G. McCarthy it will download when you select this link on the above web site. or you can go to http://www.svpvril.com/vehicle.html to read it without downloading it) http://www.geocities.com/tthor.geo/vehiclereg6.html Ill eagle has some good links presenting background information in an interesting funny way http://www.usff.com/iepsc/index.html
  • http://www. meguiar . addr .com/human_sacrifices. htm http://www. geocities .com/ theawakeningnews / AwakeningNewsChannel .html http://www. carnicom .com/contrails. htm
  • Hovind seminario 5a español

    1. 1. Outline-I. What on earth is happening? Opening slides showing problems- History of evolution theory 1800-2000II. Why is evolution theory dangerous? 1. Bad science-based on lies- finish from 4. Bad Logic- Blinds people from thinking criticallyabout life- 2. Bad results- wrong philosophy of life, materialism- love of money-Fed-Evil men and seed),racism, communism, Nazism, (4 questions), government 2 types- gun control, School shootings, Keepspeople from accepting Christ, Keeps Christians from being bold witnesses.III. What to do?- Just what God already told us to do. Study to shew.. Go ye into …, Train up yourchildren... 1. Learn the truth- get to be a person of understanding, what is the law about teaching creation?(history-1800, Scopes, today) 2. Teach others the truth - great commission- Help students, teachers, leaders, fix textbooks. 3. Don’t get distracted 4. Listen for the trumpet 5. Win souls!- Heart of Illinois fair storytextbooks1. Racism2. Communismincome taxcontrol moneygun control3. Nazism4. NWO5. Who is doing this?6. What should we do?
    2. 2. We teach the kids1. they are nothing but animals that got here by chance. 2. There is no purpose to life. 3. When you die that is the end. How does this philosophy affect them?
    3. 3. EVANGELISMO DE CIENCIA CREACIONISTA Seminario Parte 5a: Los Peligros De La Teoría De Evolución Lección 10 de 15. Un Seminario de la Creación por: Dr. Kent Hovind c/o 29 Cummings RoadPensacola, Florida 32503 850-479-3466 www.drdino.com
    4. 4. Outline-Three things to cover but it may take a while.I. What on earth is happening?II. Why is evolution theorydangerous?III. What to do?-
    5. 5. I. ¿Qué está pasando en la tierra?I. What on Earth is Happening?
    6. 6. Why did Stalin order the execution of 14,700 Polish POW officers?¿Por qué Stalin ordenó la ejecución de 14,700 oficiales Polacos prisioneros de Guerra?
    7. 7. Why did Hitler order the execution of 6,000,000 Jews?¿Por qué Hitler ordenó la ejecución de 6 millones de los Judíos?
    8. 8. Why did Pol Pot order the execution of over 1,000,000 of his fellow Cambodians? From 1975-1979the Khmer Rouge under the leadership of PolPot executed morethat a third of theentire Cambodian population. Guinness Book of World Records 1994 p. 460¿Por qué Pol Pot ordenó la ejecución de más que 1 millón de sus paisanos Cambodianos?
    9. 9. Why were Australian Aborigines treated like animals and even killed in the 1800’s? ¿por qué fueron tratados como animales los Aborigines Australianos y aún matados?
    10. 10. Why did Kip Kinkle kill his parents and fellow students? 15 year old Kip Kinkle¿Por qué mató Kip Kinkle a sus padres y compañeros de clases?
    11. 11. On May 21, 1998, 15 year old KipKinkle, a student at Thurston High School, allegedly entered the school cafeteria and fired more than 50 rounds from a semiautomatic rifle.. 26 students were injured, 2 were killed. Later, the bodies of Kinkle’s parents werefound in his home.... He was then arrested and taken to policeheadquarters, where he attempted to murder a detective during his initial questioning.
    12. 12. He was not isolated from other students, and got into minor “kid type” difficulties every once in a while.  However, there was no indication during his school years that he had severe mental or behavioral problems.  I’ve known who he was since Middle School.  He was a friendly kid...with a quick smile, and hewas well liked.  He had many friends because he had attended the school district for manyyears.  Both of his parents were teachers withinthe same district, and they were well-loved and respected by all the other students and staff. 
    13. 13. They were the typical “all-American”family who lived in an upscale home in a rural subdivision of lovely homes and spent countless hours with their children.  The parents are praised by every neighbor, friend, and fellow employees as devoted to their children.  They fully participated in all theirchildren’s school activities, took them on cultural trips during vacations, etc… 
    14. 14. To date, however, there has beenno closure about why Kip Kinkle murdered his parents, two students, and shot 26 other schoolmates. DR. C., 1999 was present on campus the day of theThurston H.S. shootings May 21, 1998.Springfield, Oregon
    15. 15. Why have violent crimes increased nearly 1,000 % since I was a boy? 15 year old Kip Kinkle´¿Por qué han aumentado los crímenes violentos casi 1000% desde que yo era un niño?
    16. 16. Dylan Klebold and Eric made a video prior to the Columbine shootings. “He [a football player] doesn’t deserve the jawEric Harris & Dylan Klebold evolution gave him. Look for his jaw. It won’t be on his body.”
    17. 17. Klebold’s father was a geologist. Both Eric and Dylan were followers of Nazi teachings. The shooting took place on Hitler’s birthday. Klebold wore a shirt that said “serial killer.” They shot Isaiah Shoels because he was black. Eric Harris & Dylan Klebold Newsweek May 3, 1999“God!” one of the gunmentaunted her. “Do you really believe in God?” Cassie said, “Yes.” Eric’s T-Shirt read “Natural Selection” while Dylan’s read, “Wrath” Rocky Mountain News May 16, 2000 They spoke German to each other in the hall at school and Harris wore a Nazi German cross.
    18. 18. Columbine High School -1. Denver Rocky Mountain News, June 25, 1999 pp 4A.
    19. 19. Holt Biology1994 p. 176
    20. 20. Holt Biology 1994 p.186?
    21. 21. Right after the Columbine shooting:“Almost instantaneously, 5 more studentsfrom within the Springfield School District were arrested for threatening to murder students, principals, or teachers.  In the adjacent school districts, more students were arrested for violent threats, and inone case, an elementary school boy shot 5of his classmates with a BB gun, while they were playing out in the school yard.”DR. C., 1999 who was present on campus the day of theThurston H.S. shootings May 21, 1998.
    22. 22. ¿Pudiera esta violenciaser un resultado de loque estamos enseñando a nuestros niños en la escuela?Could this violence be a result of what we are teaching kids in school?
    23. 23. “Tu eres un animal y comparte suancestria común con los lombrices. “You are an animal and share a common heritage with earthworms.” Biology: Visualizing Life, Holt.1994
    24. 24. In Seminar part 1 we talked about the big bang theory and the age of the earth. In Part two we explained why they lived to be 900.In Part three we explained about dinosaurs.In Part four we showed some of the many lies in the textbooks.
    25. 25. For this session we will focus on the last 150 years to see the deadly effects of this evolution theory. Let’s review some of what wascovered on video #4 then discussracism, communism, nazism and the coming New World Order.
    26. 26. James Hutton1726-1796,In his book, Theory ofthe Earth, James saidthe earth is mucholder than mostpeople thought.This started somepeople doubting theBible was true. “Yeahath God said?”HBJ Earth Science p.19
    27. 27. The age of revolutions and Anti-Monarchy1750 1800 1850 1900 German RevolutionAmerican Italian 1848Revolution Revolution1776 1848 French Spanish Polish Revolution Revolution Revolution 1789 1823 1831
    28. 28. Charles Lyell, Scottish lawyerIn the Minds of Men p. 69 Available from CSE $22(850) 479-3466
    29. 29. 1830
    30. 30. Cretaceous Jurassic Triassic PermianCarboniferous Devonian Silurian Ordovician Cambrian
    31. 31. “Tengo poca duda que en Inglaterrafue la geología uniformitariana de largas edades y la teoría de la evolución que nos cambió de una nación cristiana a una nación pagana.”“I myself have little doubt that in England it was long age uniformitarian Geology and the Theory of Evolution that changed us from a Christian to a pagan nation.”F. Sherwood Taylor, “Geology Changes The Outlook” Curator of theMuseum of the History of Science, Oxford, England.
    32. 32. Darwin trajo suBiblia y el libro de Lyell en su viaje de 5 años.Darwin brought his Bible and CharlesLyell’s book Principles of Geology on his 5 year voyage. Lyell’s book changed his life El libro de Lyell forever. cambió la vida de Darwin para siempre.
    33. 33. Charles Darwin’s philosophy was greatly influenced by: Charles Lyell and ThomasMalthus who taught that more offspring were produced than could possibly survive with alimited food supply so it was best if the weakest die off.
    34. 34. 1750 1800 1850 1900Hutton’s Lyell’s book,book, Theory Principles of Darwin’s book,of the Earth, Geology, The Origin ofpublished in published in Species…,1795, made 1830, made published inpeople doubt people doubt 1859, madethe earth was the flood. people doubt the6000 years Creator.old.
    35. 35. 1750 1800 1850 1900Hutton’sbook, Lyell’s book, Darwin’s The next 50 yearsTheory of Principles of Geology, book, The Origin of of godlessthe Earth,published published in 1830, Species…, published thinking led toin 1795,made made people in 1859, made humanism,people doubt the flood. people doubt the racism,doubt theearth was Creator. communism,6000 yearsold. Nazism, and plans for a New World Order.
