|
| |
Evolution Encyclopedia Vol. 1 PREFACE
INTRODUCTION PREFACE NOTE:
Some of the below applies only to the 3 Volume Book set. In
the summer of 1989 the present writer learned that the California State
Department of Education had recently notified the private,
non-tax-funded Graduate School of ICR that it would have to close its
doors if it did not teach evolutionary origins and processes in its
science classes. The
Institute for Creation Research has, since the early 1970s, been the
largest group working to educate the public in regard to the evidence
disproving evolution. An attempt to close their college because it will
not teach that which it knows to be error—and has satisfactorily
proven to be error—is ridiculous, yet this is what the situation has
come to in our nation. We have reached a point in America where
evolutionary theorists control the science organizations and are seeking
to take over every school in the land. The
ruling, seeking to force the closing of the ICR Graduate School in
southern California, crystalized in the present writer a conviction that
an in-depth book needed to be written to help awaken the thinking
public to what scientific facts really have to say in regard to creation
science and evolutionary theory. (For
additional information on the excellent work that ICR is doing, we would
encourage you to contact them: Institute for Creation Research, P.O. Box
2667, EI Cajon, CA 92021; telephone: 619-448-Q900. You will find a list
of other pro-creation
organizations in this site. Three important ones would be: (1)
Creation Research Society, P.O. 14016, Terre Haute, IN 47803; (2)
Bible-Science Association, 2911 E. 42nd Street, Minneapolis, MN 55409;
(3) Geoscience Research Institute, Loma Linda University, Lorna Linda,
CA 92350. Many worthwhile books and journals dealing
with creation science will also be listed.) SPECIAL
FEATURES This
present 3-volume set has been prepared in order to achieve an unusually
broad scope of coverage, and yet present it in simple language. The way
to stop the evolutionary onslaught is to educate-the public. If is the
sincere hope of the author that this set of books and web site may help
toward that end. Special thanks goes to the William Jennings College
Library in Dayton, Tennessee for their loan of creation/evolution books
and related materials. Here
are some of the special features to be found in this present set of
three books: DEPTH
OF COVERAGE- The objective has been to provide you with nearly every
worthwhile point dealing with each subject category. This is something
that is not normally done. For example, under stellar evolution, you
will find far more points dealt with than are to be found under this
topic in most any easily-readable
book critiquing stellar evolutionary theory. You may not wish to use all
the points covered, but they are there if you need them. BREADTH
OF COVERAGE -Many excellent books deal only with one or two subject
categories. Some concern themselves only with fossils, others with the
history of evolutionary thought and certain biological aspects. In this
present set of books, the objective has been to present the heart of
each major aspect of the creation-evolution controversy. Included here
will be found areas that are rarely mentioned at all, much less covered
in detail. SIMPLE
VOCABULARY-Whenever a simple word could be used, a bigger one was
avoided. The primary exception would be basic technical
"label" words of science and evolutionary theory (examples:
nebular hypothesis, paleontologist, overthrusts, recapitulation). If
such words were not used, you would be blanked out on certain facts you
need to know in order to grasp and discuss the subject properly. This
material is suitable for high school and college level, as well as for
adult reading. By only reading the sidelined portions, this material
is also suitable for 7th and 8th grade use also. Scientific
professionals in the various fields will also find its abundance of
points and breadth of coverage helpful. Scientists tend to be experts in
a few highly narrowed areas, while not knowing as much as they would
like about some others. This book will provide them with an overview of
many scientific facts that bear upon a variety of fields. We have tried
to cover in this set of three books, every basic area of concern in the
on-going creation-evolution controversy. To our knowledge, no other book
or book set does that. LACK
OF COMPLEX MATH-You will find no complicated mathematical formulas in
these books. Results of math computations are occasionally given, but
not the equations or calculations they are based on. Those who enjoy the
depths of algebra and calculus will need to refer to our quoted sources. BASIC
ARRANGEMENT -Scanning the brief table of contents at the front of this
book, which lists all the chapters in this creation-evolution series,
you will note that the text is divided into 10 major topical sections.
