         THE BOTTOM LINE ON TEACHING GREEK        105




                                 CHAPTER NINE

                                 The Bottom Line
                              On Teaching Greek

    We have now seen not only HOW a young man is put out
of a New Testament Pauline ministry, but WHERE he is
bushwhacked, WHO bushwhacks him, and HOW they do it.
This is what the Christian celebrities of 1900-1990 would not
discuss. They would not even MENTION it. They had no
''testimony'' as to the source of their own doubts and infidel-
ity regarding the Book whereby they were saved, and wherewith
most of them made their living the rest of their lives.

    We testified for them because of their lack of manhood and
guts.

    They would have you think this was ''objectiveness," or
"love,'' on their part. It was a lack of courage: no backbone.
The "brethren" need to spend some time in the Airborne
Rangers, or the Seals. Their education was deficient, and we
have now proved that to the tune of about one hundred pages.

    Now did you really take note of how the brainwashing was
done? If not, go back and read the book through again, and
take a "magic marker" with you and "underline" the follow-
ing expressions: "impossible to, etc.'' "solving textual dif-
ficulties," "solving textual problems," "solving doctrinal dif-
ficulties," "avoiding erroneous interpretations," "having ac-
cess to truth,'' ''finding more truth," ''exegeting properly,"
"superior knowledge,'' "more ability," and etc. Do you see
what the Greek teacher was REALLY driving at? He was con-
vincing the naive and the unwary (the positive thinkers) that
they could never learn the Bible, or know what it really teaches,
UNLESS THEY CORRECTED THE AV TEXT: if the student
is able to do this, he will automatically be more intelligent than
his congregation, or his students, and he will have access to


106      HOW TO TEACH "THE ORIGINAL'' GREEK TEXT

REVELATIONS that are denied to them. He will be ''a god,
knowing good and evil." If you think ONE word of this is
overstatement, read the last chapter in The Last Grenade which
deals with these problems in an actual death-bed case history
reporting the verbal exchanges, verbatim.

    At the Pensacola Bible Institute, we play a ''shut out'' every
time we get in a game with Alexandrians. We shut them out
in every game because we have access to information which
they either do not have, or else they are too cowardly to
disseminate. We tell the students FACTS that they will not dare
tell their students, for they would endanger their educational
systems ($$$) if they gave out the facts; at least, that is the fear
that turns them into deaf mutes. This explains why ''Terrible
Timothy'' (2 Tim. 2:15, 2 Tim. 3:15, 1 Tim 5:5, 9, 10, 20)
gives these carnal materialists so much trouble. Their trouble
is "the root of all evil," and so they try to serve two masters.
The NASV, NIV, and NKJV are the result of trying to serve the
two masters; that is why all three change every verse in 1
Timothy and 2 Timothy just listed. If you don't believe it, check
the verses out.

    Now, the way to teach Greek is as follows, and this is the
way we teach it at PBI, and have taught it for twenty-nine years.

    I. Give the student a brief background in the origins of
the language by discussing the differences between the ancient
dialects (Phoenician, Doric, Aeolic, Attic, etc.) and the Liter-
ary Attic, which became "Greek" at the time of Alexander the
Great. Vernacular Attic is the ancestor of the Koine, and a
literary Koine survives alongside the street language. Note! At
this point emphasize two things. 1) Greek is now a DEAD
language, as far as "vernaculars" are concerned, and has been
a dead language for more than 1,800 years. The universal
language today is ENGLISH and the "vernacular'' is UN-
PRINTABLE, at least in America. 2) The Alexandrian
manuscripts bear the earmarks of LITERARY KOINE, not the
''street variety," and Nestle confesses that the orthography of
these texts has been adjusted to make them look like they were
written in the first century. This passage can be READ to the
student in the class on Manuscript Evidence.

      THE BOTTOM LINE ON TEACHING GREEK    107

    II. Go through the alphabet with the student, pronounc-
ing each letter; have him memorize the alphabet. Note: point
out that the sounds of New Testament Greek would be a joke
to a modern Greek, for now the episilons, etas, and upsilons
are all given the lohg ''e" sound, as in "feet.'' Next, teach
the student about breathing marks and accent marks, and teach
him the three kinds of accents which occur on three places in
the word (ultima, penult, antepenult). Next, teach him the rules
of accent and give him some vocabulary words to learn;
preferably, masculine NOUNS to start with.

