According to Scripture
Sponsored hv Pembroke Seventh Dav Adventist Church
Last week we discovered that we
must rccogni/.c our personal responsibility.
lor sins committed, that the
Mtly way to escape the penalty (death)
is to confess and forsake our sins We
saw that salvation is a free gift availlble
to all who will receive it. walking
in the way that God has outlined
in His word We left with an open
ended question of Romans 4:25, w hat
docs it mean that Jesus died for our
sins and was raised for our justification
(forgiveness)9 Some teach that
the Atonement was completed at the
cross Let's look at how the Atonement
was carried out in the Old
Testament (O T ), it was the example
of how the real Atonement is to be
carried out in the new Testament.
Lev iticus 4 22-26 gives us an insight
to an atonement. A sinner brings a
sacrifice to the sanctuary, the sins are
confessed with the sinners hands
placed on the sacrifices head then the
animal is slain. Next the priest takes
some of the blood and sprinkles it on
the alter and pours some on the ground
at the base of the alter; this is making
atonement for the sinner, and finally
the sinner is forgiven Please remember
that the service was given by God
to Moses as an example of what
would happen in reality in heaven
The animal slain for the sinner was
reprcsentativeof Jesus. Hebrews 9:2326;
Isaiah 53 4-8; Rev 5:9 The priest
who served as the mediator in the
O.T. represented Jesus' ministry as
priest in the new, while Jesus ministry
began after His death in the real
sanctuary in heaven; the true sanctuary
of wnich the sanctuary on earth
was but a copy. Hebrew 8:1,2. Three
things were absolutely essential in
order to complete an Atonement 1
The sacrifice. 2. the presence of a
priest, and 3 the sanctuary When
Jesus died on Calvary the sacrifice
was provided, but the real High Priest
(Jesus) was not functioning as a
priest while He was on this Earth
(Hebrews 8:4). Then of course the
true sanctuary was in heaven not on
Earth, and when Jesus died there
was no longer a valid sanctuary
operalingon Earth (Matthew 27:51).
2 out of the 3 essential ingredients
for an Atonement were missing on
calvary. This does not in any way
lessen the importance of Jesus death,
for it was critical to the plan of
Salvation, but it was only one of the
parts that God set up as our reconciliation
to Him. if the sacrifice were
all that was needed then Romans
4:25 would say that Jesus died for
our sins and for our justification; but
it does not say that, instead it says
that Jesus died for our sins and was
raised for our justification. This
means that when Jesus died He paid
the entire penalty for all of our sins
once and for all: however He did not
give a blanket forgiveness policy.
Jesus work is illustrated in the O.T.
In Leviticus 4:4-7 we see the priest
takes the blood of the sacrifice and
sprinkles it several places before the
presence of God, sprinkling is a
s> mbolol purification (Hebrews 9 I 3
&. 10 22) Jesus is in the presence of
his Father and pleads for us w ith the
nail prints in his hands, covering
and purify ing our sins with his shed
blood This is when we receive justification
(forgiveness) An Atonement
is made, but as in the example
set forth for us in the O T an atonement
is made during the year for an
individuals sins, but there is still the
Day of Atonement or the Fi nal Atonement,
it's found in Leviticus 16:334
On this day all of the sins of the
individuals that had accumulated in
the holy place, symbolized by the
blood that the priest had sprinkled on
the Alter and before the veil in front
of the Most Holy place, on this day
the sins were to be symbolically
cleansed from the sanctuary. So. the
sins of an individual were forgiv en
on the day that they brought a sacrifice
to the priest ( an atonement was
made), but this was not the final Day
of Atonement described in Lev chapter
16. Read from Lev. eh. 4 to Lev
eh . 15 and you'll notice many instances
of atonement being made
Notice the relationship of the word
atonement to forgiveness and one
can see how Romans 5:11 uses the
word atonement to also signify that
we can now receive atonement (forgiveness)
and yet the final day of
Atonement is still to be completed
Notice that when this final day of
Atonement was ncaring the people
were to afflict their souls (to recognize
their need for purification before
God and put all sin out of their
lives, being surcthal all was confessed)
(Lev. 16:29). Then in Lev
23:27-30 we see that ifan individual
is not afflicting their soul (going
through a critical process of self examination
lobe sure that each sin has
been confessed and that there arc no
more provisions for the flesh [Romans
13:14[ i.e. pet sins), if they
aren't then that soul is cut off from
God for evermore. As the earthly
priests served in the Holy place daily.?
and then once a year the high priest
performed his duty in the cleansing
of the Sanctuary as part of the Day of
Atonement, how docs that give meaning
to what Jesus has done and is
doing in the heavenly sanctuary made
without hands? When is the heavenly
Day of Atonement? How did
Jesus serve in the Holy place? Continued.