Each of those ten sections has 3 major chapters plus a fourth one on
designs. Helpful indexes are at the back of each volume. THREE
SEPARATE BOOKS-This material has been divided into three separate books,
each dealing with its own range of topics. ARRANGEMENT
OF MATERIAL-Careful thought was given to the order in which this
collection of scientific facts should be presented. Volume
1 - The origin of matter, stars, galaxies, the solar system, and the
origin and age of the earth. The origin of the earth requires an
analysis of dating methods, which is also included. Volume 2 - The origin of life, and whether it could evolve into new species. The mechanisms by which evolution would have had to occur. The evidence is clear that chance life origin and evolution have not occurred. Volume
3 - Additional topics needed to be considered, including other evidences
for and against evolution, as well as historical information. Statements
made by scientists about evolution as a whole have been collected and
placed in chapter 31. Chapter 35 does not directly discuss evolution,
but is crucial and dovetails into the whole. And that whole is this: All
the facts indicate that evolutionary theory in all its aspects is
incorrect, unworkable, and highly imaginary. DESIGN
CHAPTERS-Every fourth chapter in this set of
books is a design chapter, and presents a variety of natural wonders in
the stars, earth, plants, birds, etc. In addition, some design data is
included in other chapters. Design, all by itself, is a most powerful
evidence in favor of creation, and a strong refutation of evolution. Vet
the greater part of these forty chapters deals with matters which are
not design. Because evolutionists claim that creationists only have
design as their sole refutation of evolution (and it alone is a most
powerful one!), non-design scientific facts are generally the focus of
discussion in these books. However these special chapters, plus some
other sections, are reserved to—and filled with—design factors. The
Design Index, at the back of each book in the series, will direct you to
each topic thus covered. There are 566 design topics in this set of
books. Most of them consist of outstanding nature nuggets you will
marvel at, and want to share with others. The sheer randomness required
by evolutionary theory could never produce even one of them. PRINT
SIZE-Except for the quotations and certain small-print sections, the
main text of these books has been typeset in an easy-to-read print size. PARAGRAPH
HEADINGS-Each chapter begins with a general introduction, and then the
content is presented under major numbered subheads, and topical
paragraph headings. This provides anticipation and a focus of attention
in reading, while proving invaluable in later relocating points for
review or research work. These books are invaluable, not only for
initial reading, but as later reference works. ITALIC
AND BOLD FACE- The first use of special terms is generally placed in
italics, and the most important text material is set in bold face. In
some instances, technical terms and foreign phrases within quotations
have been italicized for purposes of clarification. FOREIGN
PHRASES AND SCIENTIFIC ABBREVIATIONS-Latin
and foreign phrases (such as ad hoc, bouche, escribiente, non obstante)
tend to confuse people. When such phrases are used in quotations, an
English translation enclosed within brackets immediately follows. First
usage of a special scientific abbreviation is defined in the same way
(examples: my [million years], NRM [natural remanent magnetism]). MEASUREMENT
EQUIVALENTS-The purpose of this set of books is to give you the facts in
an understandable format so you can know and use them. For this
reason, bracketed English/metric equivalents are given immediately
following measurements. This is done both in the text and in quoted
statements of scientists. Miles, millimeters, pounds, pints, barrels,
decigrams, inches, liters, Centigrade, tons, Fahrenheit, kilograms;
whatever it may be, a measurement equivalent is generally given.
(Lacking clarifying data, tonnage units were assumed to be in short tons
[2,000 Ib] rather than long [2,240 Ib].) Unfortunately, the use of two
separate measurement systems in use by Western Civilization has only
added to the confusion. Scientists have left only the measurement of
time without double measurement standards. QUOTATIONS-All
quotations are set in a smaller type
size and narrower width line. References are given in italics,
immediately following the quotation,— instead of being placed in a
footnote, at the end of the chapter, or at the back of the book! You do
not have to go searching in order to find the source for a quotation; it
will be there right in front of you! A
problem in some books are partial references that refer back to more
complete references pages earlier (example: Grant, p. 283). But in this
present set of books, each reference is given as complete as could be
obtained (author, title, copyright date, and page). The exception is
ibid. (same reference as preceding quotation) and op. cit. (same
reference, but a different page number), yet even these two are only
given immediately following a quotation giving the complete source. Who
wrote the quotations found in this set of books; what
was their bias? Those are significant questions; here are the answers:
(1) Creation scientists or creationscience organizations wrote 164 of
the quotations cited in these books, (2) non-creationist scientists,
evolutionists and their organizations wrote 1,323 of the quotations.