    III. Next, start him out with the * verb, and a number
of verbs like it, and show him the conjugation in the present
indicative active. Explain the variety of endings and show him
what the ''stem" of a verb is. Note! At this point, show him
places in the NIV, NASV, and NKJV where a present indicative
active is not translated as "linear" at all- no "progressive"
action is indicated. Point out that it is NOT an error every time
and, therefore, is NOT a legitimate criticism of the AV text
where such things occur.

    IV. Next, teach him the Second Declension of nouns with
their cases, briefly explaining each case. Note: show how Origen
altered a Nominative to a Genitive, because he couldn't figure
out Luke 2:14, since he was not a Pre-millennialist. Teach him
Robertson's Eight Case System (Nom. Gen. Abl. Loc. Inst.
Dat. Acc. and Voc.) and show him how SUBJECTIVE INTER-
PRETATION can be involved in choosing the meaning of a
preposition preceding one of these cases: for example *
can come out ''in," ''with," or "by."

    After showing him the endings for masculine, feminine,
and neuter in the Second Declension, go on to the First Declen-
sion. During this time, add about twenty vocabulary words to
each lesson. By now, you can give him short Greek sentences
to translate, using the words you have taught him.

    After the nouns, show him the declension of masculine,
feminine, and neuter adjectives, which are SUPPOSED to match
their nouns. Point out that they do not always do this, and give
examples.

    V. Teach him the fourteen main prepositions and show him

108    HOW TO TEACH "THE ORlGlNAL'' GREEK TEXT

how the case they are used with can alter their meanings (thus
"para'' can mean "from,'' or ''by the side of," or ''beyond,''
etc. ) .

    VI. Then, in order, teach him the Present Indicative
PASSIVE forms, the Present MIDDLE Indicative forms, and
show how the PASSIVE can be translated as MIDDLE, and
the MIDDLE sometimes as ACTIVE (Robertson's grammar,
p. 291, Jamieson, Fausset, and Brown, p. 987. See Acts 2:26,
Acts 2:40, James 4:10, Expositor's Greek New Testament, Vol.
2, p. 669, etc).

    The rest is routine: Demonstrative pronouns; proclitics;
enclitics; deponent verbs and infinitive; the IMPERFECT ac-
tive, middle and passive; FUTURE active, middle, and passive
and then, the First and Second Aorists. The modes and par-
ticiples will come last.

    Three things should be emphasized throughout the Greek
classes, and examples of these things should be given to the
student.

    1. The absolute insanity of translating any Greek text
literally, word for word, in order to give a reader THE WORDS
God wants him to have in another language. Over and over
again, the student should have placed before his eyes the cons-
tant failure of every English translation since 1880 to translate
"WORD FOR WORD" its own Greek text.

    2. The absolutefalsehood of talking about "THE'' GREEK
TEXT, when that is nothing but a legendary myth that exists
only in the imaginations of professional liars, who are trying
to make you think their corrections on the AVcome from THE
ORIGINAL GREEK TEXT (see Rice and Hutson for exam-
ple, p. 20). There are at least twenty-five Greek texts around:
Tischendorf, Lachmann, Von Soden, Tregelles, Alford, Hort,
Nestle, Souter, Elzevir, Metzger, Erasmus, Beza, Mill, Fell,
Walton, etc...

    3. The great flexibility that Greek grammatical rules allow
translators, which they pretend don't exist until they try to justify
their own corrections of the AV English text.

    Throughout the three years, our Greek students are taught
that a knowledge of Greek is good for two things, and two things

       THE BOTTOM LINE ON TEACHING GREEK    109

only: To shut the mouths of half-educated idiots whose bellies
are bigger than their brains, and to reinforce TRUTH
ALREADY REVEALED IN THE ENGLISH BIBLE (AV).

    Not once is the student ever given the impression that
''WORD STUDIES'' can bring to light anything ''hidden" in
the scriptures. Word studies dig vertically DOWNWARD till
they dead-end, thus giving information about ONE word which
may, or may not, be correct. Our students are taught to com-
pare scripture with scripture and use ''word studies" in the light
of what the scriptures say about the scriptures. In this respect,
we have a tremendous advantage over all the faculty and staffs,
and all the student bodies of EVERY Christian college, univer-
sity and seminary in America, for you see, WE HAVE THE
SCRIPTURES TO STUDY: theY do rlot. All they have is the
''Word of God'' (see p. 50), and this they avow is NOT given
by inspiration, nor is it infallible, nor is it inerrant.