    36. 36. “I am haunted by a conviction that the nihilistic philosophy which so- called educated opinion chose toadopt following the publication of the Origin of Species committed mankind to a course of automatic self destruction. A doomsday was then set ticking.”Sir Fred Hoyle, famous British Astrophysicist, The Intelligent Universe, Holt, Rinehart & Winston, New York, 1983 p. 9
    37. 37. “A menudo me atemorizo y me hepreguntado si tal vez me he devotado a una fantasía.”“Often a cold shudder has run through me and I have asked myself whether I may have devoted myself to a phantasy.” Charles Darwin, Life and Letters, 1887, vol. 2, p. 229
    38. 38. “Incredibledesign! There haber undiseño! Debe “¡Increible diseñadormust be a inteligente.”smartdesigner.”El que cree en la creación piensa:Dios es Dios y juzgará a todos los hombres. Creationist world-view: God is God and judges all men.
    39. 39. En el principio creó Dios loscielos y la tierra. In the beginning, God created the heaven and the earth. Génesis 1:1
    40. 40. “Amazing! A “¡Asombroso!, ¡una Gran Explosión hizo ‘Big Bang’ este mundo de nada!” made this world from nothing!” Lo que los Humanistas piensan: El hombre es dios, y no tiene que dar cuentas a nadie.Humanist world-view-- Man is god and answers to no one.
    41. 41. II. Why is Evolution Theory Dangerous?¿Por que es peligrosa lateoría de la evolución?A. It is bad science based on lies.A. Es ciencia mala basada enmentiras.
    42. 42. This is a mantra, not science!
    43. 43. All “evidence” used to support evolution has beenproven wrong. We covered this on seminar tape #4. Teachers, stop lying to yourself and your students!Heath Biology 1991 Table of Contents
    44. 44. Lies covered in seminar so far:1. Grand Canyon was not formed slowly by ColoradoRiver.2. Geologic column does not portray earth’s history.It does not even exist!3. Rocks date fossils- fossils date rocks.4. There are no index fossils.5. The layers are not different ages.6. Plants and animals are not related.7. “Change in species” is not the real meaning ofevolution. 8. “Natural selection” does not cause evolution.9. The “peppered moth” story never happened.10. Comparative anatomy does not prove commonancestry.
    45. 45. 11. Humans never have “gill slits.”12. It is human at conception.13. The appendix is not vestigial.14. The whale does not have a pelvis.15. The human tail bone is not vestigial.16. Dinosaurs did not live millions of years ago.17. Man not evolve from animals or “cave men”.18. The “big bang” is a big dud.19. The Horse series is a lie.20. Life cannot evolve from non-living matter.21. The law does not ban teaching “creationscience.”22. Smaller is not simpler.23. Birds did not come from dinosaurs.
    46. 46. 24. The eye did not arise by slow changes.25. A bird did not hatch from a reptile egg.26. The “trees of life” in the books are pureimagination.27. DNA does not prove evolution.28. Fossils do not provide any evidence forevolution.29. The universe is not “billions of years old.”30. The earth was never a “hot molten mass.”31. Pangea never existed.32. Animals and plants are designed for not“adapted to” their environments.33. There are no “simple living organisms.”34. Life did not “arise 3.5 billion years ago.”35. The sun did not form before the earth.
    47. 47. 36. Scientists have not made life in the lab.37. Snakes do not have vestigial legs.38. The earth never had an oxygen freeatmosphere.39. No animal is related to any other kind ofanimal.40. DNA is more than just chemicals, it carriesinformation!41. Mutations do not improve species.42. Similar bone structures do not prove acommon ancestor.43. Amino acids do not prove relationships.44. Humans are not related to chimps.45. Darwin did not prove evolution.
    48. 48. 46. Textbooks do not teach kids to “thinkcritically.”47. Arranging animals on paper does not prove athing.48. Archaeopteryx is not part reptile.49. Feathers did not evolve from scales.50. It is not just the “religious fundamentalists”who disbelieve evolution.51. Evolution is not a “light which illuminates allfacts.”52. There is no evidence for “magneticreversals.”53. The constitution does not discuss“separation of church and state.”54. The supreme court did not ban creation. H
    49. 49. ¿Cuál es la historia de la enseñanza de la creación en las escuelas públicas? 1800’s - 1925 la creación fue enseñada de la Biblia en las escuelas públicas. La evoluciónfue enseñada si el profesor quisiera pero no era un requisito.What is the history of the teaching of creation in public schools?1800’s - 1925 creation was taught right from the Bible in thepublic schools. Some evolution was taught if the teacherwanted to but they were not required.
    50. 50. Courthouse in Dayton,Tennessee wherethe famous 1925“Scopes MonkeyTrial” took place.
    51. 51. 1920-25 some states passed laws banning the teaching of evolution. In the Scopes trial in Dayton, TN the ACLU tried to get the law overturned but lost. For the next 40 years some states still had laws against teaching evolution.The entire court case is available from BryanCollege 423-775-2041.For a good expose of the errors in the movieInherit the Wind, call:George Sarrell 828-684-6232 (w) or 0374 (h)500 Christ School Road, Arden, NC 28704
    52. 52. What if the “Scopes”trial were retried in a modern university? This excellent novel does just that. Youwill be on the edge of your seat the entiretime as you read this one! CSE $28.50
    53. 53. 1968 the last law banningevolution was overturned.1980 Arkansas law demandingequal time was overturned. (1987 -Louisiana law)Today- many teachers feel that theycannot teach creation or the Bible in theirclassroom. This is not true.Impact articles # 1, 60, 64, 93, 120, 164,170, 196, 213, 282 will help. (ICR.ORG)
    54. 54. Louisiana pasó una ley “requiriendo” que los profesores enseñaran la creación si enseñaran la evolución. La ley requirió un “tratamiento balanceado.”Louisiana passed a law “requiring” teachers to teach creation if they taught evolution. The law required “balanced treatment.”
    55. 55. It has never been against the law to teach creation.“no statute exists in any stateto bar instruction in ‘creation science.’ It could be taught before, and it can be taught now.”Stephen Jay Gould The Verdict on Creationism, New York Times July 19, 1987, p. 34
    56. 56. “The Supreme Court ruling did not, in any way, outlaw the teaching of ‘creation science’ in public school classrooms. Quite simply it ruled that, in the form taken by theLouisiana law, it is unconstitutional to demand equal time for this particularsubject. ‘Creation science’ can still be brought into science classrooms ifEvolutionary biologist Michael Zimmerman, “Keep Guard Up AfterEvolution Victory,” BioScience 37 (9, October 1987): 636
    57. 57. and when teachers and administrators feel that it is appropriate. Numerous surveys have shown that teachers and administrators favor just this route. And, in fact, ‘creationscience’ is being taught in sciencecourses throughout the country.”Evolutionary biologist Michael Zimmerman, “Keep Guard Up After Evolution Victory,” BioScience 37 (9, October 1987): p. 636
    58. 58. “The Supreme Court decision says only that the Louisiana law violates the constitutional separation ofchurch and state: it does not say that no one can teach scientificcreationism--and unfortunately many individual teachers do. Some schooldistricts even require ‘equal time’ for creation and evolution.” Eugenie Scott, National Center for Science Education, Berkeley, CA 800-290-6006, natcenscied.org. Nature 329 (1987): 282. (in 1999 NCSE had 4 employees) National Center for Science Education Defending the Teaching of Evolution in the Public Schools
    59. 59. National Center for Science Education Defending the Teaching of Evolution in the Public SchoolsWelcome!to the homepage of the National Centerfor Science Education, Inc. --NCSE -- anonprofit, tax-exempt membershiporganization working to defend theteaching of evolution against sectarianattack. We are a nationally-recognizedclearinghouse for information andadvice to keep evolution in the scienceclassroom and “scientific creationism”out. Nov, 1993 radio debate w/Eugenia Scotthttp://www.natcenscied.org
    60. 60. “Teachers and school William B. Provine,boards in public schools are already free under the Constitution of the USA to teach about supernatural origins if they wish in their scienceclasses. Laws can be passed in most countries of the world requiringdiscussion of supernatural origins in science classes, and still satisfy national legal requirements.”
    61. 61. “And I have a suggestion for evolutionists. Include discussion of supernatural origins in your classes, and promote discussion of them inpublic and other schools. Come off your high horse abouthaving only evolution taught in science classes.”
    62. 62. “El exclusivismo que promueve es muy egoísta y lleno de elitismo. ¿Por qué teme confrontar elcreacionismo supernatural creídopor la mayoría de personas en los USA y quizá en el mundo? “The exclusionism you promote is painfully self-serving and smacks of elitism. Why are you afraid of confronting thesupernatural creationism believed by the majority of persons in the USA and perhaps worldwide? William B. Provine, Biology and Philosophy 8 (1993): 124
    63. 63. ¿No deben los estudiantesser animados a expresar suscreencias acerca de nuestro origen en una clase discutiendo orígenes por evolución?” Shouldn’t students be encouraged to express their beliefs about origins in a class discussing origins by evolution?” William B. Provine, Biology and Philosophy 8 (1993): 124
    64. 64. Mr. Hovind,I am a public school science teacher. I went to a conferencetoday and we were all given a new science textbook to usein the conference. It is called The Sciences by Trefil andHazen, John Wiley and Sons. On page 611 it said this, “Towhat extent do you think that parents should have the rightto decide which scientific theories and ideas are presentedin schools? To what extent do you think parents ought tohave the right to demand that opposing religious views betaught as well? Should the views of creationism, which areprimarily based on one particular type of Christianity, begiven special consideration? It is getting more difficult tosay the truth all the time.”Thanks for giving Christian science teachers some tools andresources. Yours in Christ, Paul Parry
    65. 65. Impact cover 19610¢. Available from Institute for Creation Research (619) 448-0900 www.icr.org
    66. 66. No solo se puede enseñar ciencia creacionista en las escuelaspúblicas, se puede enseñarla de la Biblia, y enseñar o devotar unaclase a la religión, y tener la Biblia como libro texto.Not only can you teach creation science in thepublic schools, you can teach it right out of the Bible, and teach or devote a class to religion, and have the textbook be the Bible.
