My earlier post urging readers to contact Louisiana Gov. Bobby Jindal to urge him to veto the latest creationist eruption the Louisiana Lege gave him, produced an interesting comment. A fellow named Wayne provided links to a presentation by some guy named Perry Marshall, in which Marshall flails vainly against evolution theory. The video is billed as one the Louisiana Coalition for Science “fears.” Wayne wants to know, should we keep children from seeing it?
Marshall apparently isn’t even an engineer, but instead designs ads for internet placement — at least one step removed from the usual joke about engineers as creationists. Of course, that doesn’t help any of his arguments.
Wayne linked to three YouTube presentations, about half of the presentation Marshall made at an unidentified church (there are five segments total, I gather). What you see is bad PowerPoint slides, with audio. Marshall suggests that evolution couldn’t get from the American pronghorn antelope to the African giraffe, but in classic creationist form, he doesn’t address the unique signs of evolution we find in giraffes (neck, vagus nerve, for example) nor in pronghorns (bred for speed to beat the American cheetah, which is now extinct, and thereby hangs a great tale of sleuthing by evolution).
Marshall’s presentation is insulting. To me as a historian, it’s astounding how he can’t accurately list sequences of events well known to history. The science errors he makes are errors any 7th-grade student might make — but he’s passing them off as valid criticism of evolution theory.
Here’s the first YouTube presentation, and below the fold, my response to Wayne.
These presentations are an omen. They are sent to us as a warning for what the Discovery Institute will try to sneak into classrooms if Jindal signs that bill into law — heck, they’ll try anyway, but we don’t have to drill holes in our kids’ heads to make it easier for con men and snake oil salesmen to get their fingers in there.
Photographs of Native Americans reside among the publicly and internet available materials of the National Archives. Images can be ordered in sets of slides, or as individual prints, though many are available in quality high enough for PowerPoint works and use on classroom materials. Many of the photos are 19th century.
Quanah Parker stands as one of the larger Native Americans in Texas history. This photo puts a face to a reputation in Texas history textbooks. Texas teachers may want to be certain to get a copy of the photo. His life story includes so many episodes that seem to come out of a Native American version of Idylls of the King that a fiction writer could not include them all, were they not real.
Quanah’s mother was part of the famous Parker family that helped settle West Texas in the 1830s. Cynthia Ann Parker was captured in 1836 when Comanches attacked Fort Parker, near present-day Groesbeck, Texas, in Limestone County. (See Fort Parker State Park.) Given a new name, Nadua (found one), she assimilated completely with the Nocona band of Comanches, and eventually married the Comanche warrior Noconie (also known as Peta Nocona). Quanah was their first child, born in 1852.
Nadua was captured by a Texas party led by Lawrence Sullivan “Sul” Ross in 1860, in the Battle of Pease River. Noconie, Quanah, and most of the Nocona men were off hunting at the time, and the fact of Nadua’s capture was not realized for some time. Nadua asked to return to the Comanches and her husband, but she was not allowed to do so. When her youngest daughter, who had been captured with her, died of an infection, Nadua stopped eating, and died a few weeks later.
Sul Ross was a character in his own right. At the time he participated in the raid that recaptured Cynthia Parker, he was a student at Baylor University (“What do I do on summer breaks? I fight Indians.”) At the outbreak of the Civil War, Ross enlisted in the Confederate Army as a private. Over 135 battles and skirmishes he rose to the rank of Brigadier General, the ninth youngest in the Confederate Army. A successful rancher and businessman back in Texas after the war, he won election as governor in 1887, served two very successful terms (he resolved the Jaybird-Woodpecker War in Fort Bend County, and had to call a special session of the legislature to deal with a budget surplus), refused to run for a third term, and was named president of Texas Agricultural and Mechanical College (Texas A&M) within a few days of stepping down as governor. Ross’s leadership of the college is legendary — students put pennies near a statue of Ross in a traditional plea to pass final exams, among many other traditions. After his death, Texas created Sul Ross State University, in Alpine, Texas, in his honor.
Quanah Parker’s father, Noconie, died a short time after his mother’s capture. He left the Nocona band, joined the Destanyuka band under Chief Wild Horse, but eventually founded his own band with warriors from other groups, the Quahadi (“antelope eaters”) (also known as Kwahadi). The Quahadi band grew to be one of the largest and most notorious, always with Quanah leading them. The Quahadis refused to sign the 1867 Medicine Lodge Treaties, and so avoided immediate internment to a reservation. However, dwindling food supplies and increasing opposition forced Quanah to retire to a reservation in 1875, in what is now southwestern Oklahoma. This was the last Comanche band to come to the reservation.
