This country may well be in jeopardy of destruction from within. However, that situation has arisen, not from teaching the truths of God's Word, but from our failure to insist that our educational system continue to do that which it had done from its very inception. 

While evolutionists will tell you that they accept the Biblical precepts of moral goodness, I remind you that nowhere in the Bible does it tell us to believe only that part of it which we want - and reject the rest. Among the precepts contained in the Bible is the unquestionable integrity of God's Word. Perhaps I should not us the word 'unquestionable', for there can be no doubt that evolution in particular and secular humanism in general has done exactly that. In addition to calling the Genesis account of creation a "concoction", at least one prominent evolutionists refers to this integrity as nothing more than "... the wisdom and world view of a near eastern culture thousands of years old." # 2 

While evolutionists are indeed entitled to their own opinion of the Bible, I wonder if they is aware of the fact that their opinions runs contrary to those held by the very men who have shaped this country? John Quincy Adams said that, " The first and almost the only book deserving of universal attention is the Bible." Andrew Jackson was of the opinion that, "(T)he Scriptures (form) ... the rock on which our Republic rests." U.S. Grant observed that,"The Bible is the sheetanchor of our liberties." Horace Greely even went so far as to publicly state that, "It is impossible to enslave mentally or socially, a Bible reading people. The principles of the Bible are the groundwork of human freedom." Woodrow Wilson viewed the Bible as "... the one supreme source of revelation of the meaning of life, the nature of God and spiritual nature, and the needs of men." Concerning the future stability of this country and that stability's relationship to the Bible, Calvin Coolidge spoke in words which even an evolutionist could not misconstrue. "The foundation of our society and our government rests so much on the teachings of the Bible that it would be difficult to support them if faith in these teachings would cease to be practically universal in our country." # 3 

We are told in II Chron 7:14 that "...(I)f My people... will humble themselves and pray and seek My face and turn from their wicked ways, then I will hear from heaven and will forgive their sins and will heal the land." God's promise to heal the land though, is conditional in nature. Before the healing process can begin, we must humble ourselves, pray, and seek God's face. Even though evolutionists refuse to recognize this fact, it was common knowledge amongst our nation's greatest leaders. 

While I wish I could claim to be the author of the following words, all I can do is repeat them for you and allow you to ponder them in your heart: 

Again, the very premise of the evolutionist is false. Our national tragedy is not the fact that more and more Americans are insisting that God's Word be taught as true, but that we ever allowed something (evolution) which calls itself science (when in reality it is merely another religion) to ever take the place of God's Word in the first place. Allow me to point out the observation of Mr. Charles Malik, a former President of the United Nations General Assembly, which came from a conversation he had with the then U.S. Secretary of State, Cyrus Vance. In response to a question as to what was wrong with the United States, Mr. Malik stated that, "You have taken Jesus Christ our of your universities." # 6 

It is not the fact that many people are desirous of having their children taught the truths of God's Word which has seriously eroded the moral fabric of this country; it is the fact that the educational system of this country has forgotten the very admonition of the founders of such great universities as Harvard, which directed its students to "...know God and Jesus Christ ... as the only foundation for all sound knowledge and learning." # 7 Our system of education has failed to live up to the purpose for which institutions of higher education such as Columbia University were created; that is, "To teach and encourage students to know God in Jesus Christ and to love and serve Him... with a perfect and willing mind." # 8 We have lost track of the fact that major universities such as Yale were once described as "... a little temple (where) prayer and praise seem to be the delight of the greater part of the students." (parenthesis added) # 9 

As a nation we have forgotten the fact that of the first 119 colleges and universities founded in the United States, 104 of them were created for the purpose of teaching their students about the Creator and his creations. # 10 In fact, the Bible was considered such an integral part of our educational heritage that Noah Webster was merely expressing a commonly accepted fact when he said, "... education is useless without the Bible." # 11 

We must never forget that Fisher Ames, the founding father who actually wrote the First Amendment, expressed his belief that the Bible was to play a prominent role in public education when he said: 