    67. 67. Todos sabemos los efectos de loque pasó en 1963 cuando la Biblia fue quitada, y la evolución fue puesta en las escuelas, ¡pero hemos sido engañados por el ACLU otra vez! We all know the effects of whathappened in 1963 when the Bible wastaken out, and evolution put in to theschools, but we have been deceived by that ACLU again!
    68. 68. In 1963, the Supreme Courtbanned the use of the Bible to try to get kids saved,which is not good obviously, but it’s a lot better thanwhat the ACLU has led us to believe.
    69. 69. They did not throw the Bible out! We have thrown the Bible outbecause we have allowedourselves to be deceived by the ACLU. From material byElizabeth Ridenour - National Council On Bible Curriculum In Public Schools. P.O. Box 9743, Greensboro, N.C. 27429, or call 336-272-3799.
    70. 70. The best statement I ever heard on the humanists’motivation was a comment regarding the American Civil Liberties Union’s successful lawsuit to get aChristmas manger scene off a courthouse lawn. The critic said this:“The ACLU is just jealous that they don’t have what the scene depicts: three wise men and a virgin.” “El ACLU sólo está celoso por que no tienen lo que la escena tiene: tres hombres sabios y una virgen.”
    71. 71. Start a Bible course in your public school. Elizabeth Ridenour - National Council On Bible Curriculum In Public Schools.P.O. Box 9743, Greensboro, N.C. 27429, 336-272-3799. Www.bibleinschools.netAvailable from CSE. $5 (850) 479-3466
    72. 72. “States can legally require teachers to discuss evolution in science classes.”“They cannot require them to discuss creation.”
    73. 73. “Teachers maydiscuss creation in science classes if they wish.”Educational Research Analysts PO Box 7518 Longview, TX 75607 (903) 753-5993 Mel Gabler www.textbookReviews.org
    74. 74. “Courts allow states torequire discussing scientific weaknesses in evolution theory but not requiring discussing evidence for creation.”Educational Research Analysts PO Box 7518 Longview,TX 75607 (903) 753-5993 Mel Gabler, TextbookReviews.org
    75. 75. In the landmark ruling of School District of Abington Township v. Schempp, 374U.S. 203, 225, (1963) the courtheld that, “it certainly may besaid that the Bible is worthy of study for its literary and historic qualities.
    76. 76. Nothing we have said here indicates that such study ofthe Bible or of religion, whenpresented objectively as part of a secular program of education, may be effected consistently with the First Amendment.”
    77. 77. The Supreme Court stated that, “the Bible mayconstitutionally be usedin an appropriate study of history, civilization, ethics, comparative religion, or the like.”Stone v. Graham, 449 U.S. 39, 42 (1980)
    78. 78. Permitting public school observances which include religious elements promotes the secular purpose of“advancing the student’s knowledgeand appreciation of the role that our religious heritage has played in the social, cultural and historical development of civilization.”Florey v. Sioux Falls School District, 619 F.2d 1311, 1314 (8th Cir, 1980)
    79. 79. “Teachers already possess” the flexibility to present “a variety of scientific theories about the origins ofhumankind”… and are “free toteach any and all facets of this subject.” Edwards vs. Aguiliard, 482 U.S. 96 (1987) p. 8-9
    80. 80. “Teaching a variety ofscientific theories about theorigins of mankind to schoolchildren might be done with the clear secular intent ofenhancing the effectiveness of science instruction.” Edwards vs. Aguiliard, 482 U.S. 96 (1987) p.14
    81. 81. “Discussions of any scientific fact, hypothesis, or theory related to the origins of the universe, theearth and of life (the “how”) are appropriate to the science curriculum.” California State Board of Education Policy on the Teaching of Natural Sciences.
    82. 82. For all the latest on what is happening in education,Also get the video Crisis in theClassroom $25 for every public school teacher in your area. (Call Eagle Forum, Alton, Illinois) 618-462-5415. eagle@eagleforum.org
    83. 83. ¿Y qué de la separación de la iglesia y el estado?¿Se puede discutir la creación o la Biblia en las escuelas públicas?What about separation of church and state? Can creation or the Bible be discussed in public schools?
    84. 84. No hay tal frase mencionado en la constitución. There is no such phrase mentioned in the constitution.Thomas Jefferson used it in aletter to the Danbury Baptists inDanbury, Conn. In 1802.
    85. 85. “The First Amendment has erected a wall of separationbetween church and state.” Thomas JeffersonThat wall is a one dimensional wall. It keeps government from running the church but it makes sure that Christian principles will always stayin government. see:www.wallbuilders.com
    86. 86. Available -$.10-ICR.ORG
    87. 87. Rating 1991 Textbooks % evolution Swarts, F. DIA # 9214038. UMI Dissertation Services, Ann Arbor, MIBiology: An Everyday Experience Merrill 2.9%Focus on Life Science Merrill 7.1%Biology: Living Systems Merrill 7.4%Life Science Scott, Foresman 8.5%BSCS: An Ecological Approach (Green) Hunt 13.2%BSCS: A Molecular Approach DC Heath 13.5%Modern Biology Holt, Rinehart & Winston 13.9%Biological Science: An Inquiry into Life (Yellow) Harcourt Brace Javanovich 15.6%
    88. 88. An excellent bookrating textbooks based on how they present 15 of the most common lies found in books. Www.iconsofevolution.com Available from CSE, $23.95.
    89. 89. The Gablers are experts in thetextbook selection process and can help with book evaluations. (903) 753-5993Available from CSE for $4.75www.crsc.org has a rating of newer textbooks
    90. 90. April 14, 2000Dear Dr. Hovind,“Thank you for using What Are They Teaching OurChildren?. You will be interested to know that inour 39 years of work we have never seen publishersso sensitive, or schools so receptive, to ourtextbook reviews and ranking.We are also pleased to recommendthe Harcourt and Scott Foresmanelementary Science series. Theyare much less dogmatic onevolution than the others wereviewed.”Mel Gablerwww.textbookreviews.org
    91. 91. “Let me controlthe textbooksand I will controlthe state.” “Déjeme controlar los libros textos,y controlaré el estado” - Adolfo Hitler
    92. 92. Who picksthe books?
    93. 93. How textbooks are selected.1. The state legislature adopts education standards. Atheists work hard in this area!2. The publishers create books to try to meet the standards. $$$3. 22 states have a state textbook selection committee that will select 5 books. Other states often let the district pick their own.4. The county or district will appoint a committee to select 1 or 2 books on the approved list (usually Jan-Mar).5. Books are ordered and ready for Sept.
    94. 94. What can I doto help fix theproblem in my area?
    95. 95. How the biased folks at “Scientific” American view the situation.http://www.sciam.com/2002/0302issue/0302numbers.html
    96. 96. Get creation materials intoyour public school libraries.Bert Wagoner can show you how to do it. Bertwagoner@netzero.com, 515-266-5595
    97. 97. “[Dr. Hovind’s] Video series was bought for local highschool (Waverly High School, Waverly, OH) When Iwent to check out the #5 video I found out someonehad hidden the box of seminars and debatesunopened and underneath a desk by a back wall. I wastold by the librarian that she was told not to put themout for the students to find. My 18 yr. old daughterwitnessed this. We were very upset but I told her itwas proof that the enemy was trying to void and hidethe truth. My daughter has since graduated and Idon’t know if these tapes are available to students ornot.”Chip Daniels, chipdaniels@yahoo.comPhone: 740-947-2025, 8/10/2002 2:06:31 PM
    98. 98. Steps to fix the problem:1. Understand the problem2. Get your kids out if possible- the problem is not fixable in the short term-private school, home school. Don’t put them on a bus marked “Going to NY” when you are trying to send them to LA.3. If you leave them in: A. Don’t send them off unarmed Genesis 14:14 Abraham’s 318 servants born in his own house- drill creation materials into their heads. B. Insulate them within the system- exempt from classes. Scuba, Space exploration C. Train them how to deal with hostile teachers, homework questions. D. Equip them to win their teacher, classmates, friends. Soul winning!4. Become political activist by: influencing legislation, school board, teachers.
    99. 99. Four Things To Do to Fix Public School Textbooks:• 1. Demand that schools cut out pages with false information or,• 2. Glue the pages together or,• 3. Post a warning sticker in the front cover and,• 4. Give students my “Brainwashed” booklet or equivalent.
    100. 100. Available from CSE850-479-3466 $310 or more. /$2 ea
    101. 101. FLORIDA STATUTE 1006.35 Accuracy of instructional materials.-- (1) In addition to relying on statements of publishers or manufacturers of instructional materials, the commissioner may conduct or cause to be conducted an independent investigation to determine the accuracy of state-adopted instructional materials.(2) When errors in state-adopted materials are confirmed, thepublisher of the materials shall provide to each district school board that has purchased the materials the corrections in a format approved by the commissioner. (3) The commissioner may remove materials from the list ofstate-adopted materials if he or she finds that the content is in error and the publisher refuses to correct the error when notified by the department. (4) The commissioner may remove materials from the list of state-adopted materials at the request of the publisher if, in his or her opinion, there is no material impact on the state’s education goals.
