"Inherit the Wind" is a 1955 play, based (as closely as motion pictures are on "True Stories.") on the story of the 1925 Trial, where John T. Scopes, a science teacher was convicted for teaching Charles Darwin's Theory of Evolution to high school students in Dayton, Tennessee, which was in conflict to The Butler Act, a Tennessee State law banning instruction of evolution, although Evolution was included in a chapter of a biology book in 1925, from which Scopes was teaching. In the play, the fictional characters of Matthew Harrison Brady, Henry Drummond, Bertram Cates and E.K. Hornbeck correspond to the historical figures of William Jennings Bryan (prosecuting attorney), Clarence Darrow (defending attorney), John Scopes (convicted school teacher), and H.L. Mencken (newspaper reporter with a large circulation).
It should be clearly understood that the playwrights, Jerome Lawrence and Robert Edwin Lee, stated in the opening of their production, that the play was by no means a historical account; but the intent was to condemn McCarthyism or anti-Communist investigations that were ongoing at that time. The authors used the 1925 Scopes trial as the conditions that threatens intellectual freedom. The trial was better known as the Scopes Monkey Trial.
The case ended on July 21, 1925, finding John Scopes guilty, who was fined $100 by the judge. In an appeal to the Tennessee Supreme Court, the Butler Act was held to be constitutional; however reversed Scopes' guilty conviction because the judge with the original trial had set the fine instead of the jury.
The play, five-years later was made into a motion picture of the same title, staring Spencer Tracy - portraying Henry Drummond, the defending attorney; Fredric March, the prosecuting 'fundamentalists' attorney; John Scopes was portrayed by Dick York (later to be cast as the husband in television series "Bewitched"); Gene Kelly was excellent as the sardonic newspaper reporter; and Harry Morgan, the Dayton, Tennessee judge. An excellent motion picture that I highly recommend to all. [Information obtained from Wikimedia Free Encyclopedia.]
Some very powerful and insightful quotes from the characters are in Act 3, the closing of the play. In the court room, Matthew Brady in emotionally filled closing remarks falls over dead with a heart attack. Sometime after the courtroom is emptied except for the defendant, Hornbeck, the defending attorney, Drummond, who is cleaning up his papers. Drummond says, as he packs, "I can't imagine a world without Matthew Harrison Brady." The school teacher Cates, still sitting at the table, asked what he died from. Hornbeck, like a sadistic undertaker waiting to hammer in the last nail, says "a busted belly" and continues commenting that they shouldn't weep for him, for Brady had cried enough for himself and wrote his own obituary - calling him "a Barnum-bunkum, Bible-beating bastard." An angry Drummond now turns on Hornbeck, reminding him he has no more right to spit on Brady's religion than on his own lack of religion. After the outburst, Drummond, slowly turns and continues packing, saying with the sadness of losing a friend, "There was much greatness in the man." Hornbeck continues to poke at Drummond's emotional buttons, taunting him for an emotion response, which he receives; but not as he expects.
Drummond turns and says, I feel sorry for you and asks him, who's going to come and weep to your funeral? Informing Hornbeck that he is nothing but a "sorry slob." Hornbeck still mocking Brady and how glad that he's gone, walks to the witness stand, flips through the Bible, but Drummond not looking at him is still slowly methodically packing, knows the words, and slowly quotes from the book of Proverbs, "He that troubleth his own house shall inherit the wind: and the fool shall be servant to the wise in heart."