    Not once is any student given the impression that a
knowledge of Greek grammar and syntax will aid him in
PREACHING, or TEACHING, one verse in either Testament.
He is taught that the Author of the scripture (which he has) is
the Interpreter of the scripture (which he has), and that "light
on the text" will come through a prayerful study of the entire
Bible, if the HEART is kept right.

    Finally, in Manuscript Evidence, Problem Texts (second
year), and Church History (first and second year), he is alerted
to the Halloween theories of Schaff, Hort, and Nestle, and the
Mickey Mouse scholarship of Bob Jones III and Stewart Custer,
and the fraudulent versions recommended by the National Coun-
cil of Christian Churches, Grace Theological Seminary, Dallas
Theological Seminary, and Louisville Theological Seminary.
He is armed with THE LAST GRENADE, THE CHRISTIAN'S
HANDBOOK OF BIBLICAL SCHOLARSHIP, WHICH BIBLE,
and THE KING JAMES BIBLE DEFENDED, plus studies in
thirty English translations, comparing scripture with perver-
sions of scripture. He graduates believing the Book, by which
he was saved and called to preach, is the final and infallible
authority for faith and practise in his life, and anyone he is called
to minister to. Instead of matriculating as a smooth-faced,

110      HOW TO TEACH ''THE ORIGINAL'' GREEK TEXT

cultured, hypocritical, Bible-rejecting, milk sop, he comes out
a grown man believing "EVERY WORD OF GOD IS PURE"
and "LET GOD BE TRUE BUT EVERY MAN A LIAR"
and "I BELIEVE GOD THAT IT SHALL BE EVEN AS
IT WAS TOLD ME."

    The difference is what he was taught in class; the Greek
classes, where GREEK was taught. Our Greek teacher here is
a STREET PREACHER and a former missionary to Gerrnany.
(I taught it from 1964 to 1970, along with Hebrew. I still teach
Manuscript Evidence, which goes into the matters discussed
in this treatise. We don't graduate infidels). We don't bat 1,000;
nobody does. We have ''fruitloops'' and ''dingalings'' like
anyone else, but our average graduating class is ninety percent
solid, and the males are MALES; they are not "persons. " None
of them would be stupid enough to think the NASV, or the NIV,
was anything more than "commercialized vanity" (Sasse, p.
89) that can be dispensed with immediately without fear of
spiritual loss or retribution. They know what the New King
Jimmy Version is a bastard coalition of the ASV, RSV, and
NASV, hiding under the camouflage net of a Textus Receptus.

    "By their fruits you shall know them."

    The fruits of the RV, RSV, NRSV, ASV, NASV, NIV, NEB,
TEV, NWT, NKJV-and the next FIVE coming up-are: two
World Wars, Vietnam, Korea, Afghanistan, the United Nations,
the crime rate in New York, Miami, Houston, Detroit and
Washington, D.C., one divorce out of two marriages, interna-
tional terrorism, the drug traffic, the destruction of the Con-
stitution, the Antichrist taking over, the end of the American
dollar, and Christian millionaires (Graham, Falwell, Swaggart,
Roberts, Shuller, Bakker, etc.), whose EFFEMINATE, IN-
TERDENOMINATIONAL, HOLLYWOOD organizations and
schools cannot bring about a national revival, after matriculating
more than five thousand students a year. No combination of
English Bibles since 1611 has ever produced one-twentieth of
the spiritual fruit that came from the Authorized Version, and
it never will. The apostates who promote and recommend and
publish these abominations like to blame the condition of their
nation on TV, Communists, the CFR, government control, the

       THE BOTTOM LINE ON TEACHING GREEK    111

IRS, or the public school systems. But those things are
themselves the FRUITS of destroying Biblical authority for four
generations of young people. The translators and revisors go
right on slapping each other on the back, and bragging about
each other's "godliness," "militancy," and ''faithfulness to
the historic doctrines," but the truth of the matter is these pro-
fessional liars have the blood of a nation on their hands. They
are LYING THIEVES, and the thing they stole from you was
your divine authority for "faith and practise,'' and they LIED
to do it. They are Iying right now while you are reading this
print.

