Creation or Evolution in Public Education?


Creation or Evolution

in Public Education?

I was greatly disappointed in Jackie Bell’s letter (July 30, 2008), entitled, “Keep Religion in Home and Church.”  The substance of Bell’s letter is that Creation of the universe is not a matter of science, and that “evolution is the basis of all good science; it is not faith-based.”  She decries the fact that the state Board of Education calls for including the “strengths and weaknesses” of evolution.

Several questions are pertinent in this matter.  Is it honest and morally responsible to keep relevant scientific facts regarding origins from the classroom students?  Does this not manifest a biased, dishonest, and atheistic attempt to block the truth from the classroom?

Second, if creation is a fact—an established fact and the explanation of all matter, including all living things—then should it not be taught as fact, not as theory.  Isn’t this true?

Third, if there is good, solid, reasonable evidence that creation indeed did occur, why would Jackie want to withhold this information from public school students?  Is it not their right to know?  Then, if they wish to reject this, this is their own option since God doesn’t coerce people to accept His creation.

Fourth, we know that matter is not eternal; it had a beginning.  Someone or something must be the ultimate Cause of the beginning or creation of matter.  Doesn’t this prove the existence of God—although it doesn’t necessarily lead to the God of the Bible?  Shouldn’t students be given this information?

Fifth, at least some reputable scientists of all scientific disciplines acknowledge that God created all things in the beginning.  Further, many of them will argue for the fact that this creation occurred in the relatively recent past—in the past 10,000 years.  This would be true regardless of whether the Bible says this or not.

Sixth, is it morally right and honest for educators to teach something that is utterly false, while forbidding the students from knowing the evidences for the truth of creation, as opposed to the weaknesses and faulty reasoning of evolution?

Seventh, is it morally right to force Texas taxpayers to support an educational system that teaches falsehood and forbids the truth about evolution? 

Finally, if students are wrongly taught that they are merely advanced, well-developed, and educated animals, the result of 500 million years of evolution, then is it surprising that they act like animals, without the moral underpinnings that the truth of creation engenders? 

The truth of creation provided the basis of American society for hundreds of years.  It wasn’t until the 1920s that evolution was even allowed to be taught.  The McGuffy’s Readers provided good, moral, and responsible education to tens of millions of Americans, and this educational series was established on the basis of God, creation, the Bible, and moral principles.  If we have departed from this good part of American history, let’s not be surprised about the immorality, drugs, violence, humanism, and cultural relativism that is rampant in the high schools and even middle schools of the land.

The major problem I see in this issue is this: If the biology, chemistry, physics, and science teachers are evolutionists themselves, denying God’s creative work, how can they give a balanced and trustworthy presentation of the evidences for creation and design in the universe?  This would be fraught with multiple dangers to the students.

I hope that the discerning reader will easily see the answers to the significant questions we raised above.

Richard Hollerman

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