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"The common misconception is that we want to bring the Bible into the classroom and just preach out of Genesis instead of teaching science, and nothing could be further from the truth," Heffner said.
Heffner told me he was keenly interested in the upcoming State Board of Education review of the science curriculum. In fact, he had appeared before the board in 2003, when a biology textbook was up for review.
"I'll ask you what I asked them, 'Whose kids are these anyway? They're not the evolutionists' kids alone. They're our kids too.' And my second question to them was, 'What's wrong with the truth? What's wrong with telling kids the truth?'"
The way Heffner saw it, Texas was just the latest battleground in a war that had been raging ever since publication of Origin of Species. Secular science, and Darwinism in particular, had done more to erode the moral fabric of our country than anything else, he said. For him the choice was simple. On one hand there was Jesus and the belief in a life after death, and on the other was Darwin and pond scum.
"We look at what kids are doing now—with drugs and sex and all the violence and gangs—and we wonder why. Well, it's obvious. We expect kids to make the right decision and then you tell them that they're nothing but evolved pond scum, nothing but an animal? And you wonder why their world view is basically one of 'me and now.'"
Before I left, I went back to the original museum to get a look at the fossils Baugh claimed to have dug from the river. Baugh's assistant showed me a duckbill dinosaur skull, some dinosaur eggs out of China and the fossilized print of a three-toed dinosaur. During the same dig, he said, they had also found the footprint of a prehistoric woman, size 7.
He said he knew this sounded crazy to a lot of people, and that he regularly fielded hostile questions from science teachers and the like. But he had numbers on his side. "More than 50 percent of Americans reject evolution and believe in some form of creationism," he told me. He also had power on his side. President George W. Bush had advocated teaching the "weaknesses" of evolutionary theory. Governor Perry had appointed a young-Earth creationist to head the board. And state Representative Warren Chisum, the powerful chair of the House Appropriations