    102. 102. Texas Administrative Code Title 19-Education §66.66 (I) “Instructional materials shall present the most factual information accurately andobjectively without editorial opinionor bias by the authors. Theories shall be clearly distinguished from facts and presented in an objective manner.”
    103. 103. Wisconsin Administrative Code 361 RuleThe criteria for selection oftextbooks…shall be:3. Factual accuracy
    104. 104. Ala. Code 1975, Section 16-36-70“Adequate textbooks” - provides: “(b) All students in the publicschools shall be provided withadequate and currenttextbooks ....” One might arguethat textbooks that containstatements and examples that areproven to be false and fraudulent areneither adequate nor current.
    105. 105. A MESSAGE FROM THE ALABAMA STATE BOARD OF EDUCATION------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------“This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things…
    106. 106. “No one was present when life first appeared on earth. Therefore, any statements about life’s origins should be considered as theory, not fact.…microevolution, which can be describedas fact. …macroevolution, has never been observed and should be called a theory.” Sticker required in every book that discusses evolution. Stephanie Bell 334-272-2777
    107. 107. California Textbooks shallbe “factually accurate and incorporate principals of instruction reflective of current and confirmed research.”California Education Code 60200 (c) 3
    108. 108. Publishers willprint books justfor your state’s standards.
    109. 109. P. 53 tells ofstudents right to beexempt from classes or material that is contrary to their religion. Available from CSE for $9.50ACLJ PO Box 64429, Virginia Beach, VA 23467or call the Alliance Defense Fund PO Box 54370 Phoenix, AZ 85078 1-800-TELL-ADF
    110. 110. No conociendo tusderechos pude sertan malo como no tener derechos. Not knowing your rightscan be as bad as not having any rights at all.
    111. 111. Pitfalls to watch for:• If schools are going to have a good program some left wing liberal staff member will try to make sure it is an “opt in” program. They know lots of kids will forget to get the note signed.• If there is a bad program, like a gay or lesbian speaking, they will try to make sure it is an “opt out” program for the same reason.
    112. 112. Pasos prácticos para convertir a los profesores: Practical Steps to Convert Teachers:• 1. No los confronte públicamente si posible. Que les hable después de la clase en privado. 1. Don’t confront them publicly if at all possible. Talk to them privately after class.• 2.Si estás: tarde a clase a menudo, 2. If your are: late to class frequently• 3. eres travieso, 3. Class troublemaker or goof-off• 4. nunca haces tarea, 4. Never do homework• 5. o no prestas atención en clase 5. Don’t pay attention in class• ¡Que no les diga que eres cristiano! Then don’t tell them you’re a Christian!
    113. 113. Practical Steps to handle evolution in class:• 1. If test questions come up about evolution say: “The textbook says… however this is not correct.”• 2. Learn the material but don’t swallow it.• 3. Ask to be exempt from class if they are teaching things contrary to your religion. (Students Legal Rights)• 4. Contact: Joe Baker, joeman12482@hotmail.com For help in your school.
    114. 114. Practical Steps to help Teachers:• 1. Give them a video to watch at home.• 2. Pray for them.• 3. Invite them to a creation seminar.• 4. Have them call me with any questions.• 5. Ask them to invite a creation speaker to class or show a video in class to give equal time to other views of origins.
    115. 115. Practical Steps to Change Schools• 1. Run for or influence your school board.• 2. Get on or influence curriculum committee. Write textbook publishers.• 3. Pass or enforce laws requiring textbooks to be accurate.• 4. Raise awareness of everyone you know about the problem and the solution.
    116. 116. El temor del hombrepondrá lazo: Mas el que confía en Jehová será levantado. The fear of man bringeth a snare: but whoso putteth his trust in the LORD shall be safe. Proverbios 29:25
    117. 117. Practical Steps to Change Schools• 4. Convert teachers and students• 5. Write letters to editor when they have evolution articles.
    118. 118. Practical Steps to Change Schools• 6. Donate creation books and videos to school library. Bert Wagoner, 3701 E. 38th Court, Des Moines, Iowa [50317] Bertwagoner@netzero.com,• 515-266-5595 can help you get them in.• 7. Educate others - use creation for evangelism as in Acts 17
    119. 119. Tactics used to keep creation out of public schools:• Have ACLU threaten to sue.• Claim teachers can only teach what is in the state approved curriculum.• Claim teachers cannot correct curriculum.• Mislead people into thinking that evolution is a sacred part of science that is never to be questioned.• Use peer pressure or ridicule to silence those who oppose lies in textbooks.
    120. 120. Be prepared for opposition from the enemy. Satan protectshis evolution theory with a vengeance!
    121. 121. Roger DeHart, science teacher atBurlington-Edison high school nearSeattle, WA was told he could notinform studentsof errors in thetextbooks bypassing outarticles fromcurrent sciencejournals.
    122. 122. Kevin Haley, (541-382-2278) biology teacher at OregonCommunity College, lost his job for exposing errors in the textbooks. See World magazine (800-951-6397) June 24, 2000, p. 23.
    123. 123. Baylor University in Waco, TX fired William Dembski in April 2000 because he advocated “intelligent design”.News Herald 11-11-2000 Panama City
    124. 124. Forrest Mims was a science writer for 20 years. He published in National Geographic, Science Digest,The American Journal of Physics and 60 magazinesand newspapers. He was denied a job as writer for Scientific American because he was a creationist. New York Times Oct 24, 1990
    125. 125. 8-15-2000Rod LaVake-Faribault, MN
    126. 126. Teacher Dan Clark was told by Lafayette, Indiana schoolsuperintendent Ed Eller not to introduce creationism to his class, Indianapolis Star, Sept. 23, 2001.The citizens in that county need to help Mr. Eller find a new job!
    127. 127. Indianapolis Star, Sept. 23, 2001
    128. 128. Dean Kenyon, co- author of this book,taught biology at San Francisco StateUniversity. He wrote books aboutevolution. In 1993 hewas removed from his teaching position because he raised doubts about evolution.
    129. 129. Things Teachers can Do:• Demand that schools cut out pages with false information or, if school policy allows you to correct mistakes in books, just do it yourself.• Remind classes of great scientists from the past who have believed in God and the Bible.• Note every occasion when an evolutionary/old-earth paradigm (millions or billions of years) is explicitly mentioned or implied by a textbook, encourage students to question weather this statement is really scientific or religious.
    130. 130. Things Teachers can Do:• Discuss topics not readily explained by current orthodox science. Eg: presence of information in DNA; lack of solar neutrinos; rapid decay of geomagnetic field; recessional velocity of the moon; lack of intermediate fossils.• Invite speakers in to discuss real science in class.
    131. 131. Things Teachers can Do:• Science teachers would do well to point out that no rock is unearthed with a clear age label and that dating processes in general are speculative, frequently contradictory and in many instances altogether incompatible with a great age.• Point out that effects such as lunar craters, certain pathological virus infections and various instances where nature now appears “red in tooth and claw” are examples of a fallen world not an evolved world.
    132. 132. II. Why is EvolutionTheory Dangerous? A. It is bad sciencebased on lies. B. Brings forth badfruit.
    133. 133. Así, todo árbol bueno hace buenos frutos; mas el árbolcorrompido hace malos frutos. No puede elbuen árbol hacer malos frutos, ni el árbol corrompido hacer buenos frutos. Mateo 7:17-18 Even so every good treebringeth forth good fruit; buta corrupt tree bringeth forthevil fruit. A good tree cannot bring forth evil fruit, neithercan a corrupt tree bring forth good fruit. Matthew 7:17-18
    134. 134. CNN LARRY KING LIVEInterview With Father and Stepmother of Serial Killer Jeffrey Dahmer Aired June 17, 2004 - 21:00 ETKING: How was he dealing with prison, Jeff?L. DAHMER: Jeff -- he -- at first it was extremely hard, butthen he -- he sent away for 13 books. It’s down in El Cajon,California, Institute for Creation Research. I told him aboutthe place. And he bought 13 books that turned him from anevolutionist into a creationist and from there into aChristian.And he started handing out and talking, handing outpamphlets and so forth and talking with other prisoners,trying to...KING: So he was a born again?L. DAHMER: He was -- he was – I’m sure, in talking with him,it wasn’t just a jailhouse conversion. I really believe that.KING: Because he wasn’t going to get out?L. DAHMER: No.
    135. 135. CNN LARRY KING LIVE Interview With Father and Stepmother of Serial Killer Jeffrey Dahmer Aired June 17, 2004 - 21:00 ETL. DAHMER: Even the psychiatrist that examined him at --for the purpose of the trial didn’t really know why he did it.But he did tell me why he felt that he could do what he did.Why he felt free to do what he did.He told me that -- and this was after reading the books on --by these scientists on creation science, he felt that he was up-- up from the slime, as he put it. You know, molecules toamoebas to Larry type of a thing, evolution. That there wasnothing, no direction by a god. No one to be accountable to.No one to answer to at all.KING: That’s what he believed?L. DAHMER: That’s what he felt. That’s why he felt he couldjust do whatever he wanted to. That’s quite different fromknowing the cause. *
    136. 136. Evolution: the foundationphilosophy for Humanism
    137. 137. Y como a ellos no les pareció bientener a Dios en su conocimiento, Dios los entregó a una mente reprobada, para que hiciesen las cosas que no conviene; And even as they did not like to retain God in theirknowledge, God gave them over to a reprobate mind, to do those things which are not convenient; Romanos 1:28
    138. 138. “Do Humanists believe in a supreme being? Emphatically yes. That supreme being is man. Humanists have no knowledge of any being more supreme.” What Can We Believe? Harold R. Rafton p. 118
    139. 139. “the turning point in history will be themoment man becomes aware that the only god of man is man himself.” Henri de Lubec, American Humanist p.10
    140. 140. ¡Yo soy Dios!I am God!
