Teacher: ...can you handle that? I know the root of the holiday, but
you know what? Almost nobody nowadays does. I just don't want my kids
dressed up as anything evil, or seductive, or anything like that.
[class noise...] something cute
Student A1: Like a Care Bear -
Student A2: Or a Power Ranger!
Teacher: ... and it's tough, because, um, a lot of people [inaudible]
so we try to set up an alternative counterpoint of salvation, and
allow things [like] costumes .....
[class noise]
Teacher: ...I can't even hear myself. I know she can't hear me. Like
the roots of it - it has pagan roots -and the idea is that - the pagan
who are masquerading part of it are the souls of the departed dead who
go [last] to the house, um, after fall equinox, and the homeowner is
kind of warding off evil spirits with [finks]. I mean, that's how they
do it, with the jack'o'laterns, stuff like that, to scare out evil
spirits. But do you honestly think that the people out there believe
in ghosts and demons and goblins and stuff, and are worshipping Satan.
Student B1: Some of them.
Student B2: Haha, some of them!
Teacher: There are some, but -
Student B1: No, I'm really serious, I -
Teacher: They'll do it on October 1st, 2nd, 3rd, 4th, and the rest of
the year too. It is a high holy day for Wiccans, though. Those [that
are on the witch ends?]
Student B1: One of the cheerleading coaches [tape noises] and a 3rd
grader ...
LaClair: Halloween?
Student B1: No, like [...?]
Teacher: Oh yeah,
Student B3: That's just not knowing any better...
Student B4: ...a third grader...
Teacher: ...cool yourself.
Teacher: Anyway, my boy who home schooled .. back from school for the
first time now, in 4th grade, and this is a concern of mine. You know,
there's th,....play in community sports teams and stuff like that. You
have no control over the conversations they're going to hear, and my
boys are relatively innocent, and when they learn about things like
sex, I don't want them hearing the playground version. I want them
hearing from me and the mother, you know. And these are all things -
Student C1: And you send them to public school, they're going to hear
it later on.
Student C2: But it's a judge of the person, though...
Student C3: ...more from Catholic school than I ever did at home.
Teacher: Well, you don't even have to go to school to hear it.
[meaningless garbage]
Teacher: What were you saying, I'm sorry. I'd probably like to hear,
what were you saying?
Student D1: About Kearny? Oh, I just saying that every place is going
to change, but Kearny is still a good town.
Teacher: Yeah, oh yeah, no...
Student D2: - compared to other towns -
Student D1: ...always saying that like -
Teacher: Don't misunderstand me - I'm proud of what you're saying a
lot. I gotta tell you. Um, I hope there are no theives here, because I
don't always lock my doors.
Student D1: See, I would.
Student D3: I don't...
Student D1: Because see, I [....] lock 'em all the time
LaClair: At all?
Teacher: I very seldom lock my doors.
LaClair: Really?