We must never forget that Congress also recognized the importance of religion in American educational life when, in 1787 and again in 1789, under the terms of the Northwest Ordinance, it set aside FEDERAL land for schools using the following rationale: 

Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of learning shall forever be encouraged. (emphasis added) 

Note also that this was at a time when the vast majority of all schools in the United States were Church run. Furthermore, no portion of the Northwest territories could apply for statehood if its proposed constitution prohibited the teaching of religion and morality in its public schools. Remember also that the Congress which passed the Northwest Ordinance was the very same Congress which passed the First Amendment. 

We must not forget that the preamble to one of the earliest public education laws in the colonies stated in 1647 that the purpose of education was primarily spiritual when it acknowledged that: 

... it being one chief project of ... Satan, to keep men from the knowledge of ye Scriptures ... (people must be certain) ... that learning may not be buried in ye grave. (parenthesis added) # 14 

We must not forget that some of our colonial ancestor's concepts concerning education were formed by reading the works of such men as John Locke, who made the following statement: 

Let divines and philosophers, statesmen, and patriots unite their endeavors to renovate the age, by impressing the minds of men with the importance of educating their little boys and girls, of inculcating in the minds of youth the fear and love of the Deity and universal philanthropy... In short, of leading them in the study and practice of the exalted virtues of the Christian system. # 16 

We must not forget that this educational system (mostly Church sponsored) was apparently quite successful, for John Adams noted in 1765 that: (A) native of America who cannot read or write is as rare as a comet or an earthquake. # 17 

We must not forget that this remained the case well into the 19th century, when it was noted by the French historian Alexis de Toquville in 1848 that: 

A In Adam's fall we sinned all 

B Heaven to find, the Bible mind 

C Christ crucify'd for sinners dy'd # 19 

We must not forget that McGuffey's readers, which were used to teach 120 million Americans to read, contained this statement: The Ten Commandments and the teachings of Jesus Christ are not only basic, but plenary... # 20 

All this clearly serves to show us that it is not the fact that religion is being taught in our public schools that has brought us to the state we are in, it is the fact that we have exchanged the God of our forefathers for the religion of Secular Humanism and its cornerstone teaching of Darwinian evolution. 

At this point there should be no doubt in the reader's mind that the foundations of this country's educational system were Christian. Nor should there be any doubt that this system performed admirably. Regrettably, we are no longer teaching our children under this system. In fact, as of November 17, 1980 it is now supposedly unconstitutional for the very same Ten Commandments which McGuffey's Reader said were plenary to a child's education to even be posted on the school house wall. # 21 Since the mid nineteen forties, we have slowly but surely been replacing this God-centered educational system with an amoral humanistic one. What have been the resultsof this switch? Following are merely two. The crime rate in the Los Angeles public school system became so bad that the then Attorney General for California, George Dukemejian, filed suit against the local school board. In so doing he maintained that to force students to attend those schools was tantamount to inflicting cruel and unusual punishment upon them. # 22 

Not only are many public schools unsafe, but most have not been able to fulfill what has historically been considered their primary responsibility; that of teaching Dick and Jane to read. This failure has been so complete that as of 1975, the U.S. Dept. of Health, Education,, and Welfare estimated that 20% of our adult population lacked the basic skills necessary to even function in every day life. Today there are over 23 million adults in this country who are functionally illiterate. However, things aren't fairing much better for school kids either. Forty percent of our grade school graduates are unable to read appropriate grade level material. Eighty percent of these same children cannot even write a simple descriptive paragraph. # 23 Our current public school system is in such a shambles that one national educator was quoted as saying that if an enemy had done to our schools what we have done to our schools, it would have been considered an act of war. Yet this is the same system which the evolutionists want to not only maintain, but pump even more money into. 

