Placeholder Image

字幕表 動画を再生する

  • Dr. Hovind taught science for 15 years. Then he got his Ph.D. in education.

  • He’s always had a love for teaching. But one thing that he has discovered is that

  • in many of the science textbooks across America today

  • there are some fallacies; some false information being presented.

  • Why is this information in the science textbooks? What are they trying to prove?

  • Hi, my name is Eric. And in this seminar called, “Lies in the Textbooks

  • you are going to find out some of those lies that are being presented, and what you can

  • do about it.

  • Well, welcome to our seminar onLies in the Textbooks.”

  • My name is Kent Hovind. I taught high school science for 15 years.

  • And now, since 1989, I’ve been doing seminars on creation, evolution, and dinosaurs.

  • And our goal is to strengthen your faith in God’s Word.

  • This is not my wife - this is just a picture of her.

  • We live in Pensacola, Florida. Weve been there for 16 years.

  • We have three children, all grown up. They are all married and the dog died. I made it.

  • As I have mentioned before we have four grandkids so far.

  • And grandkids are God’s reward for not killing your own kids - when you thought about it.

  • They all live right around me and they all work in our ministry. That is a real blessing.

  • God has given us an amazing staff of people in (CSE) Creation Science Evangelism.

  • Our purpose is to get people saved. We like science at our place. We haveDinosaur Adventure

  • Land.”

  • We have a science center, a theme park, a museum, and all kinds of cool science stuff.

  • Some people try to say, “Well, you Christians are against science.”

  • No, I like science. But I am against evolution because it is not part of science.

  • Evolution is a lie. There is no scientific evidence to back up evolution.

  • We will get into that in just a minute. The Bible says in the Ten Commandments:

  • Thou shalt not bear false witness.” That means: Don’t lie.

  • Proverbs 19:9 says, “A false witness shall not be unpunished, and he that speaketh lies

  • shall not escape.”

  • God hates liars. The Bible says (Psalm 62:4b) “...they delight in lies.”

  • These six things doth the Lord hate: yea, seven are an abomination unto him: (Proverbs

  • 6:16-19)

  • “...a lying tongue,” And a couple of verses later, “A false witness that speaketh lies.”

  • Out of the seven things that God hates, two of them are liars.

  • He must really hate them. He lists them in there twice.

  • John 8:44, Jesus said: “Ye are of your father the devil, and the lusts of your father ye

  • will do.

  • He was a murderer from the beginning, and abode not in the truth, because there is no

  • truth in him.

  • When he speaketh a lie, he speaketh of his own: for he is a liar, and the father of it.”

  • Now then, I like science and I collect public school textbooks; I have hundreds of them.

  • Some texts from many other countries, and going clear back from the 1880s up to 2005.

  • I am not against science. We have all kinds of really cool science displays at our museum.

  • You can come down toDinosaur Adventure Landand see for yourself.

  • I am however against lying to kids. Now in the first three seminar videos

  • we talked about how students are being lied to about. The Big Bang - it didn’t happen.

  • Theyre being lied to about the age of the Earth. It is not billions of years old.

  • Theyre being lied to about the Cave Men. There has never been a “cave man.”

  • Unless you mean, Osama Bin Laden.

  • Theyre being lied to about the dinosaurs. They did not live millions of years ago.

  • And in this seminar we are going to cover about 30 more lies in the textbooks.

  • There are hundreds that we could go through. But we are going to try to hit the highlights.

  • And this could go for days, just covering lies in our textbooks.

  • I am going to hit some of the big ones. We will leave some of the little ones for another

  • time.

  • I am not trying to get evolution out of the public schools.

  • I think that any theory should be allowed to be taught - if you don’t have to lie to

  • support your theory.

  • I’m not trying to get creation into the schools.

  • And I think that Christians who work on either of those are wasting their time.

  • And many people have wasted hundreds of thousands of dollars trying to accomplish those two

  • goals.

  • That is not going to happen. I am however trying to get lies out of the textbooks.

  • I think we will find that if we take the lies out of the textbooks there will be nothing

  • left to support evolution.

  • But that is their problem. They shouldn’t have picked such a dumb theory to begin with.

  • It’s not my fault. Now, I am also not against teachers.

  • My Mother was a godly woman. She led my Dad to the Lord on their first date.

  • She retired from teaching in the public schools. She’s been in heaven now for about seven years.

  • My brother led me to the Lord. He just retired last year from teaching in the public schools

  • for 34 years.

  • There are many good, godly teachers in the system. There are many good, godly principles.

  • Many good, godly school board members. I am not against schools. I am not against school

  • boards.

  • I am not against teachers; I am not against textbooks. But I am against lies. Let’s just

  • keep it in perspective.