    141. 141. ¡Yo soy Dios!I am God!
    142. 142. ¡Yo soy Dios!I am God!
    143. 143. ¡Yo soy Dios¡I am God!
    144. 144. ¡Yo soy Dios!I am God!
    145. 145. Gabriel, ¡Ven escuchar a esto? Ja, Ja, JaHey Gabriel, comeand listen to this! ¡Yo soy Dios! Ha! Ha! Ha!
    146. 146. “I will not accept that [creation] philosophically, because I do notwant to believe in God. Therefore, I choose to believe in that which I know is scientifically impossible,spontaneous generation arising to evolution.” (George Wald [Nobel Prize winner],“Biochemical Science: An Inquiry Into Life”)
    147. 147. “We no longer feel ourselves to beguests in someone else’s home and therefore obliged to make our behavior conform with a set of preexisting cosmic rules. It is our creation now. We make the rules. We establish the parameters of reality. We create the world, and because we do, (Jeremy Rifkin, “Algeny”, 1983, p. 244.)
    148. 148. we no longer feel beholden tooutside forces. We no longer haveto justify our behavior, for we arenow the architects of the universe. We are responsible to nothing outside ourselves, so we are thekingdom, the power, and the glory forever and ever.” (Jeremy Rifkin, “Algeny”, 1983, p. 244.)
    149. 149. “We take the side of science in spite of the patentabsurdity of some of its constructs, in spite of itsfailure to fulfill many of its extravagant promises of health and life, in spite of the tolerance of the scientific community for unsubstantiated just-so stories, because we have a prior commitment, a commitment to materialism. It is not that the methods and institutions of science somehow compel us to accept a material explanation of thephenomenal world, but, on the contrary, that we are forced by our a priori adherence to material causes to create an apparatus of investigation and a set of concepts that produce material explanations, no matter how counter-intuitive, no matter how Moreover, that materialism is anmystifying to the uninitiated.absolute, for we cannot allow a Divine Foot in the door.”(Richard Lewontin, Billions and billions of demons, The New York Review, January 9, 1997, p. 31) H
    150. 150. Satan has put it into the minds of his followers thatthey should build a kingdom and rule the world. Hesecretly plans to use them todestroy mankind and kill the“seed of the woman.” Gen. 3
    151. 151. If Evolution is true: Who owns the world? Who makes the rules? How do we decide what is right and wrong? If man is god, and this is whathumanism means, then the strongestmake the rules. Might makes right.There is no absolute standard to tell right from wrong.
    152. 152. During the Civil War, one man decided he didnot want to get involved on either side. He put on a Yankee coat and Rebel pants. After the battle he was found dead. His Yankee coat was full of Rebel bullet holes and his Rebel pants were full of Yankee bullet holes. Durante la guerra civil de los Estados Unidos, un hombre decidió que no querría pelear en ningún lado. Entonces puso los pantaloes de los “Rebels” y una camisa de los “Yankees.”Después de la batalla, le encontrarón muerto. Su camisa fue lleno de balas de los “Rebels” y sus pantalontes fueron lleno de tiros de los “Yankees.”
    153. 153. The problem is very simple. We are in the center of the battlefield in thegreatest war in history. The battle between God and Satan.
    154. 154. You simplyneed to decidewho’s side you wish to be on(you cannot be neutral) andthen do all you can to help your General win.
    155. 155. Christians have the incredibleadvantage of having an infallible Book with the outcome already spelled out. I read the last chapter. We win!
    156. 156. Much moreon this topic in ourcollege class CSE 103. Seewww.drdino.com for details
    157. 157. Let’s trace a little of the history of this war tobetter understand what we should be doing for ourGeneral and to relieve anyfears you may have about the future.
    158. 158. God created the world. He owns it and He makes the rules.
    159. 159. De Jehová es la tierra ysu plenitud; El mundo, y los que en él habitan.The earth is the LORD’S, and the fulness thereof; the world, and they that dwell therein. Salmos 24:1
    160. 160. The problems started about6000 years ago when Lucifer decided he should be God. Los problemas comenzaron 6000 añosatrás cuando Lucero (o Lucifer) decidió que él debe ser Dios.
    161. 161. Creationist’s Time Line: 1”=150 Tabla de La Creación años6000 YA 4400 YA 0 2000(4000 BC) Flood Jesus’ BirthCreation The Big PictureAbout 6000 years ago God created the world.Sometime within the first 100 years or soLucifer (now Satan) rebelled against God anddecided to try to destroy God’s creation. Thatis the subject of this session.
    162. 162. Tabla de La Creación6000 YA 4400 YA 0 2000(4000 BC) Flood Jesus’ BirthCreation The Big PictureIt appears that Satan wants to do at least 3 things:1. Make mankind wicked so God would have to destroythem.2. Convince some men destroy other men.3. Keep as many as possible from hearing the gospel.Satan has used many different methods and people toaccomplish his goals. For example: Make man think he isgod and makes the rules. Satan knew this would lead togenocide (goal #2).
    163. 163. Perfecto (Lucero) eras entodos tus caminos desde eldía que fuiste criado, hasta que se halló en ti maldad. Thou (Lucifer) wast perfect in thy ways from the day that thou wast created, till iniquity was found in thee. Ezequiel 28:15
    164. 164. Enaltecióse tu corazón á causa de tu hermosura, corrompiste tu sabiduría á causa de tu resplandor: yo te arrojaré por tierra; delante de los reyes te pondré para que miren en ti.Thine heart was lifted up because of thy beauty, thou hast corrupted thywisdom by reason of thy brightness: I will cast thee to the ground, I will lay thee before kings, that they may behold thee. Ezequiel 28:17
    165. 165. ¡Cómo caiste del cielo, ohLucero, hijo de la mañana! Cortado fuiste por tierra, tú que debilitabas las gentes.How art thou fallen from heaven, O Lucifer, son of the morning! how art thou cut down to the ground, which didst weaken the nations! Isaías14:12
    166. 166. Tú que decías en tu corazón: Subiré al cielo, en lo alto junto á lasestrellas de Dios ensalzaré mi solio, y en el monte del testimonio me sentaré, á los lados del aquilón; For thou hast said in thine heart, I will ascend into heaven, I will exalt my throne above the stars of God: I will sit also upon the mount of the congregation, in the sides of the north: Isaías 14:13
    167. 167. Sobre las alturas de las nubes subiré, y serésemejante al Altísimo. I will ascend above the heights of theclouds; I will be like the most High. Isaías14:14
    168. 168. Mas tú derribado eres en el sepulcro, á los lados de la huesa.Yet thou shalt be brought down to hell, to the sides of the pit. Isaías 14:15
    169. 169. Inclinarse han hacia ti los que tevieren, te considerarán diciendo: ¿Es este aquel varón que hacíatemblar la tierra, que trastornaba los reinos; They that see thee shall narrowly look upon thee, and consider thee, saying, Is this the man that made the earth to tremble, that did shake kingdoms; Isaías 14:16
    170. 170. Que puso el mundo como un desierto, que asoló sus ciudades; que á sus presos nunca abrió la cárcel?That made the world as a wilderness, and destroyed the cities thereof; that opened not the house of his prisoners? Isaías14:17
    171. 171. While Satan and his followersare making their plans to rulethe world (like Pinky and The Brain), God is in Heaven laughing.
    172. 172. ¿Por qué se amotinan las gentes, Y los pueblos piensan vanidad? Estarán los reyes de la tierra, Y príncipes consultarán unidosContra Jehová, y contra su ungido, diciendo:Why do the heathen rage, and the people imagine a vain thing? The kingsof the earth set themselves, and the rulers take counsel together, against the LORD, and against his anointed, saying, Salmos 2:1-2
    173. 173. Rompamos sus coyundas, Y echemos de nosotros suscuerdas. El que mora en los cielos se reirá; El Señor se burlará de ellos. Let us break their bands asunder, and cast awaytheir cords from us. He that sitteth in the heavensshall laugh: the Lord shall have them in derision. Salmos 2:3-4
    174. 174. Satan started by tricking Eve in the Garden.
    175. 175. … la serpiente … dijo á lamujer: ¿Conque Dios os hadicho: No comáis de todo árbol del huerto? And [the serpent] said unto the woman, Yea, hath God said, Ye shall not eat of every tree of the garden? Génesis 3:1
    176. 176. Entonces la serpiente dijo á lamujer: No moriréis;…And the serpent said unto the woman, Ye shall not surely die: Génesis 3:4
    177. 177. Mas sabe Dios que el día quecomiereis de él, serán abiertos vuestros ojos, y seréis como dioses sabiendo el bien y el mal. For God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as gods, knowing good and evil. Génesis 3:5
    178. 178. Satan’s plan to rule God’s world has always been the same.1. Make man doubt God’s Word.“Yea, hath God said...?”2. Deny God’s Word andauthority. “Ye shall not surely die.”3. Offer man the kingdom andknowledge. Deify man. “Ye shall beas gods, knowing good and evil.”