    The problem all Greek teachers and all Greek scholars have
is "How can I reduce the ministerial student to MY level of
ignorance and infidelity?'' That is the problem he faces every
time he attempts to "teach" the Bible. Scholars have had this
problem since the days of Origen (184-254 A.D.). Witness
Origen, back in 200 A.D., getting run over by Luke 2:14 like
a possum going under the front wheels of a Mack truck. He
could not understand "peace on earth" coming at the first com-
ing of Christ. So, to reduce the neophytes, greenhorns, dudes,
suckers, and nearsighted of his day (200 A.D.) to his own level
of stupidity, he added one Greek letter to one Greek word to
alter a Nominative case to a Genitive case. This produced the
desired effect, so eighteen centuries later the gullible, naive,
and artless fools who put out the ASV, NASV, RSV, NRSV, and
NlV would "have the reading of THE GREEK ORIGINAL,"
instead of the reading of the English Bible of the Protestant
Reformation. That is exactly what they have. Origen solved
the problem by ''going to the original." That is how all Greek
teachers and scholars solve the problem; the problem being,
"How can I deceive this young man into rejecting the words
of God because I don't like them (Infidelity), or they don't make
any sense to ME'' (Ignorance).

    Notice how constant appeals to the "original'' are NOT
for the purpose of giving scriptural light on ANY scripture,
nor do they hardly ever have anything to do with finding the
TRUTH, or even what the scriptures teach about the Truth. The
constant reference to the ''originals'' (this is often left stand-

112    HOW TO TEACH '-THE ORIGINAL'' GREEK TEXT

ing like a cold cat in a blizzard without any noun of explana-
tion such as "text," "texts," "manuscript," "manuscripts"
''language,'' ''tongues," etc.) leaves a FALSE IMPRESSION
in the mind of the sucker, dude, novice, beginner, etc., that
he is getting something superior to the English Authorized Ver-
sion. He is not. He is being led into a blind alley, a dead end,
where his ministry will make "carwreck" (original Greek for
"shipwreck" in 1 Tim. 1:19) under the guidance of an apostate
who had nothing in mind when he started but to DESTROY
THE YOUNG MAN'S FAITH IN THE HOLY SCRIPTURE.

    I will give two cases here. (In King James Onlyism vs.
Scholarship Onlyism you will find eight more, where the Greek
teacher used the Textus Receptus of the NKJV to cover up truth
and destroy the truth as already revealed in the AV of 1611).

    Witness Doug Kutilek, a lifelong destructive critic of the
Holy Bible (according to those who went to school with him
and sat under his teaching). Here is Kutilek trying to make
preaching a respectable calling by altering 1 Corinthians 1:21
to mean that it is only the "message" of the cross that is
''foolishness," not PREACHING. Now don't you know that
a man-pleasing, men-following, man-worshipper of men's
"historic positions" would worry about a thing like that? You
see, RIDICULE (what Paul got all of his life: see 2 Cor. 10:10,
11:6) is the bubonic plague for any proud, stupid, conceited
sissy who is trying to get into the Scholar's Union by attacking
the Autflorized Version. Apostates like Bob Ross, Bob Jones
III, Fred Afman, James Price, James Combs, Robert Scumner,
and Gary Hudson are more afraid of RIDICULE than they are
God, death, or the Judgment Seat of Christ. I mean that liter-
ally and actually. They can take anything but RIDICULE; and
this explains why they try to ridicule every Bible-believer out
of his faith in the word of God by trying to connect him with
"Ruckmanism." They use the tactics that they know would
work on themselves, because THESE WERE THE TACTICS
THEIR OWN TEACHERS USED WHEN THEY SUCCEED-
ED IN DESTROYING THEIR FAITH IN THE BOOK. This
is no overstatement. Look at the thing taking place in the
classroom (1980) of the "Fortress of Faith" (see The Last
Grenade, p. 67).

