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in pnntmg. Think of it! Through
those long millennia the world was
without modern means of transpor–
tation or communication! Transpor–
tation on land was by foot, mule,
horse, carne!, elephant or in vehicles
drawn by these animals. By sea, it
was by slow-moving sailboat. Fulton
didn't invent the steamboat until
1803. And the telephone, to provide
communication, did not arrive until
1876. The telephone was in its infan–
cy when
J
was a boy.
In my own lifetime, we have
whipped past the machine age, the
jet age, the nuclear age, and into
the space age. Much of the acceler–
alion of inventions was stimulated
first by the printing press, which
made possible a greater diffusion of
knowledge and exchange of ideas,
and then by more rapid means of
transportation- the steam engine,
the steamboat , the automobile, the
airplane. And final! y, the tele–
phone, telegraph, radio and televi–
sion.
But what was the original
ímpetus?
With the emergence of "modern
science" around the beginning of
the 19th century, scientists assured
the world that man had progressed
to the point where he then could
dispense with the superstitious
crutch of religion and belief in
God. Now humanity could rely on
the
new
messiah-modern science.
" Given sufficient knowledge,"
said the scientists, "we shall solve
all of humanity's problems and
cure all the world's ills."
To replace religion and belief in
God, secular scientists and educa–
tors had substituted the doctrine of
evolution. The tools modern
science used in the production of
this new
KNOWLEDGE
were a
stepped-up use of those man had
employed since the dawn of his–
tory-rejection of revelation as a
source of knowledge and the use of
observation, experimentation and
human reason .
So the production of
KNOWL–
EDGE
increased at a constantly
accelerating pace. But, paradoxical–
ly, as knowledge has increased, so
have humanity's problems, troubles
and evi ls, at almost an equal rate of
acceleration!
What's wrong with the dictum
that knowledge is the sole need for
6
achieving solutions? We are faceto
face with the stern
FACT
that
increasing evils have escalated
alongside increasing knowledge!
That is not to say that the increased
knowledge
caused
the growing
evils. lt does mean that the knowl–
edge produced
did not cure
exist–
ing evils,
or prevent new evils!
The
ANSWER
becomes plain.
There was
something wrong
with
the knowledge being produced, or
else the needed
MISSING DIMENSION
in knowledge was not being discov–
ered.
To the dictum of science that
given sufficient knowledge, man–
kind's problems would be solved
and humanity's ills cured,
1
add
this: Solutions come from the
right
knowledge that supplies the
right
Why have the findings of
modero science
not produced peace and
universal happiness? What
has been wrong
with the scientific method?
answer-the true
CAUSE
of both
the evils and the
CAUSE
that would
produce peace and joy and every
GOOD
result; and secondly, solu–
tions come from the application of
that knowledge. For that knowl–
edge is of value only to the extent
that it is
used!
Freedom to Choose
In this feverish development of
knowledge production, scholars in
universities have been placing great
emphasis on
academic freedom .
Academic freedom is defined as the
independent judgment a llowed
teachers, scholars, scientists and
students in the pursuit of knowl–
edge.
Science as a whole and higher
education have exercised the aca–
demic freedom to postulate a cre–
ation without a Creator. They have
engaged in the activity of knowl–
edge production with total rejection
of any possibility of the miraculous,
the supernatural, the existence of
God-or anythi ng outside the
realm of the material. They have
utterly rejected revelation as the
source of basic knowledge!
When 1 engaged years ago in
research on the theory of evolution,
1
studied Darwin, Haeckel, Huxley,
Vogt, Chamberlain and other
exponents of the theory. But also 1
looked at the other side of the ques–
tion. I would venture to say that
most ·or those whose higher educa–
tion has been acquired durin·g the
past half century have been taught
and have accepted without question
the evolutionary theory,
not having
examined with any seriousness
the
BIBLICAL
evidences of special cre–
ation-and I
don't
mean the conclu–
sions of moder·n "creation science."
The world's "best-seller"-the Bi–
ble-has been dismissed
without a
hearing
and distor ted.
Is it not human to err?
Could it be
possible
for the most
highly educated minds to have been
intellectually misled or deceived?
Could they, viewing only
one side
of the question, be infallible,
entirely above making mistakes?
For many years now, 1 have
observed that errors almost always
come when a person starts with a
false basic premise---carelessly as–
sumed as self-evident and taken for
granted without question-and
then builds on that false basic
hypothesis.
Suppose we now appropriate the
academic freedom to question that
which educators have dismissed
without examination.
Is it possible for us to find the
EXPLANATION
of why
MAN
is as he
is,
WHY
the world is filled with
evils? Is it possible for us to discov–
er the
CAUSE
of all human suffer–
ing, anguish, unhappiness and in–
equality? Is it possible to find the
CAUSE
that would produce peace,
happiness, abundance and prosperi–
ty- the
CAUSE
that world leaders
have apparently overlooked? Is it
possible to find the key to human
survival?
The answer to the preceding ques–
tions is
"YES!"
Yes, it is possible to
answer these basic questions that
have haunted man as long as he has
existed. Yes, there is an answer to
these questions that deal with man's
very survival.
If
you want
ANSWERS
to these questions, write for our
booklet
Why Were You Born?
It's
free for the asking.
o
The PLAIN TRUTH