    179. 179. “… seréis como dioses”. Gén. 3:5 “Ye shall be as gods.” Gen. 3:5 He tried the same thing on Jesus.Satanás trató la misma contra Jesús.“Y te daré todas estas cosas,” Mateo 4:9“All these (kingdoms) will I give thee…” Mt. 4:9
    180. 180. Otra vez le lleva el diablo a unmonte muy alto, y le muestrotodos los reinos del mundo, y la gloria de ellos, Again, the devil taketh him up into an exceedinghigh mountain, and showeth him all the kingdoms of the world, and the glory of them; Mateo 4:8
    181. 181. Y le dice: Y te daré todos estas cosas, sipostrado me adorares. And saith unto him, All thesethings will I give thee, if thou wilt fall down and worship me. Mateo 4:9
    182. 182. Entonces Jesús le dice: Vete,Satanás, porque escrito está:Al Señor tu Dios adorarás y a él sólo servirás. Then saith Jesus unto him, Get thee hence, Satan: for it is written, Thou shalt worship the Lord thy God, and him only shalt thou serve. Mateo 4:10
    183. 183. Satanic high priest AleisterCrowley claimed that hisdemon “Aiwass” told himthe year 2000 would markthe end of the superstition ofChristianity and the beginning ofthe Golden Age when thosepossessing the will to dominateand conquer would ascend togodhood. Texe Marrs A.D. 2000- Year of Destiny.
    184. 184. Satan wants you tobelieve you can evolve into a god. What you believe (your philosophy of life) determines how you behave.Many people have attempted to act like gods and rule the world
    185. 185. Mirad que nadie os saquee comodespojo por filosofía y vano engaño, según la tradición de los hombres,según los elementos del mundo, y no según Cristo: Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ. Colosenses 2:8
    186. 186. Philosophy- “philio” - love of,“sophy” - man’s wisdom FilosofíaFilo - amor de Sofía – sabiduria de hombre
    187. 187. Evolution is a philosophy (not ascience) that lets man think he can remove God and put himself in God’s place.
    188. 188. Why is Creation an important means of evangelism?1. God starts the Bible with the Creation of the world.2. Scoffers are ignorant of the creation.II Pt. 3.3. I see the effectiveness of ministries that are usingthis approach.4. There are two great sermons in the book of Acts.In Acts 2 Peter quoted many scriptures. Paul usedthis approach. (Acts 17)
    189. 189. En el principio crióDios los cielos y la tierra.In the beginning, God created the heaven and the earth. Génesis 1:1
    190. 190. Porque en seis días hizoJehová los cielos y la tierra,la mar y todas las cosas que en ellos hay, For in six days the Lord made heaven and earth, the sea, and all that in them is… Éxodo 20:11
    191. 191. Sabiendo primero esto, que en los postrimeros días vendránburladores, andando según sus propias concupiscencias,Knowing this first, that there shall come in the last days scoffers, walking after their own lusts, 2 Pedro 3:3
    192. 192. Y diciendo: ¿Dónde está la promesa del advenimiento de él? Porque desde el día en que los padres se durmieron, todas las cosas perseveran así como desde el principio de la creación. And saying, Where is the promise of his coming? For since the fathers fell asleep, all things continue as they were from the beginning of the creation. 2 Pedro 3:4
    193. 193. Porque ellos ignoran estovoluntariamente, que por la palabra de Dios, los cielos fueron en el tiempo antiguo, y la tierra que por agua y en agua subsiste:For this they willingly are ignorant of, that by the word of God theheavens were of old, and the earth standing out of the water and inthe water: 2 Pedro 3:5 Ignorant of creation ignorante de la creación
    194. 194. Por lo cual el mundode entonces pereció anegado por agua. Whereby the world that then was, being overflowed with water, perished: 2 Pedro 3:6 Ignorant of the flood ignorante del diluvio
    195. 195. Y esperándolos Pablo en Atenas, su espíritu se deshacía en él, viendo la ciudad dada a la idolatría.Now while Paul waited for them at Athens, his spirit was stirred in him, when he saw the city wholly given to idolatry. Actos 17:16
    196. 196. Por la qual disputaba en la sinagoga con los Judíos y loshombres religiosos, y en la plazacada día con los que le ocurrían.Therefore disputed he in the synagogue with the Jews, and with the devout persons, and in the market daily with them that met with him. Actos 17:17
    197. 197. Y ciertos filósofos de los Epicúreos y de losEstóicos disputaban con él; y unos decían: ¿Qué quiere decir este palabrero? Y otros: Parece que es predicador de diosesextraños; porque les predicaba a Jesús, y la resurrección. Then certain philosophers of the Epicureans, and of the Stoicks, encountered him. And some said, What will this babbler say? other some, He seemeth to be a setter forth of strange gods: because he preached unto them Jesus, and the resurrection. Actos 17:18
    198. 198. Y le tomaron y le trajeron al Aerópago, diciendo:¿Podremos saber qué sea esta nueva doctrina que tú anuncias?And they took him, and brought him unto Areopagus, saying, May we know what this new doctrine, whereof thou speakest, is? Actos 17:19
    199. 199. Porque haces llegar a nuestros oídos ciertas cosas extrañas: queremos pues saber qué quieren decir estas cosas. (Porque todos los Atenienses, y losextranjeros que allí moraban, en ningunaotra cosa se ocupaban sino en decir o en oir alguna cosa nueva.) For thou bringest certain strange things to our ears: we would know therefore what these things mean. (For all the Athenians and strangers which were there spent their time in nothing else, but either to tell, or to hear some new thing.) Actos 17:20-21
    200. 200. Entonces Pablo se puso de pie enmedio de la colina de Marte y dijo: Varones Atenienses, en todas lascosas veo que sois demasiadamente supersticiosos. Then Paul stood in the midst of Mars’ hill, and said, Ye men of Athens, I perceive that in all things ye are too superstitious. Actos 17:22
    201. 201. Porque pasando, y mirando los objetosde vuestra adoración, hallé un altar en elcual estaba esta inscripción: AL DIOS NO CONOCIDO. Aquél, pues que vosotros adoráis sin conocerle, a éste os anuncio yo. For as I passed by, and beheld your devotions, I found an altar with this inscription, TO THE UNKNOWN GOD. Whom therefore ye ignorantly worship, him declare I unto you. Actos 17:23
    202. 202. El Dios que hizo el mundo, y todas las cosas que hay en él,éste como es Señor del cielo y de la tierra, no mora en templos hechos de manos; God that made the world and all things therein, seeing that he is Lord of heaven and earth, dwelleth not in temples made with hands; Actos 17:24
    203. 203. Ni es servido por manos de hombres, como si necesitasealgo; pues él da a todos vida, y aliento, y todas las cosas. Neither is worshipped with men’s hands, as though he needed any thing, seeing he giveth to all life, and breath, and all things; Actos 17:25
    204. 204. Paul knew the way to reachthose ignorant of the Lordwas to teach them about thecreation.Paul noticed what they wereinterested in and started theconversation from there.
    205. 205. The philosophy of these men changed the world!Available from CSE $11.75 Be sure to read PROTOCOLS OFZION. This plan to rule the world was written by the bankers so that if itwere found it would be blamed on the Jews. Call my office for a copy if you cannot find it. Available from CSE $11 or Des Griffin 503-824- 2050
    206. 206. Getting Eve to believe she could be God was thebeginning of a strategy Satan would use throughout all of history. Scores of people have madeattempts to conquer and rule the world.
    207. 207. Satan caused so many to bewicked that God destroyed the world with a flood. God always has His faithful few that disrupt Satan’s plans.
    208. 208. 1. God created the world.2. Satan became proud of hisbeauty and decided manshould worship him.3. Satan’s rebellion failed andhe was cursed.4. God said the seed of thewoman would bruise his head.
    209. 209. Y Jehová Dios dijo á la serpiente (Satanás): Por cuanto esto hiciste, maldita serás entre todas las bestias y entre todos los animales del campo;sobre tu pecho andarás, y polvo comerás todos los días de tu vida: And the LORD God said unto the serpent (Satan), Because thou hast done this, thou art cursed above all cattle, and above every beast of the field; upon thy belly shalt thou go, and dust shalt thou eat all the days of thy life: Génesis 3:14
    210. 210. Y enemistad pondré entre ti yla mujer, y entre tu simiente yla simiente suya; ésta te heriráen la cabeza, y tú le herirás en el calcañar. And I will put enmity between thee and the woman, and between thy seed and her seed; it shall bruise thy head, and thou shalt bruise his heel. Génesis 3:15
    211. 211. Herodes entonces, como se vio burlado de los hombres sabios, se enojó mucho, yenvió, y mató todos los niños que había en Bethlehem y en todos sus términos, de edad de dos años abajo, conforme altiempo que había inquirido diligentemente de los sabios. Then Herod, when he saw that he was mocked of the wise men, was exceeding wroth, and sent forth, and slew all the children that were in Bethlehem, and in all the coasts thereof, from two years old and under, Mateo 2:16
    212. 212. 5. Satan decided todestroy every seed of thewoman to save his ownskin. He knew God couldnot tolerate sin so he hasworked hard to make mansin so God would have todestroy His own creation.
