One in Messiah Congregation
One in Messiah Congregation ÷ÌÈäÈì àÆçÈã áÌÀîÌÈùÑÄéçÇ
Part of the Congregation of Israel - òÂãÇú éÄùÒÀøÈàÅì
The Gregorian calendar (Pope Gregory, 1500's) – August 15, 2009
We restore the calendar of God
We are now in the 5th month of God, no name in scripture – 23th day
Question: Why should we not call the 5th month AV?
Answer: Simple, NO
Answer: You shall not add neither shall you diminish from any word which YHVH commands you
Deut. 4  Ye shall not add unto the word which I command you, neither shall ye diminish ought from it, that ye may keep the commandments of the LORD your God which I command you.
Deut. 12  What thing soever I command you, observe to do it: thou shalt not add thereto, nor diminish from it.
Prov. 30  Add thou not unto his words, lest he reprove thee, and thou be found a liar.
Question: Why are we here today?
Answer: We were told to remember the Sabbath Day to keep it holy
The 4th Commandment is a part of the covenant given to us at Mount Sinai in the 3rd month, Sivan
Ex. 20  Remember the Sabbath day, to keep it holy.
 Six days shalt thou labour, and do all thy work:
 But the seventh day is the Sabbath of the LORD thy God: in it thou shalt not do any work, thou, nor thy son, nor thy daughter, thy manservant, nor thy maidservant, nor thy cattle, nor thy stranger that is within thy gates:
 For in six days the LORD made heaven and earth, the sea, and all that in them is, and rested the seventh day: wherefore the LORD blessed the Sabbath day, and hallowed it.
Last week we started our "Ad Campaign" for our Congregation on one radio conservative talk show.
We did receive a few responses
Please get behind us with finances so we can broaden our viewing area.
Need a blessing? (verse 10)
Mal. 3  Will a man rob God? Yet ye have robbed me. But ye say, Wherein have we robbed thee? In tithes and offerings.
 Ye are cursed with a curse: for ye have robbed me, even this whole nation.
 Bring ye all the tithes into the storehouse, that there may be meat in mine house, and prove me now herewith, saith YHVH of hosts, if I will not open you the windows of heaven, and pour you out a blessing, that there shall not be room enough to receive it.
 And I will rebuke the devourer for your sakes, and he shall not destroy the fruits of your ground; neither shall your vine cast her fruit before the time in the field, saith YHVH of hosts.
 And all nations shall call you blessed: for ye shall be a
delightsome land, saith YHVH of hosts.
"Let us reason together"
Do you know what your children are learning?
As the school year starts again, I am minded of the many topics, subjects, and theories that will be presented again to all the young minds.
Some educators have taken the compromised position, harmonizing untruths with truths, in fear of losing their jobs.
I know this study might sound like you are in science class; however it is needful to know a few of these terms and topics.
"Let us reason together"
Isa.1  Come now, and let us reason together, saith the LORD: though your sins be as scarlet, they shall be as white as snow; though they be red like crimson, they shall be as wool.
Isa. 5  Woe unto them that call:
evil - good
good - evil
that put darkness for light
light for darkness
that put bitter for sweet
and sweet for bitter!
Prov. 17  Whoso rewardeth evil for good, evil shall not depart from his house.
Let's go over two words, reason and argument.
The mental powers concerned with forming conclusions, judgments, or inferences.
Logic: a premise of an argument
a discussion involving differing points of view; debate
a process of reasoning; series of reasons:
a statement, reason, or fact for or against a point
an address or composition intended to convince or persuade; persuasive discourse
In Academia, there is presented a one sided argument for Evolution while Intelligent Design is suppressed.
Many educators are being fired for mentioning there is an intelligent design or designer.
EXPELLED: No Intelligence Allowed, http://www.expelledthemovie.com/
Is a feature film (DVD Release also) in which host Ben Stein goes on a quest to expose the suppression by science's anti-theist elite, and unveil new scientific facts that may suggest evidence of intelligent design in the universe.
We should urge the adoption of policies by our nation's academic institutions to ensure teacher and student academic freedom to discuss the scientific strengths and weaknesses of Darwinian evolution.
Teachers should be protected from being fired, harassed, intimidated, or discriminated against for objectively presenting the scientific strengths and weaknesses of Darwinian theory.
Students should be protected from being harassed, intimidated, or discriminated against for expressing their views about the scientific strengths and weaknesses of Darwinian theory in an appropriate manner.”
There is today, in the 21 century, an enormous amount of new scientific evidence that has emerged since Darwin’s 150-year-old theory of life’s origins.