       THE BOTTOM LlNE ON TEACHING GREEK    113

    Kutilek, Ross, and Hudson suddenly hit 1 Corinthians 1:21
like three minnows hitting a five pound bluefish. Jeopardy!
Danger! Red Alert! Four Alarm Fire! The verse says that if
you have been called to preach that your life occupation is
FOOLISHNESS! My God, what a thought for a young man
who wants to maintain his respectability and his image as a great
''defender of the faith"-a "godly" scholar who stands with
"unquestioned" fidelity for a lost pile of a papers he never read!
"It pleased God by the foolishness of PREACHING."
Preaching is "foolishness" in a King James Bible; therefore,
the man who practices it is a FOOL. Not so in the ASV, NASV,
RSV, NRSV, RV, NKJV, NIV, etc., no matter WHAT Greek
text they came from, or who professed an "original," whether
it be text, language, manuscript, tongues or "reading." If you
will just throw out your King James Bible and accept Doug
Kutilek's opinion-which he got from the opinions of opin-
ionated critics like HIMSELF-then you will find out what the
verse REALLY meant and what it REALLY says, because you
will be going by the "original" (text, language, tongue, reading,
manuscripts, etc. Any Iying stratagem to give a false impres-
sion). What is Kutey Kutilek trying to do for thin-skinned sissies
in the Scholar's Union? Why, he is trying to protect THEIR
integrity; not the integrity of the Holy Bible. His problem is
how to reduce YOU to his level of infidelity, because HE doesn't
like the verse as it stands. It implies that he is a FOOL called
to do a FOOLISH thing, if he has been called to preach. (He
probably was once, but he failed so miserably, as a preacher,
that he joined the ranks of amateur Bible-correctors to make
a living).

    So if you will just abandon the Holy Bible for Doug-like
HE abandoned it for a Greek grammar or Greek Lexicon-
you will come out with ''THE FOOLISHNESS OF THE
MESSAGE." You see, that way YOU retain your wisdom,
respectability, image, and honour; you are "somebody!" (For
an analysis of the Greek article, in this case, a comparative and
thorough discussion of the problem involved is in King James
Onlyism vs. Scholarship Onlyism, where Hudson brought up
this same problem TWO years before Kutilek cloned him).

 114    HOW TO TEACH ''THE ORIGINAL" GREEK TEXT

    Now, what is the truth? If this sinful critic has improvec.
on the AV, then the scriptures should confirm his "find'' that
he got from ''properly translating the original'' (text, language,
tongues, manuscript, reading, etc. All omissions are to leave
a false impression in your mind). Does Kutey's private inter-
pretation (found in the NKJV and NASV) line up with the rest
of the scriptures? Of course it doesn't. 7hat is whv he didn't
give one scriptural comment orl the verse he just perverted. He
led you to a Greek grammarian instead of the scriptures: ditto,
A.T. Robertson, Trench, Rendall, Thayer, Vincent, Wuest, Kit-
tel, Nicoll, Schaff, Farstad, Bruce, Metzger, Aland, Nestle,
and Hort.

"What saith the scriptures?"

    Well, here they are laid alongside Kutey's ''original" (text,
manuscript, autograph, reading, tongues, etc.).

    Notice carefully! lf Kutey is quoting THE VERBALLY
INSPIRED ORIGINAL GREEK TEXT-which Custer claims
to read, and which all of Kutey's gang says "for all practical
purposes we may say we HAVE"-then the English text of 1611
succeeds in giving scriptural light on the "VERBALLY IN-
SPIRED ORIGINAL GREEK TEXT'' (don't leave out that con-
ditional clause I just wrote, you old PERVERT, you!). If you
had believed the English text of 1611-which occurs without
alterationsfrom 1611 to 1992-you would have been in line
with scriptural truth as given by the same author of the same
letter (I Cor.), that was being perverted by going to the
''original.'' The Greek teacher went to the ''original'' (text,
manuscripts, reading, autograph, tongue, tongues, whatever;
all liars talk alike in these matters) TO COVER UP THE
TRUTH, so that you would be reduced to HIS level of infideli-
ty. That is why he went to the ''Greek. " That was his MOTIVE.
If his motive had been to give you the truth, he would have
explained the verse with the following scriptures:

    "A FOOL'S VOICE IS KNOWN BY A MULTITUDE
OF WORDS."

    "WE ARE FOOLS FOR CHRIST'S SAKE."

    "IF ANY MAN BE VVISE IN THIS WORLD LET HIM
BECOME A FOOL THAT HE MIGHT BE WISE. '

     THE BOTTOM LINE ON TEACHING GREEK        115

"I SPEAK AS A FOOL, I AM MORE.."