Teacher: One day, someone may take advantage of me, because there're
not many places left in the world where you can do that. And times
have changed everything. That's what people do, that's the thing. But
Kearny, when I think of Kearny, it really is - not bad, even the
schools. My problem with schools is not that I don't think my kids are
gonna learn reading, writing and arthmetic and learn it well...[the
world??] The highest value in public education is tolerance. But
tolerance - of what? Deviant behavior? There are a lot of things I
don't want my kids tolerating. Ethnic diversity? Yes. Sexually deviant
behavior? No. Things like that, and that's all being taught right from
kindergarten and up. I still believe in the concept of sin, man's born
in nature, all that stuff, and uh, you know, that's considered
old-fashioned nowadays, and that's how my kids are being raised. Some
days when you think about these things, that's what people that are
concerned about - is the most part concerned with. [Fa...?] Carnegie's
got great schools as far as qualified teachers and stuff like that,
but, there's a lot of disparity when it comes to world views. Public
schools in general - your family - let's suppose you're a religious
family. Send your kid - you surrender your kid to the state from
preschool on through 12th grade, and Mom and Dad are trying to tell
you that the Bible is God's word, and their lives are deeply rooted in
faith... but yet the "smart" people - and I say that in quotations,
because they're not all really that smart - the teachers that you're
exposed to from kindergarten through 12th grade, never once will you
see them crack open a Bible, never once will you hear them quote it,
never once hear a prayer uttered from their lips. Over the course of
12 years, what's the transfer? Smart people don't have faith, don't
believe. [Student: No it's not...] That's the transfer, it was a lot
of the transfer. Now, my parents grew up and went to public schools,
but they went prior to 1962, so teachers read the Bible, the teachers
prayed, it was part of the school day, and in other words, just a very
very different attitude, but that's also back a generation, back to
totalitarianism, communism, following the Great Depression, and all
Student E1: But then there's also, like, you can't, there's like
exceptions to every rule. And then there's people like me, like my
mom, and my dad, like barely ever go to church, like they don't even
go for Christmas. And like my grandparents are veryy -
Teacher: Well, that's their perogative. But you .....?? close down the
rest of the [wall???]
Student E1: No no no, I know that, but like my grandparents, and like
my grandpa especially, he like goes to church every single day, like
every day in the morning he gets up and goes to church and he's [...]
leg amputated and stuff, and he like, they took care of me, my
grandparents when I was younger and like my mom say okay [....], and
then I'd come to school, and I'd see that like that you if know ...
religion.... ??? and that kind of shifted me my grandparents way, you
know now I go to church like every Sunday, and without anyone asking
me, without my mom making me go, without my parents, I go by myself,
and now I get a whole group of friends who like I bring them to church
every Sunday. So like it doesn't always you know, -
Teacher: You're right, there are exceptions, I don't disagree with
that. My only thing is that, those are the exceptions, like you said,
it's the exception, not the rule. As a parent, I want to create an
environment that makes it more likely that my kid is gonna have faith,
not less likely. You know what I mean? So that was one of my concerns.
And now ....?? and it's a battle.
Student F1: But then, what would you do if one kid was, after a while,
your kid goes home to you and says "thanks for teaching me all this
but I don't agree, I don't have faith."
Teacher: Until you're 18? You have to agree.
Student F1: Okay, but I'm saying, you know -
Teacher: You're 18 years old and you make that decision? I'll still
love you, I don't have to agree with you. I'd never abandon you.
Regardless of what decision you make. But, you think of even God, the
way he's portrayed in the scriptures. People have done horrible things
in the Bible; did he stop loving us? No, I mean the relationship was
damaged, but he didn't stop loving us. And that's how - the example we
should have as parents. But if my kid is age 12, and he's telling me
"Dad, I appreciate your time and effort, but I've decided in my 12
years of wisdom that I'm going to stop going to church." After I break
his backside, we're going to have a little attitude adjustment, he's
going to get in the car with the rest of the family and go to church.
You're entitled to your own opinion, but you still gotta do as your
old man tells you to do, or suffer the consequences. That's really the
[truth of it?]
LaClair: Isn't the whole point of public school so that you can
separate personal beliefs from teachers and administrators from
non-religious teachings during school, like school prayer and all
Teacher: No. The purpose of public school is to provide free education
to people that couldn't afford education. Period. That's the purpose
of public school. What it's become is social engineering. It's
supposed to reflect the values and belief systems of the parents;
that's why we have school boards elected from the population. Now I
gotta believe that most of the people on the school board have faith
maybe similar to mine, but yet the state comes up with some weird
perception of what education oughta be, and there's nothing [...?]
LaClair: What would decide what should be - what religion should be
taught in schools, what would decide that?
Teacher: No, it's not about teaching - my point is it's not about
teaching religion - and you know, these issues will come up when we
get to the 1920s, and things begin to get legislated, and we'll talk
about it in class. But the public schools shouldn't teach a religion -
but the scriptures aren't religion.