Darwin had no thought or concept of:
DNA, Microbiology, The human genome
and many other advancements and developments in science (21 century)
1859 - Charles Darwin - Theory of Evolution - Origin of Species was presented. (The 19th century)
Adolph Hitler 1889 –1945 - from 1937 to 1945, Adolph Hitler preached that the Laws of Natural Selection, supposing that Evolution is true, did all his evil works.
On the net, there are endless websites that you can explore pertaining to Evolution and Intelligent Design
Excellent site for Intelligent Design is from Stephen C. Meyer - http://www.stephencmeyer.org/
Here are some of the "isms" that are taught:
Theism, in its most inclusive usage, is the belief in at least one deity.
Monotheism is the belief that there is only one deity.
Pantheism: The belief that the physical universe is equivalent to God, and that there is no 'division'.
Polytheism is the belief that there is more than one deity.
Henotheism: The belief that there may be more than one deity, but one is supreme.
Monolatry: The belief that there may be more than one deity, but only one should be worshiped.
Kathenotheism: The belief that there is more than one deity, but only one deity at a time should be worshiped. Each is supreme in turn.
Pandeism: The belief that God preceded the universe and created it, but is now equivalent with it.
Panendeism combines deism with panentheism, believing the universe is a part (but not the whole) of deity
Polydeism: The belief that multiple gods existed, but do not intervene with the universe.
Misotheism: the belief that some god or gods are evil.
Again, this school year, some will hear about these hoaxes as fact
Unlimited source of info on the net
Outdated information maybe in some textbooks
Beware of lies in the textbooks and museums
Job 15  Should he reason with unprofitable talk? or with speeches wherewith he can do no good?
Scottish theologian, Thomas Chalmers of Edinburgh University first proposed the gap theory in 1814 in order to harmonize the creation account in Genesis with the long geologic ages being proposed by the geologists of the day. He said this theory, "…would permit an indefinite scope to the conjectures of geology--and without any undue liberty with the first chapter of Genesis." The gap theory gained enormous popularity and acceptance because of its inclusion in the notes in the Scofield Reference Bible, which first appeared in 1917.
The Gap Theory was first proposed in 1814 by a Scottish minister named Chalmers. It was during this period that scientists were beginning to teach that the earth was billions of years in age. As a response to the scientific community, Chalmers theorized a "gap" in time between Genesis 1:1 and Genesis 1:2.
Death cannot be construed as a benefit that God instituted in order to aid mankind or creation. Evolutionism teaches that death is part of the process that nature uses in order to continually promote each species and allow adaptation to the environment (survival of the fittest). The Bible clearly teaches that death is the result of the rebellion of Satan and Adam's sin, and not something that God created during the time period that gap theorists believe exists between Genesis 1:1 and 1:2.
John Hagee and others teach the gap theory as fact. Hagee goes as far as saying that Jesus never offered salvation to the Jews.
progressive creation teaches:
The big bang origin of the universe occurred about 16 billion years ago.
The days of creation were overlapping periods of millions and billions of years.
Over millions of years, God created new species as others kept going extinct.
Death, bloodshed, and disease existed before Adam and Eve.
Manlike creatures that behaved much like us (and painted on cave walls) existed before Adam and Eve but did not have a spirit and thus had no hope of salvation.
The Genesis Flood was a local event.
Theistic evolution is one of three major origin-of-life worldviews, the other two being
atheistic evolution (also commonly known as Darwinian evolution and
naturalistic evolution) and special creation.
Theistic evolution says one of two things. The first option is that there is a God, but He was not directly involved in the origin of life. He may have created the building blocks, He may have created the natural laws, He may even have created these things with the eventual emergence of life in mind, but at some point early on He stepped back and let His creation take over. He let it do what it does, whatever that is, and life eventually emerged from non-living material. This view is similar to atheistic evolution in that it presumes a naturalistic origin of life.
Atheistic evolution says that there is no God and that life can and did emerge naturally from preexisting, non-living building blocks under the influence of natural laws (like gravity, etc), although the origin of those natural laws is not explained.
Special creation says that God created life directly, either from nothing or from
Some missing link hoaxes that still maybe in some textbooks:
Many “Latin names” are used, sounds more important, : -)
Piltdown Man- Proven to be a deliberate hoax and no longer accepted by evolutionary scientist, however it is still taught in many school textbooks as a missing link.
