Don't Mention It!

Beau Schaefer, a “longstanding” science teacher in the Chicago area who mentioned creation in the classroom, nearly lost his job in the face of a recent controversy fueled by local “[a]theist activist” Rob Sherman.1

Sherman claimed he was “protecting conquered territory” by “remind[ing]” the school district that “creationism in the classroom is undesirable and . . . illegal.” He also insisted that Schaefer had assigned a quiz with questions that would lead students to creationist beliefs—which is in violation of state curriculum rules. But according to one of Schaefer’s students, the science teacher had clearly “explained creationism was not a scientific theory.”

At a school board meeting, parents both supporting and opposing Schaefer showed up. “Why can’t [students] make their own decision? What is the big fear?” one parent asked in the teacher’s defense. Nevertheless, the school district warned Schaefer not to discuss creation again, with the school board superintendent asserting that “the United States Supreme Court and several other federal court decisions have found that creationism may not be referenced or taught in public school science classrooms.”

It’s no surprise to learn what may be (at least some) evolutionists’ ultimate goal: banning the idea of creation entirely from the public sphere.

If the Supreme Court has ruled that creationism can’t even be mentioned in science classrooms, it’s news to us. But it’s no surprise to learn what may be (at least some) evolutionists’ ultimate goal: banning the idea of creation entirely from the public sphere. Beyond having been denied enough information to choose for themselves which view of origins is right, will future students never even know what biological “creation” means?