Quanah was appointed Chief of all the Comanches.
Through investments, Quanah became rich — probably the richest Native American of his time.
Quanah hunted with President Theodore Roosevelt.
Quanah Parker in later life, as a successful businessman. Wikipedia image, public domain
Rejecting monogamy and Christianity, Quanah founded the Native American Church movement, which regards the use of peyote as a sacrament. Quanah had been given peyote by a Ute medicine man while recovering from wounds he’d suffered in battle with U.S. troops. Among his famous teachings: The White Man goes into his church and talks about Jesus. The Indian goes into his Tipi and talks with Jesus.
Bill Neeley wrote of Quanah Parker: “Not only did Quanah pass within the span of a single lifetime from a Stone Age warrior to a statesman in the age of the Industrial Revolution, but he never lost a battle to the white man and he also accepted the challenge and responsibility of leading the whole Comanche tribe on the difficult road toward their new existence.”
Quanah Parker died on February 23, 1911. He is buried at Fort Sill Cemetery, Oklahoma, next to his mother and sister.
Quanah Parker’s epitaph reads:
Resting Here Until Day Breaks
And Shadows Fall and Darkness Disappears is
Quanah Parker Last Chief of the Comanches
Born 1852
Died Feb. 23, 1911
It’s a twist on the usual position, where religious fanatics argue that science should be watered down in public schools, or that some form of creationism should be taught to cast doubt on the science.
The essay was published at a blog called An Evangelical Dialogue on Evolution. An engineer named Gordon Glover argues that evolution should be taught, first, because it’s good science. Second, he says teaching evolution “enhances” critical thinking — a point I agree with; in my experience, students get more creative when they study and understand the real creative work of real scientists, and students become much more discerning about what is good science and a good argument.
Third, for private Christian schools, Glover argues that teaching evolution opens another opportunity to discuss Biblical inspiration.
The first reason is the most powerful. Sticking to good science also presents an opportunity to stand up for good ethics.
Take a look at Glover’s arguments. Is he right? What do you think? Should scientists argue for including evolution in religious schools where it is avoided now? As always, comments are open.
Spread the word; friends don't allow friends to repeat history.
State Board of Education chairman David Bradley of Beaumont told GOP delegates [at the Texas State Republican Convention] that the board was about to take up the science curriculum for public schools. He forecasted a fight over evolution vs. creationism.
Bradley said there are some on the board (he’s among them) that believe God created Man.
“There are others who think their ancestors were apes. That’s okay. But I’m going to vote the right way,” Bradley said.
Is there anything there that suggests Bradley wants good science in Texas textbooks and Texas classrooms?
“Our nation is at risk. The educational foundations of our society are presently being eroded by a rising tide of mediocrity. If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. History is not kind to idlers.”
25 years later, Commissar Don McLeroy is leading the tide of mediocrity, doing crippling things to our education system that the likes of Nikita Khruschev and Mao Ze Dong could only dream about.
Spread the word; friends don't allow friends to repeat history.
Remember this case the next time some nut starts ranting about how marriage between two people of the same gender somehow endangers marriage. There’s no way to protect the “sanctity of marriage” when clowns with clerical titles work so determinedly to mock the institution of marriage, and the concepts of compassion, charity and family, from within the church.
Spread the word; friends don't allow friends to repeat history.
Not only is ICR appealing their case on granting creationism degrees for science teachers (see preceding post), the State Board of Education is gearing up for another battle in Commissar Don McLeroy’s War on Education and War on Science (two wars for the price of one! He’ll campaign as a budget cutter next time . . .).
But as Bill Provine points out in the film [Expelled!], neo-Darwinism is true, which means we don’t have free will.
Brilliant, ain’t it?
Never mind that one of the key themes of the mockumentary movie is that a religious belief in evolution drove Nazis in Germany to choose to take life unjustly, an exercise of free will they harp on in other forums.
Never mind that the claim is wholly ridiculous — Joe is arguing that being free of religious constraints means no one can choose how to act.
Consistency and logic: Not the domain of intelligent design advocates.