The "Piltdown Man" is a famous paleontological hoax concerning the finding of the remains of a previously unknown early human. The hoax find consisted of fragments of a skulll and jawbone collected in 1912 from a gravel pit at Piltdown, a village near East Sussex, England. The fragments were thought by many experts of the day to be the fossilised remains of a hitherto unknown form of early man. The Latin name Eoanthropus dawsoni ("Dawson's dawn-man", after the collector Charles Dawson) was given to the specimen. The significance of the specimen remained the subject of controversy until it was exposed in 1953 as a forgery, consisting of the lower jawbone of an orangutan that had been deliberately combined with the skull of a fully developed modern human.
Nabraska man - An entire skeletal structure was created from a single tooth and heralded as the discovery of the missing link by evolutionary scientist. Additional research has proven that this tooth was actually the tooth of an extinct pig. This missing link was abandoned by evolutionary scientist but as always it is still taught as truth by evolutionary educators.
Neanderthal Man - No longer considered to be pre-man. Neanderthal is fully human but believed to have suffered from rickets due to malnutrition.
Cro-Magnon Man - Proven to be completely human
Java Man - Proven to be a deliberate hoax and no longer accepted by evolutionary scientist, however it is still taught in many school textbooks as a missing link.
Zinjanthropus- Proven to be a primitive ape and has no ties to modern man or human development.
Evolutionism's poster child - Australopithecus Afarensis or Lucy - Considered to be related to the arboreal ape. No evidence has been found that can tie this to modern man nor human development. However, lack of evidence does not deter evolutionist from declaring Lucy to be a missing link
Anthropologists from Tel Aviv University found that Lucy's lower jaw bone is some kind of gorilla jaw bone. Other parts of the skeleton are just like the bones of knuckle-dragging, tree-climbing gorillas. Yet Lucy has been Evolutionism's poster child.
Very creatively designed sculptures of Lucy appear in tax-funded museums, and these sculptures are hoaxes, not following the obvious ape-like bone structures, but rather dishonestly presenting Lucy as if she had human-like bone structures.
Australopithicines - Computer analysis show this is an extinct ape. No evidence exists that connect this to human development
Archaeopteryx - This toothed bird is often seen in evolutionary lessons and is explained as a missing link showing the connection between birds and reptiles. Further study has shown that this bird was fully capable of flight. Teeth alone do not prove relationships between reptiles and birds. All birds are warm blooded for example, while all reptiles are cold blooded. The complete incompatibility between these two anatomy structures create a mountain of evidence that can't be overlooked because this ancient bird had teeth
Coelacanth - This was strongly considered by evolutionary scientist to be an index fossil linking early cretaceous which were considered to have become extinct over 80 million years ago. Recently living specimens have been found near Madagascar. These were declared by evolutionary scientist to be the ancestors to amphibians, but the living specimens have eliminated this 'fact' as they are proven to be a true fish and not amphibians nor do they have amphibious traits.
So what is my point of all this information above?
There is a "unseen" war going on - the "hidden persuaders" are at work!
Satan is trying to "kill" your soul with "lies'
John. 8  Ye are of your father the devil, and the lusts of your father ye will do. He was a murderer from the beginning, and abode not in the truth, because there is no truth in him. When he speaketh a lie, he speaketh of his own: for he is a liar, and the father of it.
Young minds are easily influenced by textbooks, (all) media, friends and magazines, etc...
Be interested in what your children are reading and learning.
I have read this week, account after account of young men and women entering their first year of college, being presented with Evolution.
Soon after they are harassed, intimidated, and discriminated against for expressing their views about belief in God to the point of rejecting their belief in God.
Here are some quotes from Hitler:
Give me the youth, and Germany will rule the World
Let me control the textbooks and I will control the state.
The youth of today is ever the people of tomorrow.
Satan is trying to steal your eternal life!
Let's read some of John's writings
 I have not written unto you because ye know not the truth, but because ye know it, and that no lie is of the truth.
 Who is a liar but he that denieth
that Yeshua is the Messiah? He is antichrist, that denieth the Father and the
 Whosoever denieth the Son, the same hath not the Father: (but) he that acknowledgeth the Son hath the Father also.
 Let that therefore abide in you, which ye have heard from the beginning. If that which ye have heard from the beginning shall remain in you, ye also shall continue in the Son, and in the Father.
 And this is the promise that he hath
promised us, even eternal life.
John 5  Search the scriptures; for in them ye think ye have eternal life: and they are they which testify of me. And ye will not come to me, that ye might have life.
1 John 5
 Whosoever believeth that Yeshua is the Messiah is born of God: and every one that loveth him that begat loveth him also that is begotten of him.
 By this we know that we love the children of God, when we love God, and keep his commandments.
 For this is the love of God, that we keep his commandments: and his commandments are not grievous.