  • Is there anyone here who thinks that teachers or textbooks should be allowed to deliberately

  • lie to students?

  • And I mean deliberately. A person could be lying and not know it.

  • But if they are deliberately lying - that shouldn’t be allowed, should it?

  • Wisconsin has a law that requires textbooks to be accurate. So does Alabama.

  • Textbooks shall be adequate and current...”

  • That means up to date; using the latest information.

  • Texas has a law that says, “Instructional materials shall be factual...” Good for Texas.

  • Florida has a law that requires the accuracy of instructional material.

  • And the commissioner is responsible to remove books that are not accurate.

  • Well, commissioner - do your job. Watch this video and then remove the books that are not

  • accurate.

  • California says that textbooks shall befactually accurate and reflect current and confirmed

  • research.”

  • Minnesota says that, “A teacher shall not deliberately suppress or distort subject matter.”

  • The problem is that none of those states enforce their own laws.

  • I don’t know if Tennessee has a law requiring textbook accuracy.

  • They ought to if they don’t have one. If you don’t have one - pass one.

  • This is a textbook from about 100 years ago.

  • It says that God created the heavens and the earth in six days.

  • Prayer is a duty. But it is vain to pray without a sincere heart.

  • God governs the world with infinite wisdom. Do you believe that this was a public school

  • textbook?

  • Well, here is one from today. “Evolution is fact, not theory.”

  • They say, “Birds arose from non-birds, and humans from non-humans.

  • No person who pretends to any understanding of the natural world can deny these facts.”

  • Wow, something has changed! I was in Chickasaw, Oklahoma, a couple of weeks ago.

  • It was supposed to be a debate, but none of the professors would debate me.

  • So they scheduled an evolution seminar two days after I was gone.

  • They let me speak on creation, the student group got me in there.

  • Here is a poster they put up right next to my poster.

  • The poster was inviting people to come to the evolution seminar.

  • Interested in Evolution? Well come on down!”

  • Evolution lectures with Dr. Mather and Dr. Reigh

  • It says, “Hear BOTH sides of the issue.”

  • We invited them to debate. They could have heard both sides together.

  • The kids get nine months of evolution teaching - I come in for two hours - and they panic.

  • And then they put on their posterhear both sides?” Theyre not going to present both

  • sides.

  • They are going to present one side, only the evolution side.

  • And that is what they already had for nine months. They don’t want to hear it.

  • I heard later that about twenty people turned up, but fifteen were from the Baptist Student

  • Union.

  • They wanted to hear what those teachers would say.

  • Their own textbook that’s used in Chickasaw, Oklahoma has one-quarter of the book

  • One entire unit is devoted to the evolution theory. There is nothing about creation.

  • Evolution is a dying religion that is surviving only on tax dollars. It’s dead.

  • This textbook has over 100 pages where evolution is talked about.

  • There is not one single mention of creation. So don’t tell me that they want to hearboth

  • sides”.

  • They want to present one view only. It is calledindoctrination,” not education.

  • This is a chart showing how the atheists feel that the different states are doing with the

  • teaching of evolution.

  • They think that you folks in Tennessee are doing a lousy job of teaching evolution to

  • your kids.

  • Go Tennessee! But they think that the folks over here in North Carolina are doing a good

  • job.

  • So North Carolina folks - get on the ball! Turn your state red by the next time they

  • do this survey.

  • Is there anyone here who thinks that teachers or textbooks should be allowed

  • to use outdated or false information just to get students to believe their theory?

  • Would that be a good idea? No. Okay.

  • Is there anyone here who thinks teachers that deliberately lie should be fired?

  • Is there anyone here who thinks textbooks with lies should be banned?

  • Or the lies torn out of the textbook? Well - hang on. Let’s go.

  • It has always amazed me how two people can look at the same thing and come to opposite

  • conclusions.

  • You know, two people can look at the Grand Canyon. One of them believes in evolution.

  • He looks at the canyon and says, “Wow, look at what the Colorado River did.”

  • “...For millions and millions of years.”

  • The Bible believing Christian stands there and looks at the same canyon.

  • He looks at the canyon and says, “Wow, look at what the Flood did in about 30 minutes.”

  • Now, just how was that canyon formed? This textbook says,

  • Over millions of years the Colorado River has carved out the Grand Canyon from solid

  • rock.”

  • Okay, hold on a second. It is a fact that the Grand Canyon exists.

  • I have been there many times. I taught earth science for 15 years.

  • I love studying the Grand Canyon. There are two interpretations of how it got there.

  • The evolutionists will say that it formed slowly with a little bit of water and lots

  • of time.