LaClair: They're not...?
Teacher: The scriptures are at the foundation of the world's
religions. The world's main religions, anyway. Religion is a set way
of doing things. For example if you take Christian faiths, right, you
have many varieties; there's Roman Catholicism, the Methodists, the
[...?], the Baptists, who differ on church government, things like
that but [..LaClair moving about...?] book - the Bible. We should be
able to bring that into the classroom, read it, and shouldn't be
threatened by anybody.
LaClair: What if some students don't believe in the Bible?
Students: Yeah... yeah...
Teacher: Well that's their perogative; what if the student doesn't
believe in evolution? What if the student doesn't believe in some
other aspect of the educational curriculum?
LaClair: Well evolution is scientific; evolution -
(Student G1, at same time: you can bring a bible in the school and
read it)
Teacher: Is it?
LaClair: Yes. I can get you a whole bunch of information on it.
Teacher: Yeah, I'm 38 years old, I've seen the information. Give me
the scientific method. What does the scientific method -
Teacher: Is that how it starts, though, with a hypothesis?
LaChace: You have to find out what the problem is, first, I think.
Teacher: I think it begins with observation first, doesn't it?
LaClair: No, you have to determine what the problem is.
Student H1: Let me get my Earth Science book...
Teacher: We don't even have to do it in order, let's just list the
steps. Some teachers list 7, some list 5, right, whatever, give me
your list. Hypothesis.... what's next... DAta... what else? Observe?
[chaos] We've already said we're not going to be concerned with...
(under the chaos we hear "Really?" "I think it is.")
Teacher: Hey, you guys look back, you're like the two little men on
the Puppet Show - the Muppet Show? Life is going on and you're in the
balcony doing your own thing, okay? Come on, be part of this
discussion. What else? How about experimentation?
Students: ....analyzing....
Teacher: I think you guys are coming up with new steps..
Students: ...I think it's an "X".
Teacher: Collecting Data, observation, experiment, involves
repetition? The order's not necessarily important for history, but
from a science standpoint... But the statement was that evolution is
scientific. Now you assume that because you've been indoctrinated for
at least 11 years now, right, at least, because you have the
pre-kinder...if you went to the state babysitting agency, it might be
longer. But, this roughly accepted scientific fact, right? When you
get to up to this old creation/evolution debate, the argument goes
something like this: "You're a believer. Your argument is based on
faith. But I, I believe in evolution. My ideas are based on -"
LaClair: Facts?
Teacher: Science, or facts, right. Now, I can see a [...? gracian
based update?] but the idea of faith is much different that what
you're taught faith is in school. Now, I would also say that evolution
is based on faith, too. Because - what's the hypothesis, what's the
assumption of evolution? You look at the world - or let's take
biological life - you look at biological life. There's small life, and
there's big life. Or there's simple life, and intelligent life and
somehow we all evolved from simple life forms into complex life forms,
ok, that's the assumption, that may be your hypothesis. Uh, anyone
ever observe it? No? You can collect some data, right, like a fossil
record? Anybody ever produce it? No? They say that life can
spontaneously generate, but as often as scientists have tried, they've
never done it. Ok, so can the experiment be reported or repeated? So
can it be a scientific fact? No. Cause this is how it works: like, if
I were to say water were to boil at 212 degrees Farenheit -
Students: 100 degrees Celsius!
Teacher: That we know. Ok, 100 degrees Celsius - that can be tested, I
could say, or LaQuera? could say, that's my hypothesis - and then I'll
let you raise your question; don't let me forget, though - let's say
that's our assumption: water will boil at 100 degrees Celsius. We can
very easily test that. We take a pot of water and put it on a coffee
[....noise noise noise] ...at each second, each minute, what's
occuring with the water, we can record temperatures; at 100 degrees,
what do we see happen? The bubbles. But that's not enough; that's not
scientific fact. I have to repeat it, many times myself. Then I take
those notes and give them to the scientific community. If other
scientists who are unbiased come to the same conclusion, it becomes a
scientific fact, right? How can you say that evolution is a scientific
fact, you just can't; it's a theory - ok, LaClaire first.