Spread the word; friends don't allow friends to repeat history.
I’m often struck at how creationists, including advocates of intelligent design, cannot maintain an argument in favor of their perverse beliefs against science for more than about five minutes without descending into erroneous descriptions of science, or outright lies.
Joe Carter pens the very well-read Evangelical Outpost. He attends church regularly, I gather, considers himself a good Christian, and for all I know studies the Bible regularly and tithes. But he’s also an advocate of intelligent design. In 2007 he provoked a bit of a storm claiming that scientists were making the case for ID by advocating evolution (no, it doesn’t make much more sense in the longer argument). (See “The moral imperative against intelligent design,” and “. . . in which I defend the judiciary against barbaric assault.“)
Had the critics remained silent over the past decade, ID might possibly have moldered in obscurity. If they had given the theory the respect accorded to supernatural explanations like the “multiverse theory” it might even have faded from lack of support.
But instead the theory’s critics launched a irrational counter-offensive, forcing people into choosing sides. The problem with this approach is that the more the public learn about modern evolutionary theory, the more skeptical they become about it being an adequately robust explanation for the diversity of life on earth. For instance in Expelled, Michael Ruse and Richard Dawkins provide two explanations for how life probably began. Ruse says that we moved from the inorganic world to the world of the cell on the backs of crystals while Dawkins says that life on earth was most likely seeded by aliens from outer space.
When even Dawkins admits that intelligent agency is involved in creation of life on earth it isn’t difficult to see why other people think it is plausible.
Is there a claim in there that is not completely false? Is there one claim that is not demonstrably in error — or an outright lie?
What virus causes this rabid departure from truth-telling among creationists? For if it’s not a virus, it’s a moral failing of the faith, isn’t it? And knowing that, wouldn’t advocates of Christianity’s growth, like Joe Carter, take steps to hide their prevarications?
If you have an idea what the cause is, comments are open.
Spread the word; friends don't allow friends to repeat history.
From August 8, 2007, the post that exposed the educationally-destructive, religiously-drenched mathematics curriculum from Castle Hills First Baptist School in San Antonio, Texas.
Students will examine the nature of God as they progress in their understanding of mathematics. Students will understand the absolute consistency of mathematical principles and know that God was the inventor of that consistency. Mathematical study will result in a greater appreciation of God and His works in creation. The students will understand the basic ideas of both differential and integral calculus and its importance and historical applications. The students will recognize that God created our minds to be able to see that the universe can be calculated by mental methods.
The scientist who sent me the link called it “God’s math.” Architect Mies van der Rohe once said, “God is in the details.” But he didn’t mean that math should be taught as anything other than mathematics. He didn’t mean that any religion should be inserted into math classes — and frankly, that’s a little worrying to me. I speak regularly with theologians who read the same text and come up with radically different descriptions of what it means, sometimes diametrically opposite descriptions.
The social studies curricula are more troubling. What is described is at best second-rate course work. One hopes that the teachers teach the material instead of these descriptions:
SOCIAL STUDIES/HISTORY
WORLD HISTORY I
NINTH GRADE The students will examine the nature of God as revealed through the study of social studies. Students will develop convictions about God’s word as it relates to world history and will define their responses to it. Through the study of world history, students will develop an understanding of the economic, social, political and cultural developments of our world, as they compare countries and civilizations, Students will learn and acquire an appreciation for God’s relations throughout the timeline of world events. The integration of literature into studies of ancient civilizations will enhance and inspire their learning process. Students will develop attitudes, values, and skills as they discover their place in the world. Students will analyze, synthesize and evaluate social studies skills, including social relationships such as family and church.
WORLD HISTORY II
TENTH GRADE The students will examine the nature of God as revealed through the study of social studies. Students will develop convictions about God’s word as it relates to world history and will define their responses to it. Through the study of world history, students will develop an understanding of the economic, social, political and cultural developments of our world, as they compare countries and civilizations since the Reformation. Students will learn and acquire an appreciation for God’s relations throughout the timeline of world events. The integration of literature into the studies of modern civilizations will enhance and inspire their learning process. Students will develop attitudes, values, and skills as they discover their place in the world. Students will analyze, synthesize and evaluate social studies skills, including social relationships such as family and church.
