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No. 001        "Vital Articles on Science/Creation"         Jan/Feb 1973
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               Evolution, Creation and the Public Schools
                       by Henry M. Morris, Ph.D.

                      Copyright (c) 1973 by I.C.R.
                          All Rights Reserved

   One of the most amazing phenomena in the history of education is that
a speculative philosophy based on no true scientific evidence could have
been universally adopted and taught as scientific fact, in all the
public schools.  This philosophy has been made the very framework of
modern education and the underlying premise in all textbooks.  It
constitutes the present world-view of liberal intellectuals in every
field.

   This is the philosophy of evolution.  Although widely promoted as a
scientific fact, evolution has never been proved scientifically.  Some
writers still call it the _theory_ of evolution, but even this is too
generous.  A scientific hypothesis should be capable of being tested in
some way, to determine whether or not it is true, but evolution cannot
be tested.  No laboratory experiment can either confirm or falsify a
process which, by its very nature, requires millions of years to
accomplish significant results.

   Evolution is, therefore, neither fact, theory, nor hypothesis.  It is
a belief -- and nothing more.

   When creationists propose, however, that creation be taught in the
schools along with evolution, evolutionists commonly react emotionally,
rather than scientifically.  Their "religion" of naturalism and humanism
has been in effect the established religion of the state for a hundred
years, and they fear competition.

   In the present world, neither evolution nor creation is taking place,
so far as can be observed (and _science_ is supposed to be based on
observation!)  Cats beget cats and fruit-flies beget fruit-flies.  Life
comes only from life.  There is nothing new under the sun.

   Neither evolution nor creation is accessible to the scientific
method, since they deal with origins and history, not with presently
observable and repeatable events.  They can, however, be formulated as
scientific _models_, or frameworks, within which to predict and correlate
observed facts.  Neither can be _proved_; neither can be _tested_.  They can
only be _compared_ in terms of the relative ease with which they can
explain data which exist in the real world.

   There are, therefore, sound scientific and pedagogical reasons why
_both_ models should be taught, as objectively as possible, in public
classrooms, giving arguments pro and con for each.  Some students and
their parents believe in creation, some in evolution, and some are
undecided.  If creationists desire _only_ the creation model to be taught,
they should send their children to private schools which do this; if
evolutionists want only evolution to be taught, they should provide
private schools for _that_ purpose.  The public schools should be neutral
and either teach both or teach neither.

   This is clearly the most equitable and constitutional approach.  Many
people have been led to believe, however, that court decisions
restricting "religious" teaching in the public schools apply to
"creation" teaching and not to "evolution" teaching.  Nevertheless,
creationism is actually a far more effective scientific model than
evolutionism, and evolution requires a far more credulous religious
faith in the illogical and unprovable than does creation.  An abundance
of sound scientific literature is available today to document this
statement, but few evolutionists have bothered to read any of it.  Many
of those who have read it _have_ become creationists!

   What can creationists do to help bring about a more equitable
treatment of this vital issue in the public schools?  How can they help
their own children in the meantime?  The following suggestions are in
order of recommended priority.  All involve effort and expense, but the
stakes are high and the need is urgent.

(1)  Most basic is the necessity for each concerned creationist himself
     to become informed on the issue and the scientific facts involved.
     He does not need to be a scientist to do this, but merely to read
     several of the scholarly creationist books that are now available.
     He should also study creationist literature that demonstrates the
     fallacious nature of the various compromising positions (e g.,
     theistic evolution, day-age theory, gap theory, local flood theory,
     etc.) in order to be on solid ground in his own convictions.

(2)  He should then see that his own children and young people, as well
     as others for whom he is concerned, have access to similar
     literature on their own level.  He also should be aware of the
     teachings they are currently receiving in school and help them find
     answers to the problems they are encountering.  He should encourage
     them always to be gracious and respectful to the teacher, but also
     look for opportunities (in speeches, term papers, quizzes, etc.) to
     show that, although they understand the arguments for evolution,
     the creationist model can also be held and presented
     scientifically.

(3)  If he learns of teachers who are obviously bigoted and unfair
     toward students of creationist convictions, it would be well for
     him to talk with the teacher himself, as graciously as possible,
     pointing out the true nature of the issue and requesting the
     teacher to present both points of view to the students.  Under some
     circumstances, this might be followed up by similar talks with the
     principal and superintendent.