LaClaire: OK. How do you prove something like Noah's Ark happened, or
that Adam and Eve existed; was there any observation that Adam and Eve
were people, or...
Teacher: I never said that my assumption isn't based on faith.
Remember I confessed that at the beginning. My point is it takes more
faith that something came from nothing, than God created something out
of nothing. You understand?
LaClaire: ...no...
Teacher: Cause this is what we're being told by - well, take the big
bang theory. You would have never gotten me to believe this as a
little boy cause common sense would tell me that this doesn't make
sense. But as we get older, I began listening to people in white
labcoats who have advanced degrees, the impossible all of a sudden
becomes possible. The Big Bang Theory is there was nothing out there,
there was no matter. But yet nothing exploded and created something.
Let me give you a clue, guys, if there's nothing - it can't explode!!
And that created order. It created all of the order in the universe.
How many of you have ever looked at something explode? If you can't
raise a hand, did you ever see a firecracker blow up, did you ever see
a fireworks show? Ever see a gun fire? Did you see the Twin Towers
collapse on TV? Did any of these explosions that you've seen in all of
your young life ever create order? You know what, none has ever
created order in all of human history. That's observation; nobody ever
recorded an explosion making order, but yet we can make this
assumption about an event that occured a billion years ago that
created all the order that you see. That's not scientific. There's
nothing scientific about it. It sounds cool on paper. But it defies
human reason.
LaClaire: Um, but you say that because you have faith, that the Bible,
the things written in the Bible did occur. Does that mean that if I
wanted to, I could say, I have faith, that the being or the force that
created this universe -
Teacher: It has to be a being.
LaClaire: A being.
Teacher: Cause it would require intelligence; it can't be a force.
LaClaire: So gravity has - gravity is a being.
Teacher: No, it's a force.
LaClaire: So it can be a force.
Teacher: But that's not the creator, is it? You understand, gravity,
because it doesn't have intelligence, can't be responsible for
everything that you see.
LaClaire: Ok, well let's say that I had faith that um...sigh... a...
Teacher: Let's think about this for a second. This isn't populism,
guys, I think you put that together. Is it bothering anybody that
we're taking this direction?
Students: (unenergetic moans of "no")
Teacher: Ok...
Student J1: I kinda like this direction.
LaClaire: Alright -
Teacher: Do you like it or you don't like it? I don't want to step on
your toes. We aim to please here.
LaClaire: If I have faith, if I truly -
Teacher: Follow his argument, guys.
LaClaire: - truly believe that a man of, let's say, 2776 years old
with a blue face and a pink shirt, and he always wears the same thing.
If I have true faith that that man created the universe, and I say
that this happened in this amount of time and this is what followed,
does that mean that it really happened?
Teacher: No. No, it's a good argument. Ok, you guys are following and
understand, right? Because what we've established - and some of you
probably disagree with what I've put on the board; that's okay, you
won't be tested on it, you understand, you'll be tested on populism,
not [inaudible due to a cough]. But um, my assertion to you is that
evolution is based faith and creation is based on faith. And here's
the difference, and it may answer your question. What the
evolutionists call faith is different from what say, Christian, what
Christians call faith. Christian faith - Judeo-Christian faith is a
reasoned faith. Take the scriptures - I'm not just saying that there
was a God - who willed the universe into existence - actually, spoke
it into existence, right? I'm not just saying that at the [start of
the text??]. The text is full of biblical prophecy that comes to pass.
Moses writes about events that take place before his time, he writes
about the [Thelassians?]. But think about the order of the events. So
we have God, he speaks. He creates light, and by the 6th day creates
man, all by speaking. And he has the order correct, and this is 1440
BC; he has the order correct, he starts with light and end with higher
lifeforms. Moses wrote in 1440 BC, not that the Earth was created
then. You know where I'm going with this.
