Letter to the Editor of the Columbus Dispatch
Submitted October 6, 2000
Editor, the Dispatch:
I am writing in response to your editorial on October 4 entitled, "E-word ban nets F." In a similar vein to William E. Kirwan's article on October 2, the editors of the Dispatch mistakenly believe that Ohio students are not scientifically literate because the "e-word" is avoided in our state's curriculum standards. I know for a fact that my own two sons, both now in high school, have been heavily indoctrinated with the evolutionary theory, beginning in about the fourth or fifth grade. Patterns of diversity, extinction, adaptation, and speciation resulting from natural selection have been specifically taught and illustrated in their science textbooks, which our state guidelines require. And the "e-word," evolution, has also been included, so just because it may not be mentioned in the state standards doesn't mean it isn't taught at the local level.
Sadly, however, this "education" that my sons have received has been grossly one-sided, which is why I used the word "indoctrinated" in the previous paragraph. Fortunately for them, they have been taught by their own consciences, good old-fashioned common sense, the wonders and evidences of nature all around them, and yes by us their parents, that "in the beginning God created the heaven and the earth." (Genesis 1:1)
The distinction that the Dispatch implies in its editorial, that evolutionism is a science and creationism is a religion, is a myth. Evolutionism is as much a religion as creationism is, because its adherents hold fervently to basic presuppositions to support their cause. And creationism is as much a science as evolutionism is, because there is a great deal of scientific evidence, "material, observable and measurable reality" (to use the Dispatch's definition), to support it.
The creation/evolution debate is NOT about religion vs. science, but about the science of one religion vs. the science of another religion. True education involves presenting both sides of an issue, so both of these "sciences" should be taught in the public schools. In my book, Ohio deserves an "F" for only telling its students that they came from primordial ooze and monkeys. If we want well-rounded students, we should give them a well-rounded education, which should also include the scientific evidence for