AMERICAN HISTORY
ELEVENTH GRADE Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will study the history of our country beginning with the Civil War with a biblically integrated filter as they examine the political, social, and economic perspectives. An emphasis will be placed on the major wars, the industrial revolution, and the settlement of the frontier, requiring students to critically analyze the cause and effect relationships of events in history.
GOVERNMENT/CIVICS
TWELFTH GRADE Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will study the foundational documents of our founding Fathers built upon as they formulated the ideals upon which our country was established. Such documents include: The Magna Carta, The English Bill of Rights of 1689, and the Mayflower Compact. Students are equipped with an understanding of the basic principles contained in these documents, and are able to identify their dependence upon biblical and Reformation principles, leading them to an understanding why the American system is meant for a religious people.
ECONOMICS/FREE ENTERPRISE
TWELFTH GRADE
Students will evaluate the past and learn from its lessons (I Corinthians 10:11), and become effectual Christians who understand “the times” (I Chronicles 12:32). Students will gain an understanding of the workings of economic systems, being able to identify the strengths and weaknesses inherent in capitalism (Deuteronomy 8, 15, 28, Leviticus 25), and the reasons for its superiority to the models of communism and socialism (Ezekiel 46:18).
The last description there, for economics, might lead one to understand this school ignores most of the lessons of Jesus, and especially the stories of the disciples in the immediate aftermath of the crucifixion as described in Acts 2. Not only are the courses described inadequate (we hope the teachers teach the state standards instead, at least), where scripture is specifically mentioned, they appear to be tortured to fit the agenda.
Then comes the choker:
SCIENCE
BIOLOGY
Students will study the physical life of God’s creation. They will continue to develop skills in the use of the scientific method. The students will learn methods and techniques of scientific study, general attributes of the cell and its processes, characteristics of the wide spectrum of living organisms, the classification, similarities and differences of the five kingdoms, evolutionary models and the creation model, the mechanics of inheritance, disease and disorders, and the workings of the human body. Students will gain experience in manipulating the conditions of a laboratory investigation and in evaluating the applications of biological principles in everyday life.
There is no “creation model” that is scientific, nor is there one that conflicts with evolution and is also Biblical. What, in God’s name, are they teaching?
CHFB School was established over 25 years ago, and claims to have more than 300 students enrolled, K-12. Surely there is a track record to look at.
Anybody know what the actual curricula look like at this school? Are there any measures to suggest the school teaches real subjects instead of what is described?
What was the Texas legislature thinking when they authorized Bible classes? Isn’t this bad enough as it is?
Dr. Pamela Bumsted of Grassroots Science alerts us to this website, God’s Geography, which should contain enough abuse of scripture to offend all Christians, and Jews and Moslems, too. The site steals good maps from good sites — but the accuracy in geography stops there.
Why is Antarctica shaped like an elephant’s head? I believe it is to illustrate a global political system. Nations typically have an animal or bird as their national symbol (such as the American eagle), but no single country owns Antarctica, although about 40 nations have made claims. So let’s think of these 40 nations as one nation, living in peace, and their symbolic animal is the elephant because it is the largest beast on earth.
* * * *
A global government means all nations cooperating together for the benefit of mankind, and not for the benefit of God or the King of kings. And as the world’s largest terrestrial animal it makes a perfect symbol of the world’s largest government.
So the elephant gives us a visual clue as to what a global political system looks and acts like. It’s very formidable, and can not be defeated except by God Himself. It’s futile to fight against it, but we shouldn’t want to because it’s part of our heavenly Father’s overall plan. He’ll guide the elephant where He wants it to go, and He’ll take care of the ivory towers, as it’s written in Amos 3:
13 Hear ye, and testify in the house of Jacob, saith the Lord GOD, the God of hosts, 14 That in the day that I shall visit the transgressions of Israel upon him I will also visit the altars of Bethel: and the horns of the altar shall be cut off, and fall to the ground. 15 And I will smite the winter house with the summer house; and the houses of ivory shall perish, and the great houses shall have an end, saith the LORD.
It’s crazy enough to send you to the law books to see if you can find a loophole in Poe’s Law, ain’t it?
I don’t object to the use of mnemonic devices. Remembering Italy as the peninsula and nation “shaped like a boot” seems to cement the identity of country into the minds of students otherwise a bit weak on European geography.
God’s Geography passes over the line into pure fantasy, into false claims about geography. The religious claims also far exceed any rational claim from Christian theology. I can’t imagine serious Christians not being offended at the religious messages the author claims to find in the simple shape of geographic entities.