Student K1: Were there dinosaurs on Noah's Ark? Sorry, I -
Teacher: One at a time, okay. I will answer that question. Short
answer, yes, and it was a problem; I'll explain that.
Student K1: Okay.
Teacher: But uh, Moses writes in 1440 BC. Most of you have probably
read that first chapter of Genesis: In the beginning God created the
Heavens and the Earth, and [....?] Moses had the best education money
could buy in his day - where was he educated?
Student L1: Pharoh's palace.
Teacher: In Pharoh's place, he was raised to be a pharoh. He might not
have been next in line, but he was part of the line of succession. He
was trained in mathematics, he was trained in creation, the literature
of Egypt, languages, as a millitary commander, all of these things.
Public administration, because he'd be running the kingdom one day,
and if he wasn't running the kingdom, he would be a general in the
army. But do you know what he was taught in schools? Do you know what
the Egyptian conception of the universe was? "The Earth was the back
of a giant tortoise shell supported by four elephants." This is
culture that gave us pyramids and a calendar and advanced mathematics,
etc. You take the other big empires of the day, the Mesopotamians, the
Babylonians, who were also extremely advanced in mathematics, etc.,
and architecture, and public administration and law. And what was
their concept? Well, there were these two gods, Tiamat and Margel(?)
Margel got very jealous of the goddess Tiamat, pulled her body into
pieces and flung it apart into the universe. And those are the stars
that you see. This is all in the ancient record. Think this through,
and then you can ask questions. But that's what was out there. Where
did Moses' conception of the universe come from? Cause it was unlike
anything he'd been taught in school. And he had the order
scientifically correct. You start with light, and then you go to -
because you can't live without light generated from the sun. The
energy that we get from the food that we eat, ultimately finds its way
back to the source, the sun. Plants and photosynthesis, the beef that
we enjoy eats the plants, and we get that energy from the beef. It
transfers, and Moses had the order correct. Now, this whole idea of
faith, my faith is reasoned. It's not like, "I really hope it's true,
so I'm just going to believe a lot and hope I go to Heaven when I
die." No, it's not like that. It's not like I could stand on the edge
of a building and say "I believe I can fly, if I really try hard now,"
no. That's foolishness. You can believe all you want. It's all gonna
end the same. With your face splattered on the sidewalk. Why is my
faith rooted and grounded in the scriptures? Because of biblical
prophecy. That has come true within the letter and verifies the text.
Student M1: What were the prophecies?
Teacher: What were they? There were actually hundereds of 'em...
Student M1: ...that came true...
Teacher: New Testament, Old Testament?
LaClaire: The ones that came true.
Student M2: Go with easier.
Teacher: I'll give you a major Old Testament prophecy, I'll give you
two. One, the children of Israel themselves. Moses in Genesis talks
about one day they're going to be in slavery for 400 years. Long
before the event, but God would deliver them. And then in Exodus,
they're in slavery, and He delivers 'em 430 years later. Things like
that. You have many prophecies, like, um, I'll give you an interesting
one, this is the Old Testament, this is in the book of Ezekiel. And
Ezekiel gives us prophecies concerning the nations. He talks about the
city of Tyre which would be off the coast of Lebanon in the ancient
world. Tyre still exists in Lebanon today. This is the Mediterranean
coast, where Israel would be here, Lebanon would be here, and he had
the city of Tyre right here. Ezekiel rants in his prophecy against this
king of Tyre and how evil he is and about how God is going to judge him.