While this state of affairs is indeed deplorable, it should come as no surprise. This is especially so when we consider the source of the educational philosophy which has governed our public school system during the last half of this century. John Dewey (1859 - 1952) is considered to be the father of what has unfortunately been called our modern system of "progressive" education. According to Will Durant, " The starting point of his (Dewey's) system of thought is biological: he sees man as an organism in an environment… (Dewey believed that) things are to be understood through their origins..without the intrusion of supernatural considerations." (emphasis added) # 24 

Few of us however realize that Dewey was also one of the authors and signers of the Humanist Manifesto. What these two facts reveal is that the humanistic/evolutionistic viewpoint which has permeated our public schools is the very same anti-Christian philosophy which, as we saw earlier in this study, is totally incapable of supporting the morals and ethics which are essential if a society is to remain healthy and vibrant. Not only that, but through a process known as 'values clarification' the public schools have actively sought to undermine what remains of the Judaeo/Christian ethic which has served this country so well since its very inception. 

Just in case you may be under the impression that values clarification is nothing more than a harmless philosophical exercise, I wish to remind you that according to humanists "... moral values derive their source from human experience. Ethics ... (are) situtational, needing no theological or ideological sanction. (parenthesis add) # 25 You see, humanists do not want the absolute Christian values which served as the foundation upon which this country was built "clarified" ie. made perfectly clear in the student's mind.They want these ethics expunged and replaced with their own. Again, just in case you feel that I may be stretching the point just a bit, I suggest that you ponder carefully the implications of this statement by Harvard professor emeritus Joseph Fletcher, author of the book Situational Ethics: 

Whether we ought to follow a moral principle or not would, I contend, always depend upon the situation… If we are, as I would want to reason, obliged in conscience sometimes to engage in white lies, as we often call them, then in conscience we might be obliged sometimes to engage in white thefts, and white fornications, and white killings, and white breaking of promises, and the like. (emphasis added) # 26 

In his report entitled "Schooling for the Future", Dr. John Goodlad of the National Education Association boldly stated that "Our goal is behavioral change. The majority of our youth still hold to the values of their parents, if we do not resocialize them to accept change, our society will decay." # 27 

The foregoing is not meant to serve as an indictment of those open minded truth seeking public school teachers who are sincerely attempting to present all sides of the origins issue. It is however intended to point out in no uncertain terms that the evolutionistic/humanist philosophy which controls our schools is anything but neutral when it comes to religion. Humanism's strong anti-Christian position is clearly spelled out in the following quote from an article entitled "A Religion for a New Age" which appeared in the Jan/Feb 1983 issue of The Humanist magazine: 

(T)he battle for humankind's future must be waged and won in the public school classroom by teachers who correctly perceive their role as proselytizers of a new faith: a religion of humanity... These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level - preschool day care or large university. The classroom must and will become an arena of conflict between ... the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism... # 28 

In spite of all this, evolutionists insist that if the creationists are successful in turning our schools around they will be establishing "... the groundwork for legally enforced ignorance and totalitarian thought control." # 29 On one hand, the facts clearly show that our God-centered educational system produced the most enlightened and freest populace which the world had ever seen. On the other hand, they reveal that the atheistic/evolutionistic thought process which currently controls public education in this country has produced the highest level of illiteracy and ignorance in our history. Yet humanists do not want us to return to our Christian educational roots because if we do, he thinks we will end up with the same tragic results which our current atheistic system has already achieved! 

Such thinking may make sense in Alice's Wonderland or Orwell's Animal Farm; however, I do not find it particularly compelling. But then I am honestly concerned about the sad state of public education in this country; whereas, many evolutionistic humanists leave the clear impression that for them, the most important aspect of public education has nothing to do with 'teaching' our children, as that concept has been traditionally understood. As a case in point, note the thoughts of humanist scholar Paul Blanshard: 

I think the most important factor moving us toward a secular society has been the educational factor. Our schools may not teach Johnny to read properly, but the fact that Johnny is in school until he is sixteen tends to lead toward the elimination, of religious superstition... This mitigates against Adam and Eve and all other myths of alleged history... Humanism as a scholarly substitute for religious mythology is quietly gaining ground. # 30 