My second complaint is that the religious claims tend to obscure reality, also. Again, on the Antarctica page, we find a gratuitous note about Elephant Island, which is off the tip of the archipelago this guy sees as an elephant’s trunk:
Near the tip of the elephant’s trunk is an island called Elephant Island, although I’m sure it wasn’t named for elephants, but rather for the largest member of the seals, the Elephant Seal.
So contrary to the history books, the author of God’s Geography claims Elephant Island is not named because it looks like an elephant’s head. Fantasy is just one egregious problem with this site; gross error is a second. In a game where one strike equals an out, this odd site has three strikes against it: Whole cloth invention, offense to scripture, and geographic error.
For certain it is that God worketh nothing in nature but by second causes: and if they would have it otherwise believed, it is mere imposture, as it were in favour towards God; and nothing else but to offer the Author of Truth the unclean sacrifice of a lie. But farther, it is an assured truth, and a conclusion of experience, that a little or superficial knowledge of Philosophy may incline the mind of man towards Atheism, but a farther proceeding therein doth bring the mind back again to Religion: for in the entrance of philosophy, when the second causes, which are next the senses, do offer themselves unto the mind of man, if it swell and stay there it may induce some oblivion of the highest cause; but when a man passeth on further, and seeth the dependence of causes, and the works of Providence, then, according to the allegory of the poets, he will easily believe that the highest link of Nature’s chain must needs be tied at the foot of Jupiter’s chair. To conclude therefore, let no man upon a weak conceit of sobriety or an ill-applied moderation think or maintain, that a man can search too far, or be too well studied in the Book of God’s Word, or in the Book of God’s Works—Divinity or Philosophy. But rather, let men endeavour an endless progress or proficience in both; only let men beware that they apply both to charity, and not to swelling [pride]; to use and not to ostentation; and again that they do not unwisely mingle or confound those learnings together.
Some of my earliest and best biology professors were Mormons — Latter-day Saints, or LDS — and from them and a few others I learned that LDS beliefs not only do not cut against evolution, preaching against evolution is “false doctrine” in the faith, since there has never been a revelation against evolution to the LDS prophets.
But as we know from the Methodist and Presbyterian and Catholic and other examples, official church doctrine doesn’t prevent members of the churches from jettisoning their reason when they discuss evolution and demonstrate a failure to understand even the basics of the simple theory. Mormons aren’t immune there, either. Alas.
Here’s an LDS blog where the authors are trying to argue that “philosophically,” creationism should be taught alongside evolution, since it’s a “better” myth than science. Or something like that. All that high-falutin’ use of six-syllable words, e.g., epistemology, makes me think that the words don’t mean what the authors think they mean, especially when the authors then go on to make foolish claims based on something they think they’ve “proven” logically. My tolerance of six-syllable words has been reduced by dealing with actual laws, I think.
Or perhaps, as I suspect, they’re just trying to claim that pigs fly.
“Knowledge is the glory of God” is what I remember* one engraving over one entrance to the campus of Brigham Young University, except when the epistemology is found to be offensive, or something.
You might do well to check out these posts, and other resources:
Who would do such a dastardly thing? The communists and the Freemasons!
This interview is from last September, but so far it’s perfectly in line with what his PR flacks are saying since the sentencing: Video, selected transcripts.
Or, until that account is unsuspended by the forces supporting Donald Trump: Follow @FillmoreWhite, the account of the Millard Fillmore White House Library
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Retired teacher of law, economics, history, AP government, psychology and science. Former speechwriter, press guy and legislative aide in U.S. Senate. Former Department of Education. Former airline real estate, telecom towers, Big 6 (that old!) consultant. Lab and field research in air pollution control.
My blog, Millard Fillmore's Bathtub, is a continuing experiment to test how to use blogs to improve and speed up learning processes for students, perhaps by making some of the courses actually interesting. It is a blog for teachers, to see if we can use blogs. It is for people interested in social studies and social studies education, to see if we can learn to get it right. It's a blog for science fans, to promote good science and good science policy. It's a blog for people interested in good government and how to achieve it.
BS in Mass Communication, University of Utah
Graduate study in Rhetoric and Speech Communication, University of Arizona
JD from the National Law Center, George Washington University
Posted by Ed Darrell 
Millard Fillmore's Bathtub 