"THE FOOLISHNESS OF GOD IS WISER THAN
 THE WISDOM OF MEN."

    You see, apostate Fundamentalists have no conception of
what a New Testament Biblical ministry is, becausethey have
never been in it. They know nothing, experimentally, about
Pauline, New Testament Christianity for they are strangers and
aliens to it. Kutilek had to go to "the original Greek" to
DESTROY what the scriptures said about Paul's ministry. He
didn't want to get what Paul got (see 2 Cor. 11) for telling the
truth, so he lied. But he had to ''go to the Greek'' to do it.
THE LIE WAS NOT IN THE KING JAMES TEXT: it was
in the "original Greek." In this case, the "Textus Receptus,''
which Kutey used to get rid of the words of truth. The sissies
in the Cult had to make preaching ''respectable'' because they
worshipped men, and desired to glorify man.

    Face it. I have been on the battlefield now for forty-three
years. After observing nearly every human activity on the face
of this earth, either by direct personal observation, or by eye
witness testimony, or written record, I believe that the most
foolish thing on this earth-if it had anything to do with a sin-
ner winding up in eternity with a perfect body, soul, and spirit-
would be a sinner standing up somewhere and SHOOTING HIS
MOUTH OFF FOR FIVE TO THIRTY-FIVE MINUTES. Nothing
could be more foolish. It is so foolish that, to this day, there
are more than 800,000,000 professing Christians who do not
even believe that any sinner can be saved by this method. A
blabber-mouthed sinner, speaking words, is the last thing on
earth that would ever insure anyone's entrance into heaven ac-
cording to the "historic'' catechisms of the Presbyterians,
Tridentine Confession of Faith (Rome) and Wesley's Methodist
Handbook There is not a Catholic, Methodist, Buddhist,
Atheist, Moslem, Taoist, Anglican, Lutheran, Charismatic, or
Presbyterian on this earth-if they hold to the "historic posi-
tions" of their "historic creeds''-that believes God saves sin-
ners by A MAN SIMPLY GETTING UP AND SHOOTING
HIS MOUTH OFF ABOUT ANYTHING, including 1 Corin-
thians 15: 1-6 and 2 Corinthians 5:19-21. It takes more than that,

116         HOW TO TEACH "THE ORIGINAL'' GREEK TEXT

buddy boy! It takes more than that as a "means of grace,'' if
you are even a saved Catholic. It takes sacraments (which have
nothing to do with ''preaching the cross''); it takes baptism
(which has nothing to do with "the preaching of the cross'')
it takes the Golden Rule or the Ten Commandments (which have
nothing to do with "the preaching of the cross"); or it takes
prayer, good deeds, meditation, and alms giving (which have
nothing to do with ''the preaching of tlle cross''). "The
preaching of the cross is to them that perish foolishness,"
so it "pleased God by the foolishness of preaching to save
them that believe."

    You couldn't imagine a more FOOLISH and USELESS
method of saving sinners from Hell than another sinner getting
up and TALKING. But that is what God chose to do, because
"the foolishness of God is wiser than men."

    It has often occurred to me in the midst of an exposition
of Genesis, Exodus, Daniel, Matthew, Acts, or Hebrews, stand-
ing before 100-t80 young men and women, that if the world
knew what they were doing-SITTING FOUR HOURS A
NIGHT IN FRONT OF A SINNER SHOOTING OFF HIS
MOUTH-they would mark everyone of them down as "plain
nuts,"-"out of their skulls." What could possibly be more
boring and ''non-productive" than listening to a man talk for
four hours out of a Book that is 380 years out of date, and covers
up the truth with ''archaic" words that no one can understand?
I have seen four hundred young people sit under that "spell"
for four hours and wanr to go on. Do you know what this is,
in the eyes of every major political, educational, scientific,
scholarly, religious, humanitarian leader in the world? IT IS
FOOLISHNESS.

    The thing is, stuffed shirts like Kutilek, Sumner, Hudson,
Ross, etc., don't want to look like fools. They fear ridicule worse
than death or hell. Having exalted every Bible-corrector they
could get their hands on-to justify their own sins of infidelity
and pride-they are under obligation now to make the CALL-
ING of these men look "respectable" in the eyes of the world
and the worldly wise; you see, THOSE WERE THE ITEMS
UNDER DISCUSSION IN 1 CORINTHIANS 1, 2.