(4)  Many teachers and administrators are quite willing to present both
     viewpoints, but have been unaware that there does exist a solid
     scientific case for creation, and, therefore, they don't know how
     to do this.  There is thus a great need for teachers, room
     libraries, and school libraries to be supplied with sound
     creationist literature.  Perhaps some schools, or even districts,
     will be willing to provide such literature themselves.  If not, the
     other alternative is for parental associations, churches, or
     individuals to take on such a project as a public service.  If
     sound creationist books are conveniently available, many teachers
     (not all, unfortunately, but far more than at present) would be
     willing to use them and to encourage their students to use them.

(5)  Creationist parents, teachers, pastors, and others can join forces
     to sponsor meetings, seminars, teaching institutes, etc., in their
     localities.  Quality creationist scientists can be invited to speak
     at such meetings, and if adequate publicity (especially on a
     person-to-person basis) is given, a real community-wide impact can
     be made in this way.  Especially valuable, when such invitations
     can be arranged, are opportunities for creationist scientists to
     speak at meetings of scientists or educators.  Also such men can be
     invited to speak in churches or in other large gatherings of
     interested laymen.

(6)  Discussions can be held with officials at high levels (state
     education boards, district boards, superintendents, etc.) to
     acquaint them with the evidences supporting creation and the
     importance of the issue.  They can be requested to inform the
     teachers of their state or district that the equal teaching of
     evolution and creation, not on a religious basis, but as
     scientific models, is both permitted and encouraged.  Cases of
     unfair discrimination against creationist minorities in classrooms
     can be reported, and most officials at such levels are sufficiently
     concerned with the needs of _all_ their constituents that, if they
     can first be shown there is a valid scientific case for creation
     and that evolution has at least as much religious character as does
     creation, they will quite probably favor such a request.

(7)  Public response can be made (always of a scientific, rather than
     emotional flavor) to newspaper stories, television programs, etc.,
     which favor evolution.  Those responses may be in the form of
     letters-to-the-editor, protest letters to sponsors, news releases,
     and other means.

(8)  Financial support should be provided for those organizations
     attempting in a systematic way to do scientific research, produce
     creationist textbooks and other literature, and to provide formal
     instruction from qualified scientists in the field of creationism.
     This can be done both through individual gifts and bequests and
     through budgeted giving by churches and other organizations.

   It will be noted that no recommendation is made for political or
legal pressure to _force_ the teaching of creationism in the schools.
Some well-meaning people have tried this, and it may serve the purpose
of generating publicity for the creationist movement.  In general,
however, such pressures are self-defeating.  "A man convinced against
his will is of the same opinion still."

   Force generates reaction, and this is especially true in such a
sensitive and vital area as this.  The hatchet job accomplished on the
fundamentalists by the news media and the educational establishment
following the Scopes trial in 1925 is a type of what could happen, in
the unlikely event that favorable legislation or court decisions could
be obtained by this route.

   Reasonable persuasion is the better route.  "The servant of the Lord
must not strive; but be gentle unto all men, apt to teach, patient, in
meekness instructing those that oppose themselves..." (II Timothy
2:24,25).

                           ABOUT THE AUTHOR:

Henry M. Morris is Director of the Institute for Creation Research, as
well as Academic Vice-President of Christian Heritage College.  He
received his Ph.D. in hydraulics, with minors in geology and
mathematics.  He has spent thirty years in education and research,
including thirteen years as Professor of Hydraulic Engineering and
Chairman of the Department of Civil Engineering at the Virginia
Polytechnic Institute and State University.  He is also President of the
Creation Research Society.
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          All ICR staff members adhere to a Statement of Faith
                      in the form of two documents:
                   "Tenets of Scientific Creationism,"
                  and "Tenets of Biblical Creationism."
                           (see Impact No. 85)
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We believe God has raised up ICR to spearhead Biblical Christianity's
defense against the godless dogma of evolutionary humanism.  Only by
showing the scientific bankruptcy of evolution, while exalting Christ
and the Bible, will Christians be successful in "the pulling down of
strongholds; casting down imaginations, and every high thing that
exalteth itself against the knowledge of God, and bringing into
captivity every thought to the obedience of Christ" (II Corinthians
10:4,5).

        Member, Evangelical Council for Financial Accountability

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