. i . .. a
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F^M^UjN (t m I? Olifc^ by Dr. Stan Knick, Director^j
-? tTVCf I\ative American Resource ( . m
One of the most often quoted
Native Americans was "Chief
Joseph of the Nez Perce. He is
reported to have said after months of
struggle against settlers and the Utlitcd
Stales Army in what became known as
die Nez Perce War of 1877: "1 will
fight no more forever." His
photograph has been reproduced
many limes in books and magazines
and posters. But what do wc really
know about his people?
To begin with, "Nez Perce" is not
a name they gave themselves. That
term comes from the French "nezperc6s"
("pierced noses"), and was
possibly given to them by French fur
traders because of the practice of
wearing small shell ornaments
pierced through the bottom of the
nasal septum. There is some
uncertainty about exactly when the
name Nez Perce came into being, since
the records of Lewis and Clark are
unclear. It is possible that their
interpreter, Touissant Charbonneau
(husband of Sacajawea), coined the
phrase in 1805. It is also possible that
Lewis and Clark heard the term from
Shoshone Indians who had earlier
picked up the French form from fur
traders. The traditional name by
which they call themselves is Numiipu
(note that some texts, notably Alvin
Josephy's The Nez Perce Indians and
the Opening of the Northwest, also
use the historical word "Chopunnish").
There is also debate about the
practice of nose piercing. Lewis and
? _ _ . _
Clark reported that they saw a few
members of the nation w earing small
bits of shell in their noses. Some of
their neighboring Native Nations of
that period confirmed that "Nez Perce"
people pierced their noses. However
their own modern historian and
ethnographer, Allen Slickpoo. asserts
that the term is "without apparent
basis in tribal life (in, Encyclopedia
of North American Indians)."
There is no documentary evidence
from Chief Joseph's day (1841-1904)
of pierced noses. It is possible that
nose piercing was never practiced by
more than a few members of the
nation (perhaps ranking males or a
secret society), and that soon after
the 1805 contact with Lewis and Clark
the practice declined and soon
disappeared from cultural memory.
In pre-contact times the Numiipu
lived a life of hunting, gathering and
fishing in the valley of the Snake River.
This region now encompasses northcentral
Idaho, northeast Oregon and
southeast Washington. They were
divided into bands which occupied
particular tributaries of the Snake.
When winter came they would
assemble into larger groups, but in
spring they would split back into bands
to bunt antelope and gather berries
and roots (i.e., camas-bulb). For
fishing they used weirs, spears and
nets.
When encountered by Lewis and
Clark, there were about 7,000
members. Clark wrote: "The Cho
r-i?n.M?M I . ,r
pun-rush sit Pierce ! n Stout
likely men. hantand
ven> dresses :n i' :
dress of the men arc .1 W m
robe or 1:1k Skin dr which
are general! > !.
& die Mother ol I'nl he:.
Si. on a piece ol ottci n>
necks.... Some |lcw w >1
Dressed Skins and long l.-ei v
Mockersons Panned, which
lobcihcirwinlctsdi.se I . 1.
dress in a Shirt ol Ibex 01 .
Goat Skins which n .k I (jime n
their anckles ... then head. .
orneincnted. their Shi::
oniemcntcd with quilled liia.
[pieces) of Brass Cut into d11
forms. Beeds, Shells cifous
bones..."
By 1855. tliey weic rnpell<0
accept a reservation ol -'.5 nulii -n
acres, but only the Chroti ! ?, 1
members of die nation w crt wilimc'.
The more traditional bands rem.. 1 I.
in their homelands along die Waila.a
ar.J Salmon drainages until atiei t
"Ncz Perce War." Over time their
reservation was reduced by allotment
and new treades to 750.000 acres and
eventually down to only 75.000 acres.
Today there are approximately 3.300
enrolled members.
For more information about the
Nez PerceorNumiipu. visit the Natix e
American Resource Center in historic
Old Main Building, on the campus .it
the University of North Carolina at
Pembroke.
'[The Way I See It 1
" by Dr. Dean Chavers, President
QQf ^QC. 3Q Native American Scholarship Fund
IU> Special Ed: The Wrong Growth Industry |
y ") _
For the past thirty years, a wrong
kind of growth industry has flourished
in Indian schools. It is called
"Special Education," or Special Ed
for short. Literally thousands of
people are working in this growth
industry a'.*" ,.
Soinc of them.arc teachers Others
arc testers and psychometrisls.
Still others arc teacher aids. And still
others arc cooks, bus drivers, secretaries.
schedulers, and counselors.
That it is a growth industry is not
much in dispute The former SccrctaryofEducation.