Unfortunately for today's students though, the inroads made by this philosophy of humanism have come about at the expense of academic integrity. Not only do these evolutionistic humanists purposefully ignore the scientific facts which disprove their theory, but they are rewriting our very history by eliminating virtually all references to Christianity from many textbooks. If you are under the impression that this is simply not so, then consider the words of one professor of education at Harvard University: 

Every child in America entering school at the age of five is mentally ill because he comes to school with certain allegiances toward our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural Being, toward the sovereignty of this nation as a separate entity. It is up to you teachers to make all these sick children well by creating the international child of the future. # 31 

Eldredge closed his discussion on the plight of the American educational system with this warning, "... scientific illiteracy will send the United States on a surer and straighter path to hell than ever will the idea called evolution." # 32 As we saw earlier, he equated the potential downfall of the United States with creationism, but now he equates its salvation with his brand of science. 

There can be no doubt that in a technological society such as ours, science (true science that is) is important. But there is a vast difference between the scientific world of experimentation and the evolutionary world of conjecture. Dr. Randal Susman, an evolutionistic anthropologist with the University of New York at Stony Brook, acknowledged that, "We go about things indirectly, and as a result its open to a lot more error than sciences where you have experimentation." (emphasis added) # 33 (side note: How can you have SCIENCE without experimentation?) What's more though is that David Pilbeam, Harvard University's top evolutionary anthropologist, recently conceded that this conjecture has played a major role in his field of study. "I know that at least in paleontology... theory heavily influences interpretations. Theories have in the past, clearly reflected our current idologies, instead of actual data." (emphasis added) # 34 While he is himself a dedicated evolutionist, Dr. Robert Bakker, of the University of Colorado, also recently acknowledged that even today, many of his colleagues still allow their preconceived notions to influence their actions and statements. Apparently he recognizes the fact that in reality, such thinking represents the very anthesis of true science. He even went so far as to refer to such thinking as "pretzel logic." # 35 

Needless to say, there is a vast difference between true science and evolution. There is also a vast difference between the discoveries cautiously announced by the scientific world of experimentation and the Olympian pronouncements made by many in the evolutionary community. It was not until after three years of careful research and testing that Louis Pasteur was willing to make public his discovery of a possible treatment for rabbis. Even then it was only after he was faced with a life or death situation for a young boy. # 36 On the other hand we have Richard Leakey, who, on Friday August 27, 1982 found a jawbone in the hills of western Kenya and on Tuesday August 31st, only four days later held a news conference and announced, "We consider it a critical specimen ... we expect to find it about 8 million years old. It fills that fossil gap." # 37 (But then Richard was only doing something which his father before him was also noted for doing. According to an article in the August 25, 1995 issue of Time magazine, the senior Leakey was "(n)ot a careful scientist" and he "...claimed too much credit for finds made by ... others on his team, and he ascribed too much significance to each find." #38  Remember now, this candid admission is contained in an article whose overall tone is supportative of evolution and favorable to Louis Leakey!) 

However, we should not be surprised by such declarations. The younger Leakey shares a common preconceived notion with most evolutionists. He openly admits that "I find it very strange that today many people still think of evolution as just a theory ... there is sufficient evidence to demonstrate evolution as a fact... We're here as a result of a series of accidents. There is nothing pre-planned about humanity."  # 39  Remember now, this statement is made in spite of the fact that as we have so clearly seen, the evidence in question does not support the theory of evolution. What this evidence does support though is the proposition that the evolutionist's preconceived notion that evolution is a fact has caused them to ignore, misrepresent, or misinterpret virtually every anthropological, archaeological, or biological discovery since Darwin first proposed his hypothesis. 