That totals 4,168 quotations, nearly all of which were written by
evolutionists or non-creationists. Whenever
possible, primary (not secondary) sources were given for each quotation.
(In
a few instances, explanatory statements by the present writer have been
placed in smaller print. When this is done, no quotation marks are used
and the column width is not narrower, indicating that these are the
words of the author, and were not quoted from someone else.) CHAPTER
APPENDICES- To avoid loading the text with too much detail, additional,
worthwhile material has been included in supplementary sections at the
end of most chapters. Included in those supplements is a variety of
material which you will find to be invaluable. Sometimes this will be
additional articles, but most of the time it consists of annotated
quotations. ASTERISKS-A
large number of quotations are included in this set of books, and a
majority of them were written by non-creationists. It seemed well to try
to identify creationist writers, when referred to or quoted in these
volumes. For this purpose an asterisk ( * ) has been used. An asterisk
preceding a name indicates that that individual is not known by the
present writer to be a creationist. This asterisk identification is not
used for some individuals who lived prior to the 20th century. It
frequently is not used after the first mention of a person in a
paragraph or connected section of text. It is not used for persons named
within a quotation, but is used in references at the end of quotations.
Since evolution is not the subject of those chapters, asterisks are not
used in chapters 35 and 39. SPECIAL
ILLUSTRATIONS- Two artists helped produce illustrations for this series
of books. Jim Pinkosky provided a number of scientific illustrations. In
addition, Fritz Alseth prepared a variety of special pictures (the
"pen points') in order to graphically illustrate many of the
principles clarified in the text. As
one reads through the wealth of information in these books, it becomes
obvious that evolutionary theorists have used many devices and undergone
many tribulations and defeats in their efforts to use the flimsy
evidence they have gathered, prop up their theory, and resist the
ever-growing mountain of negative evidence. Frankly, the situation is
humorous. With this in mind, the present writer wrote the captions for a
variety of small cartoon-like pictures. These were sent to Fritz, who
then drew pictures to match them. His illustrations greatly help in
reinforcing the powerful truths you will learn in the accompanying text.
Thank you, Jim and Fritz! In
these books you will find 50 diagrams, 27 charts, 10 reproductions, 74
sketches or drawings, 8 maps, 5 pictures, and 222 pen point pictures. TABLE
Of CONTENTS- Two tables of content are included in each book; the
first is a standard chapter TOC at the front of each book, and the
second is an annotated TOC near the back. Each one covers all the
volumes in the series. With the first, you can quickly see the overall
plan of the three books and where the primary sections are located; with
the second, you can quickly locate major sections within each chapter. TEXT
SIDELINING-Two special objectives were sought in the preparation of this
material: (1) a simple, basic presentation, and (2) fairly thorough
coverage. The simple presentation was needed for the younger students
and all who prefer simpler reading materials. But the thorough coverage,
including quotations by scientists, was needed to clearly establish the
falsity of the evolutionary theory. It would normally be difficult to
combine the two objectives in one set of books. But a solution was
found: In order to help young students and those readers desiring a more
basic coverage, sidelining has been placed in the left margin by
essential, simplified portions of the text. In this way—by only
reading the sidelined portions—one can read the basic, essential
points in each chapter! Whereas the content of this set was written for
mid-high school level on up, by primarily reading only the sidelined
portions, 7th grade and 8th grade students can also use these books as
textbooks. (As a rule, there will be little or no sidelining in the
chapter appendices, and none in every fourth chapter (the design
chapters). With the exception of the first section of chapter 4, the
design chapters are fairly easy reading throughout.) BRIEF
INTRODUCTORY CHAPTER OUTLINES-As an aid to both the student and teacher,
brief outlines of principle high points will be found on the first page
of each chapter. The exception to this would be the ten natural history
design chapters. CHAPTER
STUDY AND REVIEW QUESTIONS-With the exception of the design chapters,
study and review questions will be found at the end of each chapter.
