The Data in the Strata

For generations, we have been fed a scientifically unsupportable line of propaganda about how dinosaurs and other organisms were fossilized.  If you travel to any Museum of Natural History or even to places like Dinosaur National Monument in Utah, you will read nice (imaginary) explanations about how the fossils originated, and why they are at the site.  All over the world there are massive “fossil graveyards” where thousand or millions of fossilized creatures lie buried or partially exposed.

These graveyards are not evidence supporting evolutionists claims.  Rather, in the words of Roger Patterson, “the greatest testimonies to a worldwide flood are the many, massive fossil graveyards across the globe”.  (1)  Why would he say this? Because the very presence of such massive graveyards is evidence, if not almost proof, of a global flood.  Fossils do not form if a creature dies naturally and is eaten and decomposed by natural processes. They require sudden burial (as in a sudden, catastrophic global flood with massive mudslides in an environment that lacks oxygen) in order to fossilize.

Patterson also notes that in places like the Green river formation in Wyoming, we find birds, bats, ocean fish, insects and land plants all buried together.  How could these be buried together if not for a huge catastrophe like the flood?

And what about oil and coal in the deep earth strata?  We are told that there was lush growth which gathered and were compressed over millions of years, forming oil and coal.  Yet so many scientific facts and observations do NOT fit this story line.  For one, why would they not have been destroyed by bacteria and turned into simple organic matter if this happened as a normal process over millions of years?  That would comply with the uniformitarian views evolutionists claim to espouse.

Also, many samples contain carbon 14, which should be impossible if they are over 50,000 years old.  In addition, coal often has readily visible bark from trees, and even track marks from crabs, dinosaurs, and amphibians (2) which might occur in cases of sudden rapid burial, but not with gradual accumulation over hundreds of thousand of years.

And then there are those troublesome polystrate fossils (see the above picture).  How can a fossilized tree be found vertically, penetrating what we are told is many millions of years of accumulated sediments? Author John McKay, who has found “there are polystrates of just about every fossil known if you look hard enough, and the reality is that any fossils even those that lie parallel to their strata yet are thicker than one lamina of sediment, by definition have to be polystrate.” (3) But the question is, how can a fragile fern be fossilized vertically in strata that would otherwise be thought to represent millions of years of accumulation?  But for those who believe in the Great Global Flood, this represents no problem at all. It makes absolute and complete sense.

Famous Evolutionist Stephen Jay Gould in Natural History magazine said,  “The fossil record with its abrupt transitions offers no support for gradual change, and the principle of natural selection does not require it — selection can operate rapidly. Yet the unnecessary link that Darwin forged became a central tenet of the synthetic theory.” He also tried to defend a fellow evolutionist, writing, “Goldschmidt raised no objection to the standard accounts of microevolution; … He broke sharply with the synthetic theory, however in arguing that new species arise abruptly by discontinuous variation, or macromutation.”(4)

This overt admission that the fossil record does not support evolution has yet to reach the halls of academia, where evolution is still taught, and the fossil record is still used as proof. Yet Gould tries to rescue the theory with yet another unscientific proposal, seeming to believe that new species appeared fully formed in the past, but still somehow he manages to call this evolution.  But for an interesting and very readable account of this story, please see the article by Scot Wall in the Houston Chronicle from 2008.(4)


(1) P 148, Evolution Exposed,  2008, Answers in Genesis USA.

(2) Ibid, p. 151




John 1:3  Through him all things were made; without him nothing was made that has been made.


What about Fossils?

Fossils disprove evolution. Twice.

First, paleontologists discovered many decades ago that life appeared SUDDENLY on Earth. They cannot, of course, say that life appeared suddenly on earth. That would sound too much like creation, so instead, they made up a term called the Cambrian explosion. They postulated (guessed) that maybe for some reason there was a bunch of radiation and maybe it suddenly caused all life to appear. Then they postulated (guessed) again that maybe it wasn’t so sudden. Maybe it lasted 20 million years. Or maybe not. Nevertheless, in cosmological terms, 20 million years even if it were true, would maybe allow for an amoeba to “evolve” to a more advanced amoeba. If evolution were even possible. Of course it is not.

Second, fossils disprove evolution by showing a complete lack of undisputed transitional forms. There are hundreds of millions of fossils. So by any account there should be at least millions of transitional fossils (Fossils showing animals in the “in between stages of evolution”). However there are few if any. Now at this juncture some will complain that we have a very detailed history of the evolution of the house in the fossil record. That is indeed what evolutionists teach. In fact they are so evangelical in there cause that they preach that EVERY fossil ever found is transitional. But what do the facts show?

Since it would require many pages of explanation, and since it has already been done so beautifully, with illustrations and timelines included, I will defer to the article by Mats Molen, “The evolution of the horse,” found on the website. Suffice it to say that the evolutionist timeline makes no sense, and there are at least three species of horse involved. They all lived at about the same time, were all buried at about the same time, and do not support the theory of evolution at all.

But what about all those nice drawings in the textbooks about “ape to man” evolution. Well evolutionists cannot find any evidence of direct descent. They can only find “shared or similar DNA”. (Which could just as easily mean the Creator used similar DNA to do similar things.) What about the fossils which have been used to “re-create” the missing links? They were fragments, or partial skeletons. Sometime of the entire drawings of transitional forms were “imagineered” (like Disney movies) from how a paleontologist viewed a single bone from a wrist or hip or ankle or jaw. Sometimes a single tooth has been used to “rebuild” an image of how the imagined creature might have looked.

We will have much more to discuss about evolution and fossils. Some of the greatest fakery in science has occurred in the area of paleontology. But that is for another day. As I have said before. I am not a proponent of teaching creation rather than, or in place of evolution in the public schools. However it think it is essential for scientist to admit that we do not know (as scientists) much at all about the origins of life. It would be far better to educate our youth in honest intellectual observation and analysis, rather than an inaccurate agenda based on full and total rejection of the possibility of Creation.