    213. 213. Y vió Jehová que la malicia de loshombres era mucha en la tierra, y que todo designio de lospensamientos del corazón de ellosera de continuo solamente el mal. And God saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually. Génesis 6:5
    214. 214. Y arrepintióse Jehová dehaber hecho hombre en la tierra, y pesóle en su corazón. And it repented the LORD that he had made man on the earth, and it grieved him at his heart. Génesis 6:6
    215. 215. Y dijo Jehová: Raeré los hombres quehe criado de sobre la faz de la tierra, desde el hombre hasta la bestia, y hasta el reptil y las aves del cielo: porque me arrepiento de haberlos hecho. And the LORD said, I will destroy man whom I have created from the face of the earth; both man, and beast, and the creeping thing, and the fowls of the air; for it repenteth me that I have made them. Génesis 6:7
    216. 216. Empero Noé hallógracia en los ojos de Jehová. But Noah found grace in the eyes of the LORD. Genesis 6:8 Génesis 6:8
    217. 217. After the flood Satan gotright back to work corrupting people and attempting tocreate his “New World Order” with himself as the leader.
    218. 218. Nimrod Roman Hitler’s Third Reich Tower of Empire Babel6000 years ago 2400 BC 0 2000(4000 BC) Flood Jesus’ BirthCreation Roman Babylon Catholic Nebuchadnezzar Previous attempts at a “New World Order”
    219. 219. Y en el segundo año del reinado de Nabucodonosor, soñó Nabucodonosor sueños, yperturbóse su espíritu, y su sueño se huyó de él. Y mandó el rey llamar magos, astrólogos, y encantadores, y Caldeos, para que mostrasen al rey sus sueños. Vinieron pues, y se presentaron delante del rey. And in the second year of the reign of Nebuchadnezzar Nebuchadnezzar dreamed dreams, wherewith his spirit was troubled, and his sleep brake from him. Then the king commanded to call the magicians, and the astrologers, and the sorcerers, and the Chaldeans, for to show the king his dreams. So they came and stood before the king. Daniel 2:1-2
    220. 220. Y el rey les dijo: He soñado un sueño, y mi espíritu se ha perturbado por saber delsueño. Entonces hablaron los Caldeos al reyen lengua aramea: Rey, para siempre vive: di el sueño á tus siervos, y mostraremos la declaración. And the king said unto them, I have dreamed a dream, and my spirit was troubled to know the dream. Then spake the Chaldeans to the king in Syriack, O king, live for ever: tell thy servants the dream, and we will show the interpretation. Daniel 2:3-4
    221. 221. Respondió el rey y dijo á los Caldeos: El negocio se me fué: si no me mostráis el sueño y su declaración, seréis hechos cuartos, y vuestras casas serán puestas por muladares. The king answered and said to the Chaldeans, The thing is gone from me: if ye will not make known unto me the dream, with the interpretation thereof, ye shall be cut in pieces, and your houses shall be made a dunghill. Daniel 2:5
    222. 222. Tú, oh rey, veías, y he aquí una grande imagen. Esta imagen, que era muy grande, y cuya gloria era muy sublime, estaba en pie delante de ti, y su aspecto era terrible. La cabeza de esta imagen era de fino oro; sus pechos y sus brazos, de plata; su vientre y sus muslos, de metal; Thou, O king, sawest, and behold a great image. This great image, whose brightness was excellent, stood before thee; and the formthereof was terrible. This image’s head was of fine gold, his breast and his arms of silver, his belly and his thighs of brass, Daniel 2:31-32
    223. 223. Sus piernas de hierro; sus pies, en parte de hierro, y en parte de barro cocido. Estabas mirando, hasta que una piedra fué cortada,no con mano, la cual hirió á la imagen en sus pies de hierro y de barro cocido, y los desmenuzó. His legs of iron, his feet part of iron and part of clay. Thou sawest till that a stone was cut out without hands, which smote the image upon his feet that were of iron and clay, and brake them to pieces. Daniel 2:33-34
    224. 224. Head of Gold Cabeza de OroChest and arms of silver Pecho y brazos de plataBelly and thighs of brass Panza y de thighs de bronce Legs of iron Piernas de hierroFeet of iron and clay Pies de hierro y tierra
    225. 225. Entonces fué también desmenuzado elhierro, el barro cocido, el metal, la plata y el oro, y se tornaron como tamo de las eras del verano: y levantólos el viento, y nunca más se les halló lugar. Mas la piedra quehirió á la imagen, fué hecha un gran monte, que hinchió toda la tierra. Then was the iron, the clay, the brass, the silver, and the gold, broken to pieces together, and became like the chaff of the summer threshingfloors; and the wind carried them away, that no place was found for them: and the stone that smote the image became a great mountain, and filled the whole earth. Daniel 2:35
    226. 226. Este es el sueño: la declaración de éldiremos también en presencia del rey. Tú, oh rey, eres rey de reyes; porque el Dios del cielo te ha dado reino, potencia, y fortaleza, y majestad. This is the dream; and we will tell the interpretation thereof before the king. Thou, O king, art a king of kings: for the God of heaven hath given thee a kingdom, power, and strength, and glory. Daniel 2:36-37
    227. 227. Y todo lo que habitan hijos de hombres,bestias del campo, y aves del cielo, él ha entregado en tu mano, y te ha hecho enseñorear sobre todo: tú eres aquella cabeza de oro. And wheresoever the children of men dwell, the beasts of the field and the fowls of the heaven hath he given into thine hand, and hath made thee ruler over them all. Thou art this head of gold. Daniel 2:38
    228. 228. Y después de ti se levantará otro reino menor que tú; y otro tercer reino de metal, el cual seenseñoreará de toda la tierra. Y el reino cuarto será fuerte como hierro; y como el hierro desmenuza y doma todas las cosas, y como el hierro que quebranta todas estas cosas, desmenuzará y quebrantará. And after thee shall arise another kingdom inferior to thee, and another third kingdom of brass, which shall bear rule over all the earth. And the fourth kingdom shall be strong as iron: forasmuch as iron breaketh in pieces and subdueth all things: and as iron that breaketh all these, shall it break in pieces and bruise. Daniel 2:39-40
    229. 229. Y lo que viste de los pies y los dedos, en parte de barro cocido de alfarero, y en parte de hierro, el reino será dividido; mas habrá en él algo de fortaleza dehierro, según que viste el hierro mezclado con el tiesto de barro. And whereas thou sawest the feet and toes, part of potters’ clay, and part of iron, the kingdom shall be divided; but there shall be in it of the strength of the iron, forasmuch as thou sawest the iron mixed with miry clay. Daniel 2:41
    230. 230. Y por ser los dedos de los pies en parte de hierro, y en partede barro cocido, en parte seráel reino fuerte, y en parte será frágil. And as the toes of the feet were part of iron, and part of clay, so the kingdom shall be partly strong, and partly broken. Daniel 2:42
    231. 231. Cuanto á aquello que viste, el hierro mezclado con tiesto de barro, mezclaránse con simiente humana,mas no se pegarán el uno con el otro, como el hierro no se mistura con el tiesto.And whereas thou sawest iron mixed with miry clay, they shall mingle themselves with the seed of men: but they shall not cleave one to another, even as iron is not mixed with clay. Daniel 2:43
    232. 232. Y en los días de estos reyes, levantará elDios del cielo un reino que nunca jamás se corromperá: y no será dejado á otropueblo este reino; el cual desmenuzará y consumirá todos estos reinos, y él permanecerá para siempre.And in the days of these kings shall the God of heaven set up a kingdom, which shall never be destroyed: and the kingdom shall not be left to other people, but it shall break in pieces and consume all these kingdoms, and it shall stand for ever. Daniel 2:44
    233. 233. De la manera que viste que del monte fué cortada una piedra, no con manos, la cual desmenuzó al hierro, al metal, al tiesto, á laplata, y al oro; el gran Dios ha mostrado al rey lo que ha de acontecer en lo por venir: y el sueño es verdadero, y fiel su declaración. Forasmuch as thou sawest that the stone was cut out of the mountain without hands, and that it brake in pieces the iron, the brass, the clay,the silver, and the gold; the great God hath made known to the king what shall come to pass hereafter: and the dream is certain, and the interpretation thereof sure. Daniel 2:45 See Revelation to continue the story. Vea Ap. o Rev. para mas
    234. 234. Dr. Morris has a great book tracing the history of evolutionary thought and its devastatingeffects for the last 6000 years. Available from CSE $13.00
    235. 235. Así, todo árbol bueno hace buenos frutos; mas el árbolcorrompido hace malos frutos. No puede elbuen árbol hacer malos frutos, ni el árbol corrompido hacer buenos frutos. Mateo 7:17-18 Even so every good treebringeth forth good fruit; buta corrupt tree bringeth forthevil fruit. A good tree cannot bring forth evil fruit, neithercan a corrupt tree bring forth good fruit. Matthew 7:17-18
    236. 236. Some reasoned, “If there is no God and if man evolved from the darkskinned apes then the colored manmust be less evolved than others.”
    237. 237. Evolution: the foundationphilosophy for Racism
    238. 238. Notice the title toDarwin’s book. Hisbook came out in1859. The theoryof evolution camelong before that.This book onlyattempted tojustify the racismalready beingpracticed.
    239. 239. They may be classed as different “species” bymodern science but they are the same “kind”!
    240. 240. Notice, they don’t give the whole title! Heath Biology 1991 p. 238
    241. 241. Darwinthoughtnativeswere justadvancedanimals!