These will greatly aid teachers in classroom settings, and can be used
as a basis for assignments and class discussion. They are given in the
order in which the content they are based upon appears in the text.
These questions generally deal only with material in the main text, and
not in the appendices. CREATION
SCIENTIST BIOGRAPHIES-Evolutionists maintain that anyone who believes in
creation instead of evolution is mentally incompetent and unfit to be a
scientist. At the end of 15 chapters, you will find brief biographies of
42 creation scientists. Additional biographies of creation scientists,
as well as champions of evolution, will be found elsewhere in the text.
(See Biographies,
Creation Scientist in the three-volume topical index.) INDEXES
-In the back of each of the three books will be found the following
indexes: (1) a three-volume chart, map, and illustration index; (2) a
three-volume design index to natural wonders; (3) and a three-volume
topical index to all three books. In addition, at the back of the third
book will be found a three-volume source index to quotations. These
indexes enable you to quickly locate what you are looking for, wherever
it may be in the three books. In this way, it is not necessary to know
beforehand the volume or volumes in which a given topic is discussed. Careful
thought was given to the main index. It was decided that a major-topic
index would be more useful than a general index. For example, instead of
telling you every page where the word "dinosaur" is mentioned,
the topical indexes will only direct you to those sections where
dinosaurs are the focus of discussion. Consecutive paging of all three
volumes simplifies your use of the unified indexes. At the bottom of
each 3-VoIume table of contents or index will be found a page number
key, so you can immediately know which book contains the page number you
want to turn to. CHAPTER
CROSS-REFERENCES-In many instances in which major topics are discussed
in two different chapters, each will refer to the other by chapter
location . APPENDIX
CROSS-REFERENCES-A wealth of additional material on various topics is
given in the appendices at the back of most chapters. When additional
material on a topic is to be found in the appendix, the reader will be
notified of that at the appropriate point in the text. BIBLIOGRAPHY-A
sizeable quantity of additional resource material dealing with the
creation-evolution controversy is listed at the end of the third volume,
on pages 1149-1156. It includes a list of outstanding creationist books,
journal articles, as well as creationist organizations worldwide. A
BOOK YOU CAN USE-Because of its simple approach, wide coverage, and
helpful quotations, this set of books is excellent for several purposes,
including: (1) Personal study; (2) sermon, prayer meeting, and lecture
source material; (3) background material for your own magazine articles,
booklets, books, and other media presentations. The truth should be
shared in every way possible. We will not be concerned if you quote from
this set of books extensively. The book was not written merely to keep
it to ourselves. LIMITED
PHOTOCOPYING- We hereby give each purchaser of this book permission to
make Xerox copies
of part or all of a single chapter at a time, for (1) lecture notes to
simplify presentation of these topics, and (2) hand-out sheets to share
with others singly, or in classroom, lecture hall, church or other group
meetings. It
is time we get serious about this—and educate as many as possible on
the issues involved! If we do not instruct the people about true
scientific principles, others will later instruct them in errors—with
devastating results. A
USEFUL SCHOOL AND STUDY-GROUP TEXTBOOK- The three books, used alone or
together, provide worthwhile texts for use in schools, colleges, and
graduate work. They also are excellent for mid-week prayer meetings,
Iocal-church study groups, cottage meetings, conventions, special
institutes, campmeetings, and seminars. A
BROWSER'S GUIDE TO THESE BOOKS WHAT
IS EVOLUTION?- "Evolution" includes origin, or how something
began or came into existence, and evolution, which is how it transformed
itself into other things and ultimately into its present form and
structure. As is done elsewhere, this present set of books may at times
overlap and not maintain these narrowed definitions. In
his books, *Charles Darwin theorized about the evolution of life forms,
not their origins. But evolutionary theory requires scientific evidence
for both. Attempts have also been made to apply evolution to matter,
stars, galaxies, planets, and even to socioeconomics. WHAT
