By Wendell R. Bird, J. D., Attorney*
Institute for Creation Research, PO Box 2667, El
Cajon, CA 92021
Voice: (619) 448-0900 FAX: (619) 448-3469
"Vital Articles on Science/Creation" April
1979
Copyright © 1979 All Rights Reserved
[NOTE: The first article ("Impact," No. 69, March) of this series, dealt with the problem of exclusive teaching of the evolutionary view in public schools, the Constitutional protection regarding religious freedom in public schools, how scientific creationism can be taught legally along with evolution in the public classroom, and a discussion of the fact that scientific creationism does not involve religious doctrine. This current article challenges creationists first to become informed concerning the legal implications of teaching scientific creationism, and then, to take individual action. The third and concluding article in this series will provide a suggested Resolution for Balanced Presentation of Evolution and Scientific Creationism.]
Christians are commanded to be lights for a crooked and perverse nation, and are to stand against the devil with the armor of God (Philippians 2:15; Ephesians 6:11). Christians have a responsibility to ensure light and to oppose evil in the public school system, because our country is shaped powerfully by public school curricula and our tax dollars finance public education. In meeting this responsibility, creationists should take several steps.
First, creationists should learn the Biblical teaching about creation. Helpful books are The Remarkable Birth of Planet Earth and The Twilight of Evolution, both by Dr. Henry M. Morris. A good commentary on Genesis is The Genesis Record, also by Dr. Morris (all from Creation-Life Publishers, PO. Box 15666, San Diego, Cal., 92115). A good introductory booklet is Problems of Evolution, by Dr. Stewart Custer (from Bob Jones Univ. Press, Greenville, S.C., 29614).
Next, creationists should become familiar with the scientific evidence for creation. A concise but thorough book is Scientific Creationism (Pub. Sch. Ed.), edited by Dr. Morris, and a good book on the fossil record is Evolution? The Fossils Say No! (Pub. Sch. Ed.), by Dr. Duane T. Gish (both from Creation-Life Publishers).
Also, creationists should understand the legal implications of public school instruction in only evolution and the implications of instruction also in scientific creationism. A comprehensive article is "Freedom of Religion and Science Instruction in Public Schools," published in the Yale Law Journal (Jan. 1978 issue), by the author of this paper. That article argues that instruction exclusively in evolution violates the Constitution's protection of free religious exercise, and that instruction in both evolution and scientific creationism is permitted by the Constitution's prohibition against state establishment of religion. The article can be found in most public university libraries or purchased from Yale Law Journal (401A Yale Station, New Haven, Conn., 06520, for $2.50).
Creationists also should read the article by this author published in the Harvard Journal of Law & Public Policy entitled "Freedom from Establishment and Unneutrality in Public School Instruction and Religious School Regulation." That article discusses the proper construction of the establishment clause of the First Amendment, just as the Yale Law Journal article discusses the proper construction of the free exercise clause of that Amendment. It then shows how exclusive instruction in public school classrooms in evolution abridges the establishment clause, and how balanced presentation of both scientific creationism and evolution conforms to that clause. After June 1979, copies can be ordered from the Harvard Journal of Law & Public Policy, 233 Langdell Hall, Harvard Law School, Cambridge, Mass. 02138.
Then, creationists should get copies of scientific creationist texts to show to school authorities. A student biology textbook that presents both scientific creationism and evolution is Biology: A Search for Order in Complexity, edited by Dr. John N. Moore and Harold Slusher. A teacher handbook that presents scientific evidences for creation is Scientific Creationism (Pub. Sch. Ed.), edited by Dr. Henry M. Morris (both from Creation-Life Publishers).
Next, creationists should call the state department of education for information. The first subject about which to inquire is whether the state department of education makes statewide decisions about curriculum for public schools. If there is statewide curriculum authority, ask when the state board of education meets next, and ask for a copy of its powers under the law and its procedures for decision. Also ask which member citizens should contact to obtain permission to speak at the next state board of education meeting. Then write the proper member for permission to speak. If there is no statewide curriculum authority but only individual school district authority, call the county or city department of education and ask it these same questions.
The second subject, which creationists should ask the state department of education, is whether the state has statewide adoption of an approved textbook list for public schools. If there is statewide adoption, ask whether school districts can choose among several textbooks for each subject or whether the state prescribes one textbook per subject. Then ask when biology textbooks are considered for adoption, and when physics, chemistry, social studies, anthropology, and sociology textbooks are considered (the publishers submit copies of their textbooks in the subject under consideration, and generally the state board of education or state textbook committee selects one or several of these texts for adoption). If the decision time is soon, ask what the exact name is of the decision-making body for textbooks, and ask which member citizens should contact to obtain permission to speak at the textbook commission meeting. Also ask where the texts are displayed for public examination that are submitted for adoption, and ask for a copy of the criteria by which textbooks are selected for school use. Then write the proper textbook commission member for permission to speak, and examine the texts for their treatment of the subject of origins, making a list of the author and title and page numbers that present only evolution. If there is no statewide adoption but only individual school district adoption, call the county or city department of education and ask it these same questions.
A word of caution: Creationists working to introduce creation into public schools must distinguish sharply between scientific creationism and religious creationism. Scientific creationism consists of the scientific evidences for creation, while religious creationism consists of the Biblical doctrines of creation. Scientific creationism can be taught in public schools, while religious creationism cannot under current law. Creationists approaching public schools must avoid reference in discussions, resolutions, or classroom materials, to the Bible, Adam, the fall, or Noah, except in showing that evolution is wholly contrary to religious convictions of many individuals.
Finally, creationists should petition the state (or district) board of education to pass a resolution to teach both the scientific evidence for creation and the scientific evidence for evolution, in any course dealing with origins. And creationists should request the state (or district) textbook commission to select only texts presenting both scientific creationism and evolution, or else to require supplements presenting scientific creationism to be attached to the inside back cover of texts presenting only evolution. The petition "Resolution for Balanced Presentation of Evolution and scientific Creationism" can be given to the board of education and the textbook commission ("Impact Series" No. 26, from Institute for Creation Research, 2716 Madison Avenue, San Diego, Cal., 92116). The booklet Introducing Scientific Creationism into the Public Schools provides further guidance for creationist parents, teachers, students, and pastors in approaching public school superintendents, principals, teachers, and other officials (from Creation-Life Publishers).
PLEASE NOTE:
The May issue of Acts &
Facts, "Impact" article No. 71,
will provide a sample Resolution for a balanced presentation of evolution
and scientific creationism in the public school classroom, along with
ample documentation. Readers are urged to become familiar with the
contents of this series of articles and to take action so that creationism
can be presented in the public classroom as a viable alternative to
evolution.
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Please remember— |
* Wendell R. Bird is an attorney from Atlanta. He is a graduate of Yale Law School, where he was an Editor of the Yale Law Journal. Mr. Bird wrote an article published in the Yale Law Journal entitled "Freedom of Religion and Science Instruction in Public Schools" and he received the Egger Prize of Yale Law School for the excellence of its legal scholarship. Mr. Bird graduated summa cum laude from Vanderbilt University, and exempted the freshman year for the first time in Vanderbilt history. He was a finalist for the Marshall Scholarship for study in England, Vanderbilt's nominee for the Rhodes Scholarship, a participant in the Honors Program of study, and a member of Phi Beta Kappa.