 For whatsoever is born of God overcometh the world: and this is the victory that overcometh the world, even our faith.
 Who is he that overcometh the world, but he that believeth that Yeshua is the Son of God?
 This is he that came by water and blood, even Yeshua the Messiah; not by water only, but by water and blood. And it is the Spirit that beareth witness, because the Spirit is truth.
 For there are three that bear record in heaven, the Father, the Word, and the Holy Ghost: and these three are one.
 And there are three that bear witness in earth, the spirit, and the water, and the blood: and these three agree in one.
 If we receive the witness of men, the witness of God is greater: for this is the witness of God which he hath testified of his Son.
 He that believeth on the Son of God hath the witness in himself: he that believeth not God hath made him a liar; because he believeth not the record that God gave of his Son.
 And this
is the record, that God hath given to us
eternal life, and this life is in his Son.
 He that hath the Son hath life; and he that hath not the Son of God hath not life.
 These things have I written unto you that believe on the name of the Son of God; that ye may know that ye have eternal life, and that ye may believe on the name of the Son of God.
 And this is the confidence that we
have in him, that, if we ask any thing according to his will, he heareth us:
 And if we know that he hear us, whatsoever we ask, we know that we have the petitions that we desired of him.
 If any man see his brother sin a sin which is not unto death, he shall ask, and he shall give him life for them that sin not unto death. There is a sin unto death: I do not say that he shall pray for it.
 All unrighteousness is sin: and there is a sin not unto death.
 We know that whosoever is born of God
sinneth not; but he that is begotten of
God keepeth himself, and that wicked one toucheth him not.
 And we know that we are of God, and the whole world lieth in wickedness.
 And we know that the Son of God is come, and hath given us an understanding, that we may know him that is true, and we are in him that is true, even in his Son Yeshua the Messiah. This is the true God, and eternal life.
 Little children, keep yourselves from idols. Amen.
Other brain washing
Saudi Textbooks incite hatred and violence against non-Muslims
by Dr. Sami Alrabaa
26 Jan, 2009
Ahmed Al-Sarraf cited in Al-Qabas (June 2, 2007) some passages from a Kuwaiti school textbook taught at the first secondary grade. Here is an English translation of passages from the book, "Jurisprudence", page 38:
Who is, or who is not, punished in a Muslim society:
*A Muslim who kills an apostate or someone who commits adultery against an infidel is not punished.
* If a Muslim kills an infidel or a slave, he is not punished.
* If a Muslim man, father, or grandfather kills someone from his offspring, he is not punished.
I went through school textbooks taught in Saudi Arabia and Indonesia. Here is an English translation of some passages from these books.
A fourth grade textbook on Monotheism and Religion instructs students:
"Any other religion other than Islam is invalid (false)." (P. 29 )
"Hate (yakrah) the polytheists and the infidels" as a requirement of "true faith." (P. 86)
5th Grade. Book: Monotheism and Religion:
*"Every religion other than Islam is invalid." (P. 33)
*"It is not permitted to be a loyal to non-Muslims, and to those who oppose God and His Prophet." (P. 14)
*"Whoever obeys the Prophet and accepts the oneness of God cannot be loyal to those who oppose God and His Prophet, even if they are his closest relatives." (P. 71)
*"A Muslim, even if he lives far away, is your brother in religion. Someone who opposes God, even if he is your brother by family tie, is your enemy in religion." (P. 73)
*"Just as Muslims were successful in the past when they came together in a sincere endeavor to evict the Christian crusaders from Palestine, so will the Arabs and Muslims emerge victorious, God willing, against the Jews and their allies if they stand together and fight a true jihad for God, for this is within God's power." (P. 75)
*"Jews are the people of the Sabbath, whose young people God turned into apes, and whose old people God turned into swine to punish them." "As cited in Ibn Abbas: The apes are Jews, the keepers of the Sabbath; while the swine are the Christian infidels of the communion of Jesus." (P. 83)
*"The clash between our [Muslim] community (umma) and the Jews and Christians has endured, and it will continue as long as God wills. In this hadith, Muhammad gives us an example of the battle between the Muslims and the Jews." (P. 113)
*"Narrated by Abu Hurayrah: The Prophet said, the hour [of judgment] will not come until the Muslims fight the Jews and kill them. [It will not come] until the Jew hides behind rocks and trees. [It will not come] until the rocks or the trees say, 'O Muslim! O servant of God! There is a Jew behind me. Come and kill him.'." (P. 114)
*"Muslims will triumph because they are right. He who is right is always victorious, even if most people are against him." (P. 117)