    THE BOTTOM LINE ON TEACHING GREEK       117

    This explains the utility of ''THE ORIGINAL GREEK
TEXT. "

    The Greek (or "THE Greek text'' or "the ORIGINAL
Greek," or "original Greek TEXT'') is the handiest and most
expedient tool any apostate has for: 1) Justifying his own sins.
2) Destroying the faith of others in the word of God. 3) Pros-
elyting converts so that his ''misery" can have some company.
(Ministerial rejects feel much more at home when they can
destroy someone else the way THEY were destroyed. Soon this
becomes their life GOAL.) 4) Reducing a young man to their
own level of stupidity, to guarantee that at no time in the future
will he ever be able to find anything in the scriptures beyond
what the teacher knows. 5) STOPPING BIBLICAL TRUTH SC
THAT NO FUTURE REVELATIONS CAN BE OBTAINED
FROM THE SCRIPTURES.

    This is the ''ministry" that goes on in a Greek class.

    Kutey Kutilek is no one special; he is just one more very
small cog in a vast machinery of would-be scholars who have
been altering the truth, or stopping the truth, or holding the truth
in unrighteousness, or suppressing the truth, or getting rid of
the truth since the days of Origen (200 A.D.). There are, prob-
ably, in the United States today, five hundred of these clones,
all giving out with the party line.

    Here is the second case. (Keep in mind, throughout, the
basic fundamental truth: THE GOAL OF THE GREEK
TEACHER IS TO DESTROY ONE BOOK, AND ONE BOOK
ONLY, and he is going to use "the original" [without defin-
ing the word] to reduce you to HIS level of ignorance and in-
fidelity. He is going to "work you over" like his teacher worked
him over, clean back to Alexandria, the first "Christian"
university . )

    Our modern ministerial reject (say Willmington, Wemp,
Hudson, Sumner, Ross, Walker, Duncan, Melton, Dell, Sher-
man, Combs, Kutilek, or anyone like them) hits 2 Timothy
2:15-or, more precisely, it hits him. Here it stands, in 1992,
exactly as it stood in 1611 and 1613, without a variation. Three-
hundred and eighty years of consistent statement of truth. I)
There are scriptures which are called "the word of Truth."

118        HOW TO TEACH ''THE ORICINAL" GREEK TEXT

2) You should search these scriptures to find the truth (Acts
17:11). 3) The mefhod of study should be to note the things
that DIFFER and make the proper DIVISIONS between them.

4) This cannot be done without STUDYING.
     Now! What could be "obscure" or difficult about that?
     Do the ''archaic'' words give you trouble?
    Does it need ''updating'' because there is something there
"you don't understand?''
  
  If you want God's approval (see the text), you will have
to ''rightly divide'' the word of Truth. To do this, without
STUDYING the words of truth, would be an impossibility. Have
any trouble grasping this? Well someone did, because someone
(the committees that produced the RV, ASV, NASV, RSV, NRSV,
NKJV, and NIV) erased the word "study" from the text, and
then erased the word "dividing" from the text. Who would
do a thing like that? Bless your soul, honey, nobody would do
a thing like that unless they had a motive and a motivating force
that would make Hitler's ''drive to succeed" look like Step-
N'-Fetchit on an "off day." It would have to be a GREEK 
TEACHER. It would have to be someone who didn't want you 
to STUDY "the words of truth, '' and it would have to be some-
one who didn't believe in "rightly dividing the words of 
truth." It would, by all odds, have to be (beyond any reasonable
shadow of a doubt) an apostate who believed in the fundamen- 
tals of the ''faith," but deeply resented the ADVANCED
REVELATIONS God gave from the scriptures to Darby,
Scofield, Cronin, Bullinger, and Stam SINCE the "historic posi-
tions'' of the Baptists, Anglicans, Catholics, Methodists, and 
Lutherans were stated. Who would this be? It would have to
be someone who was trying to get the word "study" out of
your Bible, because 2 Timothy 2:15 was the only place where 
the word showed up connected with Bible study. Furthermore, 
it would have to be someone who wanted desperately to con-
vert the written WORDS of truth ("the word of truth") into
SPOKEN MESSAGES, DEALING WITH GENERALITIES.
This would leave the door open to continue to attack the writ-
ten words of truth and get rid of them. Who could do this bet-
ter than a ''good, godly, militant, dedicated, recognized, Con-

    THE BOTTOM LINE ON TEACHING GREEK      119

servative Greek Scholar?" No one; no one on earth. So, up
shows every perversion of scripture from Hort (1884) to Farstad
(l983) with ''HANDLING'' for "rightly dividing" and "be
diligent" for "study." (Any other variations still remove all
THREE words. Samples: "Give diligence," ''Do your best,
''Work hard so,'' etc).