ABOUT THE ORIGIN OF MATTER?-How did matter itself originate? Where did
all the elements come from? How could disconnected bits of gas form into
planets, stars, and systems? The
first of the three sections in chapter 4 is about certain wonders
inherent in matter. WHAT
ABOUT STARS, GALAXIES, AND PLANETS? -Chapter 2 shows that stars and
planets could not self-originate or self-evolve into their present
structures. Chapter
3 extends this contrary evidence to evolutionary theories about our own
solar system, its planets, and moons. The
second and third sections of chapter 4 discuss some of the wonders of
the order and beauty of planets, stars, and galaxies. WHAT
SPECIAL EVIDENCE ABOUT OUR OWN PLANET IS AVAILABLE?- Chapter 5 focuses
on recently-discovered evidence that our own planet came into existence
in less than three minutes. Chapter
6 discusses 60 scientific facts indicating that our planet is less then
10,000 years old, and more likely only about 6,000 years. Chapter
7 reviews the notorious weaknesses in the assumptions underlying current
radio dating and other methods used to apply long-age dates to our
world. Chapter 8 overviews several specific providential factors which
make it possible for life to exist on our planet. Chapter 26 discusses
the theories of continental drift, plate tectonics, and paleomagnetism. BUT
IS THERE NOT EVIDENCE THAT THE EARTH HAS
BEEN HERE FOR BILLIONS OF YEARS?—Such evidence, which is the theories
about dating methods (chapter 7), sedimentary rock strata (chapters
17,19), and paleomagnetism (chapter 26), have been shown to be
unscientific. BUT
DO NOT THE LAWS OF NATURE AGREE WITH EVOLUTIONARY THEORY?-Evolutionary
theory is contrary to all the laws of nature. Its violation of the laws
of thermodynamics is especially striking (chapter 25). That one chapter
alone totally destroys evolutionary theories in regard to the origin and
evolution of matter, stars, galaxies, planets, or living things. WHAT
ABOUT THE ORIGIN OF LIVING THINGS?—In the broad sense of the term,
evolution would apply to (1) geological changes in our world, (2)
evolutionary changes in life forms in our world, (3) the origin of
matter, and (4) the evolving of stellar objects. But
in a more narrow sense, "evolution" would only apply to the
evolution of life on our planet, and, by extension, the origin of that
life. (Evolutionists also apply the term to change within kinds, calling
it "microevolution, " but such change is adaptation and not
evolution.) Strictly
speaking, the origin of life and the evolving of life forms from one
kind to another is what evolution is all about The origin of life is
dealt with in chapters 7-9, and the evolution from one kind to another
is the subject of chapters 10-11, and 13-18. In this set of books, when
we speak of "kind, " we will generally use the term
"species. " We recognize that this word is somewhat clouded
because subspecies have sometimes been classified as species, and
species have frequently been classified as genera or sub-species, but,
for purposes of simplicity, we will lump the basic plant and animal
kinds (the Genesis kinds) under the term "species." Species
change, therefore, lies at the heart of the creation-evolution
controversy. " there is no genuine species change, there can be no
evolution. Neither theories about stellar evolution, dating methods to
prove long ages of time, nor organic similarities can prove evolution.
It is only actual, verified species change that can prove it, and that
proof would center in locating semi-transformed species. For this we
would need definite evidence from the present and from the past. The
possibility and mechanisms of life origins is the topic of chapters 9 to
11, and 25. The possibility and mechanisms of life evolution are dealt
with in chapters 13 to 15, and 25. Evidence from past life forms is
the subject of chapters 17 to 19, 23, and 27. Evidence from present life
forms is discussed in chapters 21 to 22. Dating methods, used to provide
ancient dates to remains and the strata they are in, are covered in
chapters 7, 17, 26, and 35. Frankly
if the evolutionary process cannot be established from the mechanisms
discussed in chapters 13 and 14, a thinking person might as well give up
on evolution, —for in those two chapters are to be found the only two
mechanisms (natural selection and/or mutation) by which one species
could possibly evololve into another. We
are frequently told that evidence from the past proves evolution. That
evidence should be found in the literally millions of fossil specimens
which have already been examined. This topic is covered in chapters 1719.
