Every young couple experiences a euphoric excitement over the birth of their first child.  A new life brought into the world along with a long list of expectations of developmental milestones.  You are filled with dreams of when your child will walk, talk, go to school, play sports, start shaving and dating, college, marriage and providing you with wonderful grandkids.

Then imagine that after two years, many of those expectations seem to be turning into disappointments as your child has never spoken or even looked at you.  Finally, you have the child examined and tested and receive a diagnosis of autism.  Your world of expectations suddenly comes crashing down all around you.

When this happened to the Barnett family of Hamilton County, Indiana, mother Kristine feared that her son Jacob would never be in our world at all.  Their son Jacob, who goes by Jake, had never really acknowledged that his mother or father even existed.  Again Kristine feared that he had lost the ability to say, ‘I love you’ to us.

When Jake was three years old, he was examined by a team of doctors, therapists and teachers.  They concluded that Jake appeared to have greater academic skills than the typical three year old.  However, along with those skills he also had a number of other issues that lead the team to determine that Jake had a condition similar to autism known as Asperger’s syndrome.

Instead of focusing on the things that Jake was not dong, his parents began to focus on the things that he was doing and what interested him.  At age three, Jake completed 5,000 piece puzzles quite rapidly, memorized a state road map and license plate prefixes and more impressively could recite the mathematical constant of pi out to 70 decimal places.  At the time of the interview at age twelve, it was 200 decimal places and he could recite it forward and backward.

Jake also developed an interest in stars and astronomy at age three.  To encourage his interests, his parents took him to the Holcomb Observatory and Planetarium at Butler University.  The tour guide asked the crowd if anyone knew why the moons orbiting Mars were potato shaped.  Little three year old Jake asked the guide about the sizes of Mars’ moons.  When the guide answered, Jake stunned all those around him when he informed the guide that Mars’ gravity was so large that the gravity of the moons was not enough to pull them into the expected round shape.  Kristine said she will never forget that day at the planetarium when everyone just stood and stared at Jake wondering who was this kid?

From that time on, his parents have continued to furnish Jake with all the books and resources he needed to fuel his huge thirst for knowledge. At age eight, Jake received permission to sit in on an advanced astronomy class at Indiana University-Purdue University Indianapolis (IUPUI).

By the time Jake was in fifth grade he was so bored with school that he began to withdraw.  Carl Hale, a neurophysiologist told Jake’s parents that:

He needs work at an instructional level, which currently is a post college graduate level in mathematics, i.e., a post master’s degree. In essence, his math skills are at the level found in someone who is working on a doctorate in math, physics, astronomy and astrophysics.

His parents pulled him out of public school and enrolled him in a college entrance program at IUPUI designed for gifted high school students.  To make sure he was ready to attend college level courses, twelve year old Jake decided he should review the entire high school level math courses necessary for college.  In two weeks Jake mastered algebra 1 and 2, geometry, trigonometry and calculus.

At IUPUI, Jake has become a very popular student with faculty and students.  In fact, Jake has been tutoring a number of his fellow students in calculus based physics.  The classes at IUPUI have only served to promote Jake’s insatiable appetite for knowledge.  In one of Jake’s classes he was introduced to the Schrödinger equation for quantum mechanics.  He became so consumed with this equation that over the next three days he filled every piece of paper and white board in his room and all of the windows in the house with equations that few would comprehend.

Jake’s skills are so advanced that one of his professors; Dr. John Ross is currently trying to help Jake acquire grant money to fund him in a research position at the university.  He is also being recruited by a prestigious research firm on the East Coast.

One of the topics of Jake’s interest for research involves the Big Bang theory.  When asked about his ideas concerning the Big Bang, Jake replied:

There are two different types of when stars end. When the little stars die, it’s just like a small poof. They just turn into a planetary nebula. But the big ones, above 1.4 solar masses, blow up in one giant explosion, a supernova. What it does, is, in larger stars there is a larger mass, and it can fuse higher elements because it’s more dense.

So you get all the elements, all the different materials, from those bigger stars. The little stars, they just make hydrogen and helium, and when they blow up, all the carbon that remains in them is just in the white dwarf; it never really comes off.

 So, um, in the big-bang theory, what they do is, there is this big explosion and there is all this temperature going off and the temperature decreases really rapidly because it’s really big. The other day I calculated, they have this period where they suppose the hydrogen and helium were created, and, um, I don’t care about the hydrogen and helium, but I thought, wouldn’t there have to be some sort of carbon?

 Otherwise, the carbon would have to be coming out of the stars and hence the Earth, made mostly of carbon, we wouldn’t be here. So I calculated, the time it would take to create 2 percent of the carbon in the universe, it would actually have to be several micro-seconds. Or a couple of nano-seconds, or something like that. An extremely small period of time. Like faster than a snap. That isn’t gonna happen.

 Because of that, that means that the world would have never been created because none of the carbon would have been given 7 billion years to fuse together. We’d have to be 21 billion years old . . . and that would just screw everything up.

When asked if he had any ideas other than the Big Bang for the formation of the universe, Jake responded:

I’m still working on that. I have an idea, but . . . I’m still working out the details.

The Wechsler Intelligence Scale for Children was used to evaluate Jacob Barnett.  The results were mind blowing.  Jake’s math IQ topped the scale at 170, the highest ranking possible.  Professor Ross says that Jacob is the smartest kid he has ever seen.  Others have said that Jacob’s math and physics mental acuity exceeds those of Albert Einstein.

There are two things that caught my creationist mind when reading the articles about young Jake.  The first was his views on the Big Bang not making sense of modern astrophysics.  His genius mind doesn’t seem to accept all of the ad hoc baggage that has to accompany the Big Bang in order to make it work.  Jake’s mind sees the basic premise and theory behind the Big Bang and realizes that they don’t explain the formation of planets like the Earth.

Secondly, Jake’s mental abilities may give us a tiny glimpse of what is possible with the human brain.  While Jake does have Asperger’s syndrome, which is suspected to be a genetic condition, it allows him to tap into mental processes far beyond the average person’s.  There are numerous cases of people with some form of autism having genius abilities in various fields while being deficient in others.  Many savants have been found to have some form of autism.  Caused by a genetic defect or not, Jake and others like him demonstrate that there is so much more to the human brain that any of us really understand.

This makes me wonder what Adam’s mental capacity was like compared to ours.  When first created, Adam instantly had a substantial knowledge already programmed into him.  He was able to speak, think, reason, name the animals, study and care for the environment and understand the concept of having a Creator God.  Adam’s descendants built cities, created music and musical instruments, worked with metals and alloys. They apparently had the intelligence to design and construct a massive tower that may have made today’s modern skyscrapers pale in comparison.

Evolution teaches that early man was primitive and stupid.  At the same time these same evolutionists stand in awe and wonder how such primitive ancient people could have built the Egyptian pyramids in middle of the desert or any of the other ancient wonders of the world.  Evolutionary indoctrination makes us turn to aliens for such wonders as the images on the Plains of Nazca in Peru.

Isn’t it logical to conclude that Adam possessed and used far greater mental abilities than we can only dream of?  With people like Jake revealing the possibilities of the human mind, perhaps we should see our ancient ancestors from Adam to Noah to Moses to David and Solomon as being far more intelligent and smarter than we are today.  And instead of looking to some other world for answers to the wonders of the past we should look to God and pray for wisdom and understanding like Solomon did 1 Kings 3.

References

McFeely, Dan, Genius at Work: 12-year Old is Studying at IUPUI, Indystar.com, March 20, 2011.

 

 

 

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