"A woman who shows in public any part of her body except that of her eyes will be punished by hellfire by almighty Allah." (P. 194)
"The infidels have established Christian hospitals and clinics and send medics all over the world. As one of the Christianizers said, 'Where you find people, you find pain. And where there's pain, there's a need for a doctor. And where there's a need for a doctor, there's an appropriate opportunity for missionary activity [Christianization].'" (P. 163)
"The infidels have founded many schools and universities in the Muslim world at various educational levels. These include: the American Universities of Beirut and Cairo, the Jesuit University, Robert College in Istanbul, Gordon [Memorial] College in Khartoum, and others too numerous to mention. (P. 186)
Teach that after their death, non-Muslims will be sent to hell. (P. 30)
Quiz: Is it permissible to love the Jews and Christians? Of course no. Explain why. (P. 15)
*Command Muslims to "hate" Christians, Jews, polytheists and other "unbelievers," including non-devout Muslims." (P. 14)
*Teach that the Crusades never ended, and identify the American Universities in Beirut and in Cairo, other Western and Christian social service providers, media outlets, centers for academic studies of Orientalism, and campaigns for women's rights as part of the modern phase of the Crusades. (P. 15)
*Teach that "the Jews and the Christians are enemies of the [Muslim] believers" (P. 16) and that "the clash between the two realms "continues until the Day of Resurrection." (P. 18)
*Instruct students not to "greet," "befriend," "imitate," "show loyalty to," "be courteous to", or "respect" non-believers. (P. 24)
*Define jihad to include "wrestling with the infidels by calling them to the faith and battling against them," (P. 25) and assert that the spread of Islam through jihad is a "religious obligation." (P. 26) [the word qital, translated here as "battle," is derived from the verb qatala, "to kill," and is virtually never used metaphorically.]
*Instruct that "the struggle between Muslims and Jews" will continue "until the hour [of judgment]" and that "Muslims will triumph because they are right" and "he who is right is always victorious." (P. 27)
*Cite a selective teaching of violence against Jews, while in the same lesson, ignoring the passages of the Quran and hadeeths [narratives of the life of the Prophet, Peace be upon Him, that counsel tolerance. (P. 28)
*Teach the Protocols of the Elders of Zion as historical fact and relate modern events to it. (P. 29)
*Discuss Jews in violent terms, blaming them for virtually all the "subversion" and wars of the modern world. (P. 30)
*"Give examples of false religions, like Judaism, Christianity, paganism, etc." (P. 66)
*"Explain that when someone dies outside of Islam, hellfire is his fate." (P. 67)
By the way, over 20 Saudi schools, each chaired by the local ambassador from Saudi Arabia, are located throughout the world, in Bonn, Berlin, Washington, Algiers, Ankara, Beijing, Djibouti, Islamabad, Istanbul, Jakarta, Karachi, Kuala Lumpur, London, Madrid, Moscow, Paris, Rabat, Rome, and Tunis.
In fact, you can find some of the above stuff in many school textbooks in all the Arab Gulf countries, Egypt, Kuwait, The United Arab Emirates, Qatar, and Jordan. Fourteen-year-old boys' and girls' brains are stuffed with intolerance, animosity towards other religions and their followers.
Al Sarraf wonders, what is the point in devoting $150 million of Kuwaiti money to spend on disseminating tolerance and moderation in society when the foundation of society, the youth, are taught religious fanaticism and religio-centricism? Islam is a tolerant and moderate religion, but some zealous Muslims have hijacked it and are determined to interpret it their own way.
I disagree with Al Sarraf over the last point. Islam is partially tolerant and moderate. When you check out the Koran and Hadeeth (the prophet Muhammad’s comments), you find out that Islam is also a violent faith. It preaches hatred and violence against non-Muslims and discriminates against women. (Check out “Is Islam a Violent Faith?”).
What does all that imply in terms of the war on terror?
The war on Islamic terror will remain futile unless the free world forces Saudi Arabia and the other Arab oil countries on the Persian Gulf to remove hatred and violence from their school textbooks. The root causes of Islamic terror must be rooted out. This is not an internal issue and has nothing to do with freedom of speech. It impacts all of us and the world peace at large. The West must use all its leverage vis-à-vis these states to achieve this goal if it truly wants to gain the war on terror.
I’m also pretty sure that the more and more Muslims around the world who read the Koran thoroughly, many more of them would turn their back to Islam. According to a recent survey by Berlin University, 13% of male Muslims have read the Koran and among women it is only 7%.
Many Muslims around the globe, in particular non-Arabs, do not understand the Koran which is written in an old archaic Arabic. They learn about Islam from what their fanatic imams preach.
BEWARE of false information