In the fossils we should find what is known as "transformations,
" or partly-changed species. And we should find
lots of them. Those
missing transformations are commonly referred to by scientists as the
"missing links" and "gaps. " In reality, all that
evolution consists of is theories and gaps. And,
as you will learn in this set of books, the nonbiological types of
evolutionary theory also consist solely of theories and gaps! They also
are a disaster. This would include matter, stellar, galactic, solar
system, and earth evolution. WHAT
ABOUT EVIDENCE FROM OUR WORLD TODAY?- The evidence for life-evolution
from the past comprises only a few items, primary among which is the
fact that, much of the time, smaller life-forms are found beneath larger
ones in the sedimentary rock strata. The evidence from our world today
is hardly better. For example, similarities: the human arm and hand have
the same number of bones as that of the bat (chapter 21). Because of the
separating wall of the DNA code, bats are different than people in an
untold number of ways. Counting bones is a simplistic evidence of
evolution. It and all the other wonders of nature are, in reality, only
additional evidence that careful planning by the Creator produced
everything. .
The foolish theories of vestiges and recapitulation are discussed in
chapter 22, and geographic distribution of plants and animals in chapter
27. Some of the most valued evidences of evolution are discussed in
chapter 23. WHAT
ABOUT SOCIAL EVOLUTIONARY THEORIES?- The scientific evidence is on the
side of creation, not evolutionary theory. But the history of what
that theory has done to our modern world constitutes one of the most
striking evidences that its effects on the human mind are profoundly
vicious. The history of the theory is discussed in chapters 29 and 30,
and its effects on society in chapter 33. This is an astounding chapter. WHAT
OTHER HELPFUL CHAPTERS ARE IN THE BOOK?-Chapter 31 provides us with what
scientists and evolutionists have to say about the theory of evolution
as a whole. Chapter 34 was written for teachers, and provides facts
about what they can legally teach in the schools. Chapter 35 is an
astonishing chapter, and deals with the effort of atheists to take over
the field of archaeology—and make it disagree with Biblical events and
dating. The remaining chapters (3739) are self-explanatory. As
mentioned earlier, every fourth chapter in the series is a design
chapter, and is filled with fascinating scientific facts about the
things of nature. There is nothing in nature that could have made
itself. CONCLUSION-Writers
of textbooks, children's books, and various media presentations, depict
evolution glowingly as though it were a proven fact, in spite of the
ever-increasing scientific evidence against it. The situation would be
humorous if it were not so tragic. All this talk about "scientific
evolution" is wishful thinking in action. People emotionally want
the assurance that they do not have to be responsible for their actions,
so they cling to cobwebs instead of solid facts. Having only been
confronted with the assurances of the evolutionists, it is difficult for
the man on the street to realize the total lack of evidence that exists
for evolutionary theory. Yet the information is available, and you will
find large amounts of it in this present set of books. Learning even
part of that evidence will place you
on vantage ground when you discuss these issues with others. The
obvious solution to this crisis is to educate the uncommitted about the
facts. You can help do that. Read, learn, and then share with others!
Talk about the subject, reread sections in these books, and discuss
various aspects of it. Interest others in the subject. Tell them what
you have discovered. Hold meetings. It is the earnest desire of the
present writer that this material will help you help many others. The
following statement from chapter 17 may help you see what we are dealing
with here: "Speak
Of "survival of the fittest"! The long survival of
evolutionary theory disproves the phrase! Here we have survival of the
weakest, most foolish, and most easily disproved of
"scientific" concepts. "Evolution
as a theory survives because (1) the public does not know what is going
on, (2) most scientists are working in very narrow fields and do not see
the overall picture that you are learning in these books, and (3) many
conscientious researchers dare not speak up lest they be relieved of
their positions and salaries. "Regarding
the second point, the biologists and geneticists bemoan the lack of
evolutionary evidence in their fields (living species and genetic
research), but then comfort themselves that, perhaps, the fossil
evidence has established It. The paleontologists and stratographers
bemoan the void of evolutionary evidence in the fossil strata (species
which earlier lived on the earth) but conclude that, surely, the
startling advances In species discoveries and genetics research upholds
It. "The
scholars and researchers attend their own narrowed scientific meetings
and rarely have time to check with those in other fields of study. The
experts In each scientific specialty imagine that other experts
elsewhere have solidly proven evolution, even though in their field of
study It is ready to fall through the floor. "So
much Is known about so little in the sciences today that few experts
can see the big picture. And the general public Is given the wrong
picture. Evolution is as dead as the Dodo bird of the Mascarene Islands
that died nearly two hundred years ago, and most people in the modern
world are not aware of it."-page 524. Here
are four quotations from non-Creationists to think about: "I
have often thought how little I should like to have to prove organic
evolution in a court of law. " * Errol White, Proceedings of the Linnean
Society, 177:8 (1966) {An ichthyologist (expert on fish) in a 1966
address before a meeting of the Linnean Society in London.] "I
doubt if there is any single individual within the scientific community
who could cope with the full range of (creationist) arguments without
the help of an army of consultants in special fields."-*David M.
