Subject: Abortion Part 4: Evolution, Lobsters and Unborn Babies
Romans 1:18 “The wrath of God is … against those… who suppress the truth in unrighteousness.”
Switzerland has just become the first country to ban the boiling of lobsters, or tearing off of their limbs, while alive. The United Kingdom is soon to follow. Why? Professor Robert Elwood explains: “Animals that show responses consistent with pain are typically given protection, especially at slaughter. It is good to see the Swiss making sensible decisions based on evidence. I suspect that other countries will follow.”
In Maine, PETA (People for the Ethical Treatment of Animals) tried to build a monument to commemorate the death of 4,500 lobsters killed in a truck accident. Why? “Scientists have confirmed that lobsters feel their slow, painful death, whether from being torn limb from limb or being boiled alive in pots.”
We have just witnessed the passage of the Reproductive Health Care Act in the state of New York, allowing abortions up to the very birth. With all this concern over crustaceans, what really does an unborn child experience during the various abortion techniques? Let’s take a look.
A 1st trimester (3 months) abortion uses suction aspiration, or “vacuum curettage.” A suction tube with a sharp cutting edge is inserted into the womb through the dilated cervix. The suction dismembers the body of the living baby and tears the placenta from the wall of the uterus, sucking blood, amniotic fluid, placental tissue, and fetal parts into a collection bottle. A 2nd trimester (6 months) abortion uses the technique “dilation & evacuation.” Forceps with sharp metal jaws are grasp parts of the living baby, tearing them off. This continues until the child’s entire body is removed from the womb. Because the baby’s skull has often hardened to bone by this time, the skull must sometimes be compressed or crushed to facilitate removal.
In the 3rd trimester (8 months), the technique is Partial-Birth Abortion. Guided by ultrasound, the abortionist reaches into the uterus, grabs the living baby’s leg with forceps, pulling the child into the birth canal, except for the head, which is kept just inside the womb. The abortionist jams scissors into the back of the child’s skull and spreads the tips of the scissors apart to enlarge the wound. A suction catheter then sucks out the baby’s brains. The collapsed head is then removed from the uterus. How did we become so sensitive to the pain a lobster goes through, yet we sit by while millions of babies experience much worse? The answer may lie in the ideas we and our children, are taught, and have believed, in our education system.
This past Tuesday was Charles Darwin’s birthday. He would be 210 years old. While he is no longer here, the terrible consequences of his theory of evolution are. You see, ideas have consequences. His work has many people believing that we are the evolutionary product of lower life forms. As evolutionist George Gaylord Simpson once said: “Man has no special status other than his definition as a distinct species of animal. He is literally kin to every living thing, be it an amoeba, a tapeworm, a seaweed, an oak tree, or a monkey.” How about a lobster? Watching lobsters with more rights than unborn babies should anger you.
In his ‘Origin of Species’, Darwin’s most important evidence for evolution is embryology: “The leading facts in embryology, which are second to none in importance, are that the embryos of the most distinct species belonging to the same class are closely similar, but become, when fully developed, widely dissimilar.” But this supposed fact has been proven false. Embryos of different species are not similar at their early stages. They are unique, which supports special creation, not evolution. Certainly, the truth that embryology is a fact against evolution and for creation is now explained in our high school textbooks? Meet Ernst Haeckel.
Ernst Haeckel was a German evolutionary biologist who placed the embryos of a pig, chicken, fish, salamander, turtle, cow, rabbit and human being side-by-side, making them look virtually identical in earliest stages. The problem is the picture is fake. Former Harvard evolutionist Steve Jay Gould said “Haeckel’s drawings are characterized by inaccuracies and outright falsification.” In the 5th edition of ‘Biology – Concepts & Connections’, used in Lees Summit high schools to teach evolution, you will find Haeckel’s embryos with an explanation why they support evolution. Why do our textbooks contain lies?
In our verse this week, God explains that He sets His holy anger against those who know the truth, and yet suppress it. Here is a clear case where we now know the unborn child is a person, not an animal. And we know that evolution cannot use embryology as evidence against that truth. And yet, we suppress these truths and teach every new generation in our schools that we are just animals. God is angry.
Ed Croteau is a resident of Lee’s Summit and hosts a weekly study in Lees Summit called “Faith: Substance and Evidence.” He can be reached with your questions through the Lee’s Summit Tribune at Editor@lstribune.net.