  • Like billions of years. But the creationists will say that it formed quickly

  • by lots of water and a little bit of time. Like in the big Flood in the days of Noah.

  • And the guys who believe in evolution are always trying to erase the line.

  • The line between their interpretation and to try to include it as if it is part of the

  • fact.

  • No, no, it is just your interpretation. This textbook says,

  • The Colorado River has cut through layer upon layer of rock over millions of years...”

  • Well now, hold on a minute. This other textbook says,

  • The Colorado River cut through 2000 meters of rock

  • exposing sediment layers like huge pages in the book of life.

  • Scan the canyon wall from rim to floor and you look back through hundreds of millions

  • of years.”

  • I don’t think so. I was in a debate one time and this atheist said,

  • Hovind, youre so stupid. Don’t you know it took millions of years to carve the Grand

  • Canyon?”

  • I said, “Well sir, there’s a couple of things you ought to learn about the Grand Canyon.”

  • If you built a dam across the Grand Canyon a huge lake would fill in behind it.

  • It would cover several states. It would take a lot of material to build the dam.

  • But if you could build a dam across that canyon you’d have a really big lake.

  • Actually some of the water from Wyoming drains through the Grand Canyon.

  • It has a huge drainage pattern. Here is a satellite color picture of it.

  • The Grand Canyon is like a big gash cutting across a mountain ridge.

  • I have flown by and taken lots of pictures over the years.

  • I asked the pilot one time, when I was going west, if we were going near the Grand Canyon.

  • He said, “Yeah, about one hundred miles from it.” Could you get permission to divert?

  • Could we go past near enough, to get a little closer?

  • He got permission and we flew right over the top of the canyon!

  • I was taking pictures like crazy. I love to study the Grand Canyon.

  • Actually, it is a bunch of useless real estate. What would you do with it if you had it?

  • You can look at it and then go home. That is about it.

  • You can’t plow it. And you don’t want to let your livestock play near the edge.

  • I said to the professor, “There are a couple of things to consider about this canyon.”

  • These two red lines indicate what is called thesnow line.”

  • Between those two red lines is a ridge that is about 6900-8500 feet (2100-2600 m) above

  • see level.

  • To the far right - is where the river enters the canyon. That is a 2800 feet (850 m) elevation.

  • Going through the canyon the river flows downhill for 270 miles (435 km).

  • It comes out the other side. If you look at this from a side view - it looks like this.

  • The river comes in at 2800 feet (850 m). The ground rises up while the river goes down

  • for 270 miles.

  • So there are a few things to consider about this canyon.

  • I said to the professor, “Did you know that the top of the Grand Canyon is higher than

  • the bottom?”

  • He replied, “Well, obviously.” I said, “Sir, did you know that the river only runs through

  • the bottom?”

  • He said, “Well, yeah.” I said, “Sir, did you know that the top of the canyon is higher

  • than where the river enters by over 4000 feet (1200 m)?”

  • He looked kind of surprised. I continued, “Sir, did you know that rivers don’t flow

  • uphill?”

  • And there is no delta. The Colorado River has almost no river delta. Where is all of

  • that mud?

  • That river did not make that canyon! The Grand Canyon is a washed out spillway.

  • There used to be two big lakes: Grand Lake and Hopi Lake.

  • The lakes are long gone. But the ancient one-time beaches are still there.

  • You can still see the beach line. They got too full - and washed over the top

  • and they washed out that canyon in a hurry.

  • Any farmer who has ever built a dam to hold water for his cows will tell you.

  • Once the water goes over the top of the dam it’s all over with.

  • That is why they guard the levy during the flood seasons, don’t they?

  • Get out there with sand bags. You cannot afford for it to even get started.

  • This river flowed down, starting at the top, and it must have been a big lake.

  • Even El Paso, Texas is calledEl Pasobecause it is a big pass.

  • I would bet that there used to be a big lake once backed up behind El Paso.

  • It later dried up and left the white sands of New Mexico behind.

  • If you look at the Grand Canyon, it is obvious that it is a washed out spillway.

  • Almost all rivers around the world come together at what is called acute angles, less than

  • 90 degrees.

  • The rivers will merge and keep going the same general direction.

  • If you look at the Grand Canyon, on the lower left are indeed merging at acute angles,

  • less than 90 degrees.

  • But if you look at the upper right,

  • the rivers are flowing backwards. Why would they do that?

  • The rivers run backwards, then hit the main channel, and turn around the other way.

  • It is called a barbed canyon. There aren’t many places like this on the planet.

  • This is evidence that a lake was once draining. The water was running in, then had to turn

  • The Grand Canyon was not made by the flowing of the Colorado River over millions of years.