Raup, "Geology and Creation, " Bulletin of the Field Museum
of Natural History, Vol. 54, March 1983, p. 16. "The
doctrine of (evolutionary] continuity has always necessitated a retreat
from pure empiricism (actual facts and scientific testing], and contrary
to what is widely assumed by evolutionary biologists today, it has
always been the antievolutionists, not the evolutionists, in the
scientific community who have stuck rigidly to the facts and adhered to
a more strictly empirical approach." - * Michael Denton, Evolution:
A Theory in Crisis (1985), p. 353. "For
the past five years, I have closely followed creationists literature and
have attended lectures and debates on related issues. . Based solely on
the scientific arguments pro and con, I have been forced to conclude
that scientific creationism is not only a viable theory, but that it has
achieved parity with (if not superiority over) the nonnative theory of
biological evolution. That this should now be the case is somewhat
surprising, particularly in view of what most of us were taught in
primary and secondary school. "In
practical terms, the past decade of intense activity by scientific
creationists has left most evolutionary professors unwilling to debate
the creationists professors. Too many of the evolutionists have been
publicly humiliated in such debates by their own lack of erudition and
by the weaknesses of their theory. " - * R. F. Smith, "Origin
and Civil Liberties," quoted in Creation social Science and
Humanities Quarterly, 3 (Winter 1980), pp. 23-24. REVIEW AND MEMORY GUIDE
This
subject is worth knowing WELL ENOUGH that you can explain some of its
high points with others. Because of ignorance, many have been led into
gross error and darkness. They need your help. And, the more you share
this information, the better you will remember it yourself. After
you have read each chapter, scan back through it, and then share what
you recall of its points and facts with others. You will find that
others are interested in this subject just as you are. People who think
and are unprejudiced will always be interested. Many have been groping
in search of answers to the evolutionary "facts" which are
continually thrust at them in textbooks and the media. As
you read through each chapter, the following review guide is
suggestive, and can be adapted to your own learning pattern. 1
- There are many points in the chapter that disprove basic evolutionary
theory. Each point also supports Creation. Underline or highlight
those points you would consider to be most important. 2
- Go back and underline more boldly the most important points, to help
crystallize them in your thinking. 3
- Review them again, and try to recall aloud some of the most important
of them. Recalling, speaking, and hearing helps you remember better. 4 - Look at the complete list again. From memory, again recite as many as you can. 6 - Which five are the most important? Why? 7
- Review the chapter again in order to obtain a better
understanding of what is involved in each of these points, how they
relate to one another and the entire picture, and how they help answer
evolutionary arguments. 8
- Recite the key points again. 9
- Perhaps draw a diagram or two to help explain this chapter, or some of
its essential points. 10
- Turn back to the table of contents and think how this one chapter fits
in with the others. It is but another link in a strong chain of powerful
evidence. 11 - Review all the points again, trying to recite many of them from memory. Do not be discouraged, for enough of this information will now remain with you in the years ahead that you will be able to use it to help many people looking for answers. You will bring fresh courage and strength to others who might otherwise have become confused. 12
- You may wish to do a research study from several sources on one of the
primary points in this chapter. You
have in your hands a book that can help you help many others. Read it, learn
it, use it, refer back to it, tell others about it. Waft away the dark
clouds from their minds. Truth is powerful; give it to them. CORRECTIONS REQUESTED-Although these books were proofed several times, we would deeply appreciate learning of typographical or other inaccuracies. Careful attention will be given to each suggestion, so that suitable corrections may be made in forthcoming printings of these books. Thank you for your help. |