    242. 242. “At some future period, not very distant asmeasured by centuries, the civilized races of man will almost certainly exterminateand replace, the savage races throughout the world.”Charles Darwin, The Descent of Man, chapter 3 and World Book Encyclopedia 1952, p. 336
    243. 243. “thus from the war of nature, from famine and death, themost exalted object which we are capable of conceiving, namely, the production of higher animals,directly follows.”Charles Darwin The Origin of Species… p. 243
    244. 244. “The standard of intelligence of the average adult Negro is similar to that of theeleven-year old youth of the species Homo sapiens.” Henry Fairfield Osborn - Outspokenevolutionist and Curator of The American Museum of Natural History, New York
    245. 245. “Biological arguments for racism may have been common before 1850, butthey increased by orders of magnitude following theacceptance of evolutionary theory.”Steven Jay Gould, Ontogeny and Phylogony, pp. 127-128, 1977
    246. 246. “No rational man, cognizant of the facts,believes that the average Negro is the equal, still less the superior, of the white man.”Thomas Huxley (known as Darwin’s bulldog) 1871
    247. 247. “The Black People ofAustralia, exactly the samerace as the African Negro,cannot take in thegospel… All attempts tobring them to a knowledgeof thetrue God have asyet failed utterly…
    248. 248. Poor brutes in human shape… they must perish off the face of the earth like brute beasts.”Kingsley, C. Sermons on Natural Subjects,Sermon XLI pp. 414-17 1880,cited in Creation Ex Nihilo Feb. 2000, p. 51Charles Kingsley wasan Anglican Priest whopromoted Darwin.
    249. 249. “Negroes in this life are denied the Priesthood; under no circumstances can they hold this delegation of authority from the Almighty. (Abra. 1:20-27.) Thegospel message of salvation is not carried affirmatively to them... negroes are not equal with other races where the receipt of certain spiritual blessings are concerned, particularly the priesthood and the temple blessingsthat flow therefrom, but this inequality is not of man’sorigin. It is the Lord’s doing, is based an his eternal laws of justice, and grows out of the lack of Spiritual valiance of those concerned in their first estate.” Mormon Doctrine by Bruce R. McConkie, 1966, pp. 527-528) Apostle in the Mormon Church
    250. 250. “However, in a broad general sense, caste systems have their root and origin in the gospel itself, and when they operate according to the divinedecree, the resultant restrictions and segregationare right and proper and have the approval of the Lord. To illustrate: Cain, Ham, and the wholenegro race have been cursed with a black skin, themark of Cain, so they can be identified as a casteapart, a people with whom the other descendants of Adam should not intermarry.” Mormon Doctrine by Bruce R. McConkie, 1966, p. 114 Apostle in the Mormon Church
    251. 251. “If there is one drop of Negro blood in mychildren, as I have readto you, they receive the curse.”Mormon Apostle Mark E. Petersen, Race Problems - As They Affect The Church, page 7
    252. 252. “Shall I tell you the law of God in regard to the African race? If the white man who belongs to the chosen seed mixes his blood withthe seed of Cain, the penalty, under the law of God, is death on the spot. This will always be so.” Mormon President, Brigham Young, Journal of Discourses, Vol.10, page 110
    253. 253. See: utlm.org208-734-8364 312-329-4000Great books for Mormons who wish to know the truth.
    254. 254. The HMS Brookewas allowed by law tocarry 454 slaves. Thisdiagram shows howshe carried 451slaves. On onevoyage she carried609 slaves (beforethe law had beenpassed).About 20% died each trip.
    255. 255. An example of“loose-pack” designed to maximize profits by minimizing slave loss.
    256. 256. Slave auction
    257. 257. Some leaders taught that theAborigines werenot as evolved as the white man. They cited the fact thatAborigines havebigger jaw bones as evidence for the evolution theory.
    258. 258. Some leaders taught that the Aborigines were not as evolved as the white man. They cited the fact that Aborigines have bigger jaw bones as evidencefor the evolution theory. Photo of Eskimo jaw fromBuried Alive by Jack Cuozzo
    259. 259. The mental life of savages rises little above that of the higher mammals, especially the apes,with which they are genealogically connected. . . . Their intelligence moves within the narrowestbounds, and one can no more (or no less) speak of their reason than of that of the more intelligent animals. . . . These lower races (such as the Veddahs or Australian negroes) are psychologically nearer to the mammals (apes or dogs) than to civilized Europeans; we must, therefore, assign a totally different value to their lives.Ernst Haeckel, The Wonders of Life (New York: Harper, 1904), 56-57.
    260. 260. Australian Aborigines
    261. 261. Racism inAustralia Creationex nihilo 1- 800-350-3232
    262. 262. Creation ex nihilo March, 1996
    263. 263. 33,000 Human Remains in the National Museumof Natural History, Smithsonian, Washington DC
    264. 264. There was a large “eugenics” movement in America until WW II broke out. Galton was Darwin’s cousin. Www.eugenicsarchive.org *
    265. 265. www.eugenicsarchive.org/
    266. 266. www.eugenicsarchive.org/
    267. 267. At the 1904 World’s Fair, two thousand “primitive peoples” were on display. The purpose of the display was to demonstrate the superiority of the white Americans who had evolved further. Anthropologist W. J. McGee designed the display. The Century for Young People by ABC, Peter Jennings
    268. 268. In 1904 the World’sFair was held in St. Louis, Missouri.A special display area was set up using pygmies in order to demonstrate their lack of evolutionary progression.See www.rae.org for more on Otta
    269. 269. U. S. President TheodoreRoosevelt wasinfluenced by the evolution theory. He believed there were inferior raceslike the Indians.
    270. 270. Biology Bob JonesUniversity Press p. 160
    271. 271. In 1871, theU.S. Congress scrapped all treaties with the Indians and moved them to the reservationsystem still in use today.
    272. 272. Many tribes were forced from their lands due to racism.
    273. 273. Trail of TearsCherokee forced expulsion from their lands. SamHouston lived with the Cherokees and even had a Cherokee wife. In 1838 the Cherokees were forced from their homes and their city, Ross’s Landing, renamed Chattanooga.
    274. 274. ¿No tenemos todos un mismo padre? ¿No nos ha criado un mismo Dios?¿Por qué menospreciaremos cada unoá su hermano, quebrantando el pacto de nuestros padres? Have we not all one father? hath not one God created us? why do we deal treacherously every man against his brother, by profaning the covenant of our fathers? Malaquías 2:10
    275. 275. El cual hizo de una sangre a todas las naciones de los hombres, paraque habitasen sobre toda la faz de la tierra, ha determinado el orden de los tiempos, y los términos de la habitación de ellos; And hath made of one blood all nations of men for to dwell on all the face of the earth, and hath determined the times before appointed, and the bounds of their habitation; Actos 17:26
    276. 276. Darwin also thoughtwomen were inferior. Hesaid, “A married manis a poor slave, worse than a Negro.” Charles Darwin The Autobiography of Charles Darwin p. 234, Impact #249 from ICR 619-448-0900
    277. 277. “The chief distinction inthe intellectual powers of the two sexes is shown by man’s attaining to a higher eminence, in whatever he takes up, than can woman-
    278. 278. whether requiring deep thought, reason, or imagination, or merelythe use of the senses and hands...the average of mental power in man must be above that of woman.” Descent of Man Charles Darwin p. 586
    279. 279. “Thus man hasultimately becomesuperior to woman, poetry, strength, voice, etc...” Descent of Man Charles Darwin p. 588
    280. 280. Darwin believed in inbreeding (he married his maternal father’s grand daughter who was also his mother’s niece) to produce “superior stock”. They had 10 children. Mary died shortly after birth. Anne died at age 10. Robert was born retarded and died at 19 months.Henrietta had a serious breakdown atage 15. 3 of his 6 other sons were illso often that Charles regarded them as semi-invalids. In the Minds of Men. Ian Taylor P. 127, Available from CSE
    281. 281. Así, todo árbol bueno hace buenos frutos; mas el árbolcorrompido hace malos frutos. No puede elbuen árbol hacer malos frutos, ni el árbol corrompido hacer buenos frutos. Mateo 7:17-18 Even so every good treebringeth forth good fruit; buta corrupt tree bringeth forthevil fruit. A good tree cannot bring forth evil fruit, neithercan a corrupt tree bring forth good fruit. Matthew 7:17-18
    282. 282. Evolution: the foundationphilosophy for Communism
    283. 283. Communism is based on evolutiontheory that removesGod from authorityand puts man in his place.
    284. 284. “Communism isthe goal.”—Roger Baldwin,founder of theACLU
    285. 285. Moses Mordecai MarxLevy alias “KarlMarx,” at age 17,wrote a beautifulpaper telling of hislove for the Lord.Then, he went offto college, studiedphilosophy, and turned hisback on God.
    286. 286. “75% of all children raised in Christian homes who attend public schools willreject the Christian faith by their first year of college.” Video-Let My Children Go Caryl Matritiano Author, Vice PresidentJeremiah films and international cult expert. 800-828-2290 www.jeremiahfilms.com
    287. 287. “My objective in life is todethrone God and destroy capitalism.” Karl Marx
    288. 288. Philip E. Wentworth (June, 1932)“When I entered Harvard in the fall of 1924, I was not only a Christian, I was also an avowed candidate for the ministry. Then for four years I underwent a process of mentalreadjustment which shook my little world toits foundations. Through it all only one thing was clear to me: if I could reconcile religion with intelligence, I knew that I could go on into my chosen career fortified by the experience; if I could not, every consideration of honor would compel me to make other plans. In the end I gave up the ministry.” http://www.theatlantic.com/issues/98mar/eowilson.htm
    289. 289. “Christianity has fought, stillfights, and will fight science to the desperate end over evolution, because evolutiondestroys utterly and finally the very reason Jesus’ earthly life was supposedly made necessary. Destroy Adam and Eve and the original sin, G. Richard Bozarth, “The Meaning of Evolution,” The American Atheist, Vol. 20, No. 2, February 1978, p.30.

    ×