And in the ancient world, the people of this city was really
impregnable, because what would happen was, there was a tiny island a
quarter mile off the coast. Whenever they were going to be invaded,
the people of the city would get on boats and go to what they called
"Little Tyre", a walled rock [...?] out off the coast, and it had a
water supply, and it had food stores and stuff, there. Ezekiel said
that they would come, that they would be conquered, that Tyre would be
raized - that every stone would be overturned, and cast into the sea,
and the men of the sea would be slaughtered, and it would be known as
a place were fishermen mend their nets (??). You can look it up in the
older Encyclopedia Brittanica, look up Tyre, and it will say that it's a
place where fishermen mend their nets. Not the newest one, but the
older one, the ones they had the old [???]. Alexander the Great comes
down the scene of history. He's not a military guy, he's a soldier. He
gets to Tyre, he wants to conquer the city, and he is so frustrated that
the city has escaped. And he's [??] that, he has his men take every
stone of the city and throw it into the sea to build a causeline from
the mainland to Little Tyre and slaughters the men of the city. [...??]
That's just one, there are many. And -
Student N1: Did Alexander the Great read the Bible?
Teacher: No, this occured before his time. It was predicted as a
prophecy then - but it was that specific. Now the coastline of Lebanon
looks like this. Because there's a causeway there. It's no longer an
island. And you have Little Tyre out here and Tyre on the mainland, and
that's how it was formed. And history records that Alexander the Great
came and raized the city and threw it into the sea. Where were we
goin, anyway?
LaClaire: A few things that I was really concerned about. One, you
said about the evolution. That, it wasn't observed and that,
therefore, it's not true, or that it's a theory and can't be proven.
In the Bible, for example, one of the first things you said was about
how light was created first by the Lord, and then, after that, the 7th
day - what came into creation? The 6th day was -
Teacher: man and the land -
LaClaire: Man and the land. Who proved that this God did this in this
amount of time if God was the only one that would know about this? In
other words, if he created light, and it took him until the 6th day to
create man, then between those, between that time period, who knew
besides him that this stuff happened? Only him.
Teacher: Nah, he just told Moses. You get it?
LaClaire: And we know - wait, wait, and we know -
Teacher: Yeah, for 6 days, there was only him and man.
LaClaire: Him and man. Ok -
Teacher: As far as life on Earth, I mean you do have angelic teams,
and things like that...
LaClaire: Now um, between that period of time, and you're saying that
he told Moses, it was Moses that wrote the Bible -
Teacher: Moses writes the first 5 books.
LaClaire: Ok, he wrote the first 5 books. How do we prove that it is
these people who did these different things? Did the Lord talk to him,
did he come down and say, "Moses, I want you to write this for me."
Teacher: The Bible explains inspiration, and it occurs in a number of
different ways. Inspiration from the biblical writers, according to
the Bible, not according to what some professor said, it works like
this: God speaks through prophets and inspires their writing. The text
itself could reflect the personality of the writing. Your style of
writing permeates the text. But the accuracy is ensured of what you're
writing. And Moses was a prophet. And he got these revelations from
God. I'm sure the primary sources that he used - for example, if I was
Noah, and I knew the flood was coming, I wouldn't just take those two
animals on the ark of every breed, I would also take every map I could
find, every math book, whatever, whatever he had in his day, the
technology of the day, I would have taken on the Ark. I'm sure Moses
had ancient accounts that were written by men on the Ark, because Noah
was on there with his 3 sons. Well, read the text of Genesis, at least
one of his sons was still alive even when Abraham was around. Now
let's say Noah's son Shem, since he lived a significantly long time
after the flood, and let's say I was a little boy Abraham, and I was
his descendent. I'd be visiting Grandpa, he'd be telling me these
stories on his knee. And I'd probably write them down. Or somebody in
my family would, and they would pass them on. But these guys may have
operated from primary sources, but the biblical convention is that the
accuracy is ensured by God.
LaClaire: But for example, wouldn't something like Noah's Ark be an
example of a mistake by God? Because, at least from what I know of the
Bible, because he had to destroy, start over. In my understanding of
God in the Bible is that he's all (something falls) - oh that doesn't
sound good - oops! - he uh, he doesn't make any mistakes, right? He
doesn't make any mistakes. God. Doesn't make any mistakes. Why would
he have to start over?