Hornbeck mocks Drummond, the supposed agnostic. Drummond turns on Hornbeck, telling him that he is tired of him. He who never puts a noun and verb together except to blow something up. Hornbeck accuses Drummond of kindness, conscience, and sentimentality. Drummond says that Brady had the same right as Cates, the right to be wrong, adding that a giant once lived in Brady's body but he got lost looking for God too high up. Hornbeck calls Drummond a hypocrite and an atheist who believes in God, and walks out of the room. Drummond picks up a copy of Darwin's, "Origin of the Species and the Descent of Man," weighs it in one hand, while holding the Bible in the other, places both books together and walks slowly out as the lights fade. So ends a illuminating human drama in a hot Tennessee courtroom, where a teacher stood up for the quest for knowledge.
http://www.gradesaver.com/inherit-the-wind/study-guide/section5/
Today, tragically, the doors to Intellectual Freedom are again closed. This time they are Iron-clad and welded shut, not only for teaching about a Higher Powerful Creator God; but any Controversial Scientific Theories that do not have the signature of Charles Darwin validating them.
It only took 3 seconds for the apple to hit Newton on his head and a lifetime to postulate the meaning. An atheistic Darwin endured only 5 short weeks on Gallipolis Island and forever destroyed others to bring to bare Scientific Theories involving the Creation and the origin of Life. Darwin destroyed anyone dare to look into the complexities that had to be in place precisely reacting to pre-existing regulations and laws before any self-replicating molecule or cell could emerge from elements in a primordial goop. Rules and regulations were not made up as the game went on. However since no observable nor replications have been duplicated in the labs which can substantiate his 'non-testable' claims - why do intelligent scientists not questioned the reasons for the failures? And planting a genome into an existing cell membrane with folded proteins with function by a receint scientist, boasting of making the 'first replicating cell.' Is like a farmer taking credit for life when he plants a seed.
One hundred and fifty years of failures would water-down my resolve; therefore I give serious pause why not one laboratory technician would stop and ask - as a chef in a restaurant - "What's wrong with the recipe?"
But frantic to live a lie, failure seems to keep fueling a endless, hopeless experiment, while yet the continual pedantic flowing of extolling false affirmation for a 'flat-earth fable theory continues to perpetuate.' Decades of exhaustive testing will not duplicate or affirm a poor system of theories. How can these self-appointed authorities mandate that Darwin be correct concerning creation’s complexities when unable to duplicate the process in a closed system? How do they ascertain that nature will mutate to a more complex assemblage - atom to atom in covalent and non-covalent bonding, make more and more complex molecules in an “Open System” with increasing negative entropy as a nemesis?
Maintaining the magician's smoke, Darwinian-duped PhD’s of all disciplines, are eager to force-feed younger minds for future disciples of this false 'church' doctrine (I am using the Hebrew root for church). Since the tragedy that happened in Tennessee in 1925, the drama is ongoing; but this time, has "Evolved" to one of Reverse Discrimination in Freedom for Intellectual Pursuit of teachers to present to hungry minds other valid scientific theories for the origin of life and creation as well.
When Darwin did announce his theory (unproven hypothesis), another Evolutionary Theory, just as scientifically based, was put forth by Alfred P. Wallace, an associate of Charles Darwin, until the two men forever separated paths, after Charles declared his damnable doctrine of Selectivity. It was not just 'survival of the fittest;' but “unguided mutational selectivity.” Unless there are forces or laws by which nature is acted upon, nature by it very definition will degrade, as a rotting apple. Though once these men were colleagues; however they parted company on one very crucial and basic foundation of thought, that of Survival of the Fittest by atheistic “Unguided Mutational Selectivity.” Darwin’s main thrust was randomness, while Wallace's was Purpose or Determinism.
It is because of Darwin’s ‘floating foundation’ that research scientists cannot by logic research connect the dots without gapping holes of logic. Scientists, who can still think, cannot ignore the many inconsistencies of Darwinian Concepts. There are too many solutions which Darwinian thinking simply cannot validate. In other words: Charles Darwin constructed his ‘Tree of Life’ upside-down, ignoring the cell.