In spite of the fact that some evolutionists will now admit that they rely more on hindsight than they do on equations, # 40 evolutionists are determined in their efforts to equate the theory of evolution (in all its variant forms) with true science. At the same time they label the creationist's viewpoint as religious. # 41 By doing this, they hope to keep any talk of creationism from entering into the science classroom. They seek to protect their brand of science from the damaging influences which they think the creationist's thought process might inflict. They do this even if, as Dr. Robert Jastrow pointed out, they must ignore the very evidence for creation which they themselves have uncovered. 

Just what do you suppose would happen to today's public school science classroom if members of the evolutionary community honestly evaluated their position? The answer to that question was given by Dr. Colin Patterson during his keynote address at Eldredge's own American Museum of Natural History on November 5, 1981. As you read this astounding quote keep in mind the fact that these are not the words of a creationist, but are those of a man who has defended the evolutionist's position for more than 20 years. 
 

One of the reasons I started taking this anti-evolutionary view, or let's call it a non-evolutionary view, was last year I had a sudden realization for over twenty years I thought I had been working on evolution in some way. One morning I woke up and something had happened in the night, and it struck me that I had been working on this stuff for 20 years and there was not one thing I knew about it. That's quite a shock to learn that one can be so misled so long. Either there was something wrong with me or there was something wrong with evolutionary theory. Naturally, I know there is nothing wrong with me, so for the last few weeks I've tried putting a simple question to various people and groups of people. Question is: Can you tell me anything you know about evolution, any one thing, anything that is true? I tried that question on the geology staff at the Field Museum of Natural History and the only answer I got was silence. I tried it on members of the Evolutionary Morphology Seminar in the University of Chicago, a very prestigious body of evolutionists, and all I got there was silence for a long time and eventually one person said, I do know one thing-it ought not to be taught in high school. (emphasis added) # 42 

As I said at the outset of this study, I am not against science. Nor am I against any evolutionist believing what he wants to believe, or even expounding upon it in some course on comparative religions or philosophy. At least in 306 B.C. Epicurus was honest enough to call his theory of the chance creation of life a "philosophy." Christianity has been confronted with the task of refuting those who believe in the chance creation of the world ever since the Apostle Paul first met Epicurean philosophers, as recorded in Acts 17:18-24. 

Some of those highly educated men belittled Paul by asking, "What is this babbler trying to say?" Today's Epicurean philosophers, otherwise known as "evolutionistic scientists', also taunt Christians. All to often they prefer character assassination to an honest discussion of the issues. To quote Stephan Jay Gould, "Creationist-bashing is a noble and necessary pursuit these days." # 43 Rather than address the facts, they accuse us of having committed intellectual suicide when we accept the Genesis account of creation. However, I ask you to consider the possibility that it is not the Christian who is guilty of this self-inflicted crime. The Bible after all, has not been proven wrong by true science. Numerous times archaeologists and historians thought that the Bible was wrong, but each time, further investigation and subsequent discoveries have proven the Biblical account to be accurate. Whereas, the evolutionists have been forced to abandon all three major tenets of Darwin's theory less than 100 years after it was proposed; the gradual evolution of all species, geologic uniformitarianism, and the simultaneous initial appearance of mankind at numerous locations throughout the earth. Needless to say, the facts clearly show that the Biblical record of accuracy clearly exceeds that of Darwinian evolution. 

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1) Gary DeMar - God and Government, Vol.1 (Atlanta, GA: American Press, 1982) p. 4 

2) Niles Eldredge - Monkey Business - A Scientist Looks at Creationism, (New York: Washington Square Press, 1982) . p. 22 

3) Robert Flood, The Rebirth of America, (St Davids, PA: Arthur S. Demoss Foundation, 1986) p. 37; also Sterling Lacy - Valley of Decision (Texarkana, TX: Dayspring Publications, 1988) p. 8 

4) DeMar, op cit. pp. 128-129 

5) Flood, op cit. p. 150 

6) CBN University Master Plan, (Now Regent University) (Virginia Beach, VA: Regent University, 1983) p. 2 