Dr LauroCava/os,
said in a speech in 1 989 that 4.1% of
all Indian students in the U S arc in
Special Edudhlion. I was very interested
in this and w rote the Secretary
for a copy of the speech. Then I read
it with my own eyes. I have since
learned that there was not much reason
to doubt the Secretary 's words
As an education program cvaluator
off and on from 1976 to 1988. I
saw first hand some of the conflicts
between parents and school staff over
placing Indian students into Special
Ed. The Indian parentsoflcn hesitate
to sign the papers placing their children
into Special Ed The school
people, however, almost always win
the battle of w ills and place the kids
into the program
The problem is. of course, that
students placed into Special Ed are
most often branded for life Instead
of taking Algebra I in the ninth grade,
they arc placed into remedial math,
doing things fourth or fifth graders
arc doing, for example Few of this
group will ever make it to college. I
suspect (someone needs to do some
research on thisf.Thfc reason so many
Indian students arc placed into Special
Ed is not that thev arc retarded or
slow learners, the usual reasons for
placing students into Special Ed The
main reason they arc placed into
Special Ed is that thev have Limited
English Proficiency (LEP) Thus they
arc mislabeled, but labelled for life
The national rate for placement of
students into Special Ed is about
11% Thus the Indian rate of 41% is
191% higher than the national rate
What it producing is a w hole generation.
or perhaps tw o or three generations.
of people doomed to failure in
life
The extremely high rate of placement
of Indians intoSpccial Ed is not
the only major problem facing Indian
education. I have w ritten about
these other problems from tunc to
lime iii this space They include a
50% drop out rale from high school,
a failure by Indian students to read
books (the average is less than one
book per year outside of school), a
very low rate of college attendance
(17% compared to 62% for the nation).
and a drop out rate from college
of 80%.
The combination of these factors
is devastating to Indian students fens
of thousands of Indian students w ho
could be finishing high school with
honors each year and going on to
college arc becoming dropouts instead
Instead of being labelled as
winners, they arc kicked onto the
dunghill of life I bis madness has to
stop
A prime example of corrective
action taking place now, and the only
one 1 have ever heard of, is happening
in the Gallup-McKinley County
Schools. The new Superintendent.
Bob Gomez, and the Assistant Superintendent,
Pete Belletto, have inherited
a major problem with the
misplacement oflndian students who
arc LEP into Special Ed classes
These two gentlemen hosted the
second annual Exemplary Institute
for my organization just two months
ago, so 1 wish them the best in correcting
a problem which has been
allowed tobuila up for the better part
of30years Accordingtoan article in
the Navajo-Hopi Observcrfor March
12, 1997, the District was found by
the U.S. Office of Civil Rights of the
Department of Education to have
placed 563 Indian students inappropriately
into Special Education
About 70% of these students were
also misdiagnosed as having learning
disabilities
In 1996 the number had grown to
over 800 students The two Civil
Rights attorneys told the Navajo
Nation President. Albert Hale, in a
briefing that their attempts to meet
with the School Board to brief them
on the situation was rebuffed by the
then-Superintendent, Ramon Vigil
Angela Martinez, the lead attorney.
said her colleague Tom Ciaspusci's
request to meet with the board was
denied
Their visit in 1993 load to a written
agreement being developed This
document allegedly also was not
shared with the school board Then,
in April 1996, another agreement
was entered into between OCR and
the District The current Superintendent
also did not know about this
second agreement
The point of the three or more
visits to the District made by the
OCR attorneys was to help the District
to develop ways to comply with
the law voluntarily The other alternative
open to ED/OCR is to hold an
administrative hearing to determine
if all federal funds should be w ithheld
from the District
President I laic said." It is disturbing
to learn our Navajo children arc
adversely affected and have been affected
by the lack of action from the
Gallup-McKinley School District "
He concluded "Ultimately, it will be
the children who will sufTcr if this
goes into an administrative hearing"
The District is now iccciv ingo\ cr
SI2 million a year in Impact Aid
funds alone It is also receiving over
a million dollars a year in Indian
Education Act funds, and almost a
million a year in JOM funds In
addition, it receives several million
dollars a year in Chapter I funds
several million a year in Special
Education funds, and funds for the
school lunch program. Altogether,
this District of sonic 14.000 students,
the largest district in the nation in
terms of Indian enrollment, could
well lose over $50 million a year in
federal funds A great number of
students and slafT members could be
adv ersely affected by this action, if it
were to take place
Let us hope that the current administration
cancorrccl the mistake*
and oecrsighls of the past adnu ni tration
I wish Bob and Pete the best
in cleaning up tins slicks situation
And 1 hope that the growth industry.
in Special I d will stop l"t I t in
students lnstendof placing too n.nm
Indian students into the di>m|. dow <
mode. I hope the schools will place
many more of ihcin into the challenge-up
mode make them go to i
school every day Make litem do
homework c\ery night Love ilieiu i
rcwardsfor reading many hooks dm
ing the year Point them toward college
campuses instead of low aid blue
collar work. Encourage many many
more of them to enter the k ij.miprofession
Bring the best college |>n>p! on.
the districts constantly to iv.er.nn In '
dian students into the pi >les--i >>
Bring successful Indian piol
als into the classrooms on a lenokn
basis to talk to students and help
them prepare foi lite Incoipoink
Native language lusioiy mil mllure
into their school piogiams Help
teacher aides return to college and
earn their degrees It can be done li
is being doiie. hi a few places Winced
lo do it in mam more places
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A (1..if5f?V'T n! *fv pudlication
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FRESH TASH
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