I do not intend to dance around the issue; but come onto Darwinian illogic with a full head of steam. This URL's series of essays will not focus on Religion; but will focus on Science. If anyone reads into them otherwise, they are using their own dictionary and glasses. To state my intent again succinctly, I will use the Theories of Alfred R. Wallace of "Purpose and Determinism" as a bounce board; however since Wallace also coined his theory as Evolution, I am finding myself in difficulty with the very word. ‘Evolution’ has such a stronghold on Darwinian philosophy, and since evolution in and of itself - even in Darwinian circles implies a myriad of concepts, I choose for clarification, now and into the future, to make a Paradigm Shift in terminology, away from the very mention of Evolution, Selectivity, or Unguided Mutation. I choose to coin my own theories as if they be Tectonic Plates of ideas, which will split the Academic Landscape by a Catastrophic Chasm of Creation’s Paradigm. Therefore I lay claim to: “Established Physical Laws and Patterns for the Origin of Life.”
Using a ruling upheld by the United States Supreme Court in 1987, in the case of Edward vs. Aguillard, the Court ruled that “Teaching a variety of scientific theories about the Origins of Humankind to Schoolchildren might be validly done with clear secular intent of enhancing the effectiveness of Science Instruction.” The EPLAPOOL will meet the Supreme Court criteria and Scientific criteria.
As the ‘Flat-world Notions’ were toppled without emotions from onlookers, when upgraded and newfound information challenged unfounded dogma, so will the clay pillars of Darwinian Evolution topple to the Truths of the Universe and Creation embodied in EPLAPOLA. Although some paleontology-biologists have feebly argued, that Life on Earth has no relationship to the origin of the Cosmos, I take these blinded puppets to task. For all life has a great deal, yea, all life is Cosmic in origin.
Many individuals, not wishing to ‘rock the boat’ of established unintelligible Darwinian Theories - can cautiously keeping one foot upon Darwinian soil while straddling the fence and planting the other foot on Intelligent Design territory (or for this discussion - ’Uncommon Descent’).
Wallacinian Theories is an all or nothing proposition. One cannot teach ‘Controversy’ while criticizing the established Darwin’s Thinking without openly challenging the very controversy of Darwin‘s Evolution. Throw down the Gantlet of Challenge and let the chips fall where they may. They will fall for Truth and against Darwin. One does not accomplish freedom in education by Challenging ‘Unguided Mutational Selectivity’ using a non-challenging stance. One is either for Charles Darwin’s Theories of Atheistic Unguided Mutation, or one must be prepared to fight City Hall.
“And his servant said unto Elisha, Alas, my master! how shall we do?
“And Elisha answered, Fear not: for they that be with us are more than they that be with them.
(2 Kings 6:15-16) (This is not a Religious statement; but a needed reminder for the sleepy.)
The NCSE’s myopic stand of … “ONLY ONE THOUGHT.” Backwardly, mirrors that of religiosity in the 14th Century, by sequestering the teaching of any other Religious or Scientific Theory. According to their URL, they uphold Darwinian Theory; thereby violating the Supreme Court’s ruling in 1987, and are publicly at war with “Teaching a variety of scientific theories about the Origins of Humankind to Schoolchildren might be validly done with clear secular intent of enhancing the effectiveness of Science Instruction.” Clearer theories of the Origin of Life other than the ‘Earth-is-the-Center-of-the-Universe’ Darwinian Theory legally should be in the curriculum now - not in 20 years - but now. All valid Scientific Theories should be made available to the students via the instructor and the instructor needs to be free to do so. Had the NCSE existed in the 14th or 15th Centuries, their mandated mindset would have killed Tyndale for publishing the ‘unprintable,’ and ‘required penitence’ from Newton or Galileo who tried to forward Scientific thinking.
And so the story of John Scopes is more true in the classrooms of today then of 1925. But in this sad tale, the NCSE is shutting the door on Alternative Scientific Theories regarding the Creation and the Origin of Life on Earth. We have the Scientific Theories. We have the Legal rights to teach Scientific Instruction with validity and clarity with secular intent. Let us move forward, and not “Inherit the Wind.”
“The grand aim of all science is to cover the greatest number of empirical facts by logical deduction from the smallest number of hypotheses or axioms.” - Albert Einstein -
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