7) ibid p. 2 

8) ibid p. 2 

9) Henry M. Morris - Men of Science - Men of God (El Cajon, CA: Master Books, 1988) p. 39 

10) CBN, op cit. p. 2 

11) Focus Magazine, Vol IV, # 1, Winter 1981, (CBN University publication) p. .34 

12) Fisher Ames, The Mercury and New England Palladium, Vol XVII No.8, (Tuesday, January 27, 1801) p. 1 see also Seth Ames (Ed), Works of Fisher Ames, Vol. II (New York: Birt Franklin, 1971) pp.405-406. 

13) Kennedy, D. J. - The Great Deception - a speech delivered December 1, 1992, Ottawa, IL)- 

14) James C. Hefley - America - One Nation Under God, (Wheaton, IL: Victor Books, 1975) p. 78 

15) Vera Hall - The Christian History of the Constitution of the United States of America (San Francisco, CA: Foundation for American Christian Education, 1979) pp. 401-402 

16) Marshall Foster and Mary Elaine Swanson, The American Covenant, (Santa Barbra, CA: The Mayflower Institute, 1983) p. XIV 

17) Lacy, op cit. p. 37 

18) John Whitehead - The Separation Illusion, (Millford, MI: Mott Media, 1977), p. 62 

19) Hefley, op cit. p. 74 

20) Flood, op cit. p. 122 

21) ibid p. 82 

22) Carl Sommer - Schools in Crisis, Training for Success or Failure, (Houston, TX: Cahill, 1984) p. 107 

23) World Book Encyclopedia, 1985 Ed., Vol 10, p. 65 also Lacy, op cit. p. 36 

24) Encyclopedia Britannica, 1956 Ed. Vol VII, p. 297 

25) D. James Kennedy - Moral Absolutes; Yes or No? (Ft Lauderdale, FL: Coral; Ridge Ministries, 1981) p. 2 

26) ibid p. 1 

27) Rolin M. Travis, "Should the Children of God Be Educated in the Temple of Baal", Presbyterian Journal (Feb. 13, 1985) , p. 6 

28) John Dunphy, "A Religion For a New Age", The Humanist , Vol 43 #1 (Jan/Feb 1983) , p. 26 

29) Eldredge - op cit. back cover 

30) Paul Blanshard, "Three Cheers for Our Secular State", The Humanist, Vol. 36 (March/April 1976), p. 17 

31) Travis, op cit. p. 6 

32) Eldredge op cit. p. 147 

33) Paul Raebutn, "Anthropoligists Dispute Over Fossil Skeletons", The Albuquerque Journal, Vol. 102 No 12 (June 12, 1983) 

34) David Pillbeam, "Rearranging Our Family Tree", Human Nature, (June 1988), p. 45 

35) Elizabeth Vitton, "Leaping Lizards? Maybe Not", 3-2-1 Contact (June 1990), p. 24 

36) World Book Encyclopedia, 1985 Ed Vol. 15, p. 170 () 

37) UPI, Albuquerque Journal, Vol 102, No 244 (Sept. 1, 1982) 

38) John S. Major, "The Secret of 'Leakey Luck'", Time, Vol 146, No 9, (August 28, 1995), p.60 

39) Thomas Goldthwaite, "Television" Arizona Republic, 1983 

40) Donald Johanson, Lucy: The Beginning of Mankind, (New York: Simon and Schuster, 1981), p. 7 

41) "You Decide/ Should Public Schools Teach Creationism?", Scholastic Update, Vol. 121, No. 8, Dec. 6, 1988 

42) Colin Patterson, Keynote address at the American Museum of Natural History, New York City, November, 5, 1981, as quoted in Andrew Snelling, The Revised Quote Book (Brisbane, Australia: Creation Science Foundation Ltd., 1990) p. 4 

43) Stephen Jay Gould, "The First Unmasking of Nature," Natural History, Vol 102, No.4 (April 1993) p.19,