    No modern Bible corrector STUDIES the Bible in order
to ''RIGHTLY DIVIDE'' the word of truth. The reason why
he doesn't is because he is not working for God's approval (see
the text). He is working for "the praise of men" (John 12:43).
That is how you get into the Scholar's Union. That is the first
requirement.

    Now observe how this happened. l) The Fundarnentalist
found himself in the Laodecian period where such words as
''DIVISION," and "SEPARATION," and "SEGREGA-
TION'' were considered to be cuss words describing IM-
MORAL SINS. He found himself in an environment where the
key phrase was "DON'T ROCK THE BOAT." Everyone "get
together." Don 't "DIVIDE" anything; "share it.  "This was
working on the apostate's mind when he sat down to attack the
Reformation text from Philadelphia, whether he was conscious
of it or not.

    2. He had just learned some things from studying Bull-
inger and Scofield that proved, beyond all cavil, that many of
the ''historic positions'' of 1500-1900 A.D. were FALSE. In
order to maintain these "historic positions, " the apostate must
stop people from studying DlSPENSATlONAL TRUTH: for that
deals with "rightly dividing" passages. The trick was to pre-
tend God never showed Bullinger, Larkin, or Scofield anything,
for they all printed the Authorized English text of the King James
Bible (Companion Bible, Scofield Reference Bible, and Dispen-
sational Truth). You see, the Greek teacher could not let anyone
know about this: this is a "no- no," for no one is supposed
to find out anything more about scripture than they knew in 325
A.D., unless he goes to the "GREEK ORIGINAL" to get it.
Bullinger, Scofield, and Larkin did not have to go to ANY Greek
text for the inforrnation they gave on Dispensations. Occasional
suggested corrections by these men have no effect (nor are they

120     HOW TO TEACH ''THE ORIGINAL" GREEK TEXT

related) to their DISPENSATIONAL TEACHINGS. They are
like Spurgeon's occasional corrections: wasted time, trying to
demonstrate the intelligence of the Adamic nature before pro-
fessional scholars whom they wished to impress.

    Bob Ross went so far as to say that Charles Haddon
Spurgeon could not have found out that water baptism should
be by immersion UNLESS HE HAD LEARNED GREEK. Like
Spurgeon, I was raised Anglican; like Spurgeon, all my peo-
ple were baby sprinklers; and, like Spurgeon, I became a Bap-
tist pastor. I NEVER HAD TO LOOK AT ONE LETTER IN
A GREEK ALPHABET TO SEE THAT BAPTISM WAS A
BURIAL IN WATER (1 Pet. 3:21, Rom. 6:1-3 and Acts 8:39).
Neither did B.B. Crimm, Jack Hyles, Bruce Cummons, Sam
Gipp, or Queen Elizabeth: SHE was immersed. Schaff says
Anglicans often were immersed (Church History, Vol. 2, p.
251) while ''Baptists'' were being persecuted. The ''Greek"
had nothing to do with it. But if some man SAID that, the very
first man in the world to grab it and use it for Satan's glory
would be a Greek teacher whose ministry was destroying the
faith of young men in THE BOOK.

    The word "study," in an AV, is the "dynamic equivalent"
that matches the CONTEXT of the word * and the
"rightly dividing" * is the Greek word mean-
ing "TO CUT STRAIGHT." The Greek teacher lied to you
again. He had to ruin you like HE, himself, had been ruined.
That was his "ministry." It is a "full time ministry" which
requires absolute "dedication.'' Apostates like Ross, Hudson,
Sumner, Hymers, Duncan, Melton, Price, Wisdom, and Farstad
are absolutely "CONSECRATED."

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* Greek not recognized by our Scanner
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