There has been so much written about the interpretation of fossils, the age of fossils, the origin of fossils and proper dating of fossils that we will return to some of these topics in future writings.  The facts, it seems, are subject to various interpretations. Few people will acknowledge that many of the suppositions on which fossil dating is based are questionable, and some are patently false.  But more and more well trained scientists are coming forth to question these presuppositions.

Jeremy L. Walter, who has a Ph.D. in mechanical engineering, and received the prestigious National Science Foundation Fellowship, writing of the sedimentary layers, states;  “The vast horizontal layers of hydraulically deposited sedimentary rock are said to take long periods of time to accumulate, based on the assumption that the rate of deposition was always similar to that observed today in a typical river delta.  This concept of uniformity may seem like a reasonable starting point when considered abstractly, but no steady-state river flow could possibly cover such a vast area; neither would it produce the violently buried and mangled bodies found fossilized in many rocks of the region…By contrast the catastrophic processes observed during and following the eruption of Mount St. Helens in the Cascades of Washington state produced a scale model of the Grand Canyon in a very brief period of time… The canyon walls resemble others that are assumed to be of great age, even though they are known to be less than 20 years old.” (1)

If that is not enough, let me add just one more illustration. A December 2018 article in Nature describes the findings of an analysis of the soft tissue remnants of a supposedly 180 year old Ichthyosaur. No reputable scientist would have predicted intact, well preserved skin and soft tissue remnants in a fossil that is 1809 million years old.  They would have been laughed out of the room. But that is just what Johan Lindgren, the lead researcher on this study states they found. (2)


Psalm 95:4-5  In his hand are the depths of the earth, and the mountain peaks belong to him.  5 The sea is his, for he made it, and his hands formed the dry land.

Job 12:7-10   “But ask the animals, and they will teach you, or the birds in the sky, and they will tell you;  8 or speak to the earth, and it will teach you, or let the fish in the sea inform you.  9 Which of all these does not know that the hand of the LORD has done this?  10 In his hand is the life of every creature and the breath of all mankind.



(1) Steven A. Austin, “Mount St. Helens and Catastophism,” Impact, Article No. 157, Institute for Creation Research, El Cajon, CA (July 1986)


What About Public Education?

We may be testing the limits of civility now. Discussions of this topic are frequently known to degenerate into brawls. So let me say at the outset. I do not believe that all students should be forced to recite Bible verses. I do not believe that teaching of the creationist view of science is the only appropriate material for study. In fact, I am not at all sure I want public school teachers educating my children about anything to do with the Bible. In most cases that would be worse than the blind leading the blind.

I do believe, however in an honest, level playing field. As a scientist and a supporter of science education, I would far prefer honest admissions of where science is supportive of evolution theory and where it is not. I would appreciate sincere admissions, on the part of educators, that evolution is NOT in any way settled science.(1) Far from it. There is as much evidence contradicting the theory of evolution, as there is supporting evolution. (In my opinion there is actually vastly more contradictory evidence.) No right thinking science educator should allow students to be taught things that are untrue. But unfortunately, this is the state of affairs in public education today. Classrooms should be for facts, not propaganda.  And open minded discussions should be the rule when the facts are in dispute.

In schools and universities alike, students who question any of the underpinnings of evolution (for any reason) are often bullied and intimidated. They are often called science deniers, or anti-science Bible Thumpers. There are countless examples.  In describing his education, Dr Evan Jaimeson describes multiple occasions when, confronted with the scientific inconsistencies of the theory of evolution, “often there was an angry reaction and feeble, if any, explanations.”(2) He goes on to say “the lack of credible answers makes me quite skeptical of the theory of evolution.   After all it wasn’t an obscure theory; it was basically accepted worldwide and had been studied for many years.  Simple and obvious questions should have been given simple and obvious answers — so where were they?”(2)

But suppressing classroom debate does not advance the cause of truth. Just as suppressing free speech about other topics is counterproductive, taking an “evolution or else” approach is not good for students or for the educational system. There are many unknown effects that can occur with changes in worldview, and we are seeing many of these today. Few would say that the emotional and spiritual levels of peace of mind and satisfaction with life have increased in past decades. In fact, most would agree we are in the midst of a mental health crisis. Some part of this may be attributable to our feelings of meaninglessness and hopelessness as a result of evolutionary teaching.

Dr Ariel Roth , former director of the Geoscience Research Institute in Loma Linda California, writes, “When it comes to answering the great questions of origins, meaning, and destiny, science has lost its credentials.  This happened over a century ago when science decided to exclude God from its explanatory menu.  If God exists, science will never find Him as long as it refuses to consider God as a part of reality.”(3)

Any objective scientific examination of the texts used to teach science and to “debunk creationist nonsense” will find that most of the diagrams, facts, and statistics used to teach evolution are not only out of date, many are absolutely false. So perhaps the Bible-Thumpers and the Neander-Thumpers should all get together and choose a set of non-disputable facts that all can agree on. And perhaps that is what we should use to teach our children. When all else fails, stop to propaganda and teach the facts.

Isaiah 37:16  “O LORD of hosts, the God of Israel, who is enthroned above the cherubim, You are the God, You alone, of all the kingdoms of the earth You have made heaven and earth.”


(1) Nicholas Satin, “Sorry USA Today, Evolution isn’t “settled” science. Crisis Magazine, January 20, 2014

(2) Evan Jamieson, in six days, New Leaf Publishing, Jan 2001, P. 324

(3) Ariel Roth, in six days, New Leaf Publishing, Jan 2001  p. 99.