Student O1: That was called free will by humans.
LaClaire: Free will.
Teacher: Free will works this way, guys. And uh, we've probably got
the bell ringing sometime. Suppose you were God. A God of your own
choice. Or let's relate it to a marriage. Let's suppose that the
person that marries you one day, was programmed to marry you. Not
programmed to marry you, but programmed to love you. And it
automatically always said yes, and it automatically met your needs,
and it was an automaton.
Student P1: Boring!
Teacher: It would be boring. And the love would not be real. It would
not be real. It has to be a choice, initiated by you. When God created
man, he gave him free will. He could have very easily wound us up like
robots and said "serve me" like the angels. But he's a good God, he's
a holy God, and the choice is up to you. You can reciprocate properly
to the very one that gave you life, or you don't have to, I love you
that much, the choice is yours.
LaClaire: Let's say that you disagree [with God]. Let's say that
maybe, in God's eyes, you have done something wrong. If you go to
Hell, that would mean that you would burn and suffer forever. Now,
hang on, let me think about this for a second. You have an all-loving
God. Why would God give up on a human being after just one lifetime?
As a parent, if your child did something wrong, if your child did
something terrible, would you throw them in an oven and leave them
there forever?
Teacher: I also didn't die for them. (going to another student) What's
your response?
Student 2: Isn't there, like, the whole thing about going to heaven
and hell, isn't there - I forget what the name of the place is...
LaClaire: Purgatory.
Student 2: Where there's a place where you go beforehand to like,
Student 3: ...a second chance...
Student 2: Yeah, like that would be your second chance.
Teacher: See, I don't mean to step on anybody's toes; I know a lot of
you believe in purgatory; I don't.
Student 4: Neither do I.
Teacher: I believe that it's one or the other, Heaven or Hell, but
this is the answer to your question - and I believe that because
there's no mention in Genesis through Revalations of a place called
Purgatory - but this is the issue: God is not only for
(love??inaudible) the way he describes himself in the scriptures, he
is also completely just. He did everything in his power to make sure
that you could go to Heaven, so much so, that he put your sin on his
own body, suffered your pains for you, and he's saying "Please, accept
me, believe!" You're a (???), you belong here.
LaClaire: But would you still do that to your child? If your child
disagreed with you, if your child let's say, lied to you about
something very important, and you were very angry at them for the
moment. Would you throw your child in a burning oven for eternity?
Teacher: No I wouldn't, but neither does God. Because we disagree with
God on many issues, and we're treated like we're all his children, and
he does things to try and draw us back. But we can't disagree with him
on salvation. Either he paid the price or he didn't - if you reject
his gift of salvation, you're going where you belong.
LaClaire: But if he loved the child, he would not do that to the child
no matter what he did.
Teacher: You know, it's up to you to reason it out, and the outcome is
your perogative. But the way I see it is this: he's done everything in
his power, so much so, that he went to a cross that I should've been -
it was my sin, he was innocent! But you saw the Mel Gibson portrayal?
That was pretty accurate, when you read history, the flesh being
beaten off of his back. God himself sent his only son to die for days
(???)...on the cross. That's the idea. And if I reject that, then it
really is, then to Hell with me. I created you, I ...
LaClaire: So then, parents (SCHOOL BELL) always do give their lives
for their children. If their children did something bad -
Teacher: I know very few parents that would -
LaClaire: they would do that. You don't think they would do that? I
think personally, if I had a child, I would, it came down to that, I
Teacher: Alright guys, anyway, that ??? read for tomorrow?? ??? class
noise... You don't need your books, just your handouts for tomorrow.
LaClaire: .... I can't believe that....
(students talking about evidence and stuff on the earth)
(More talking about fossil records and arguing with the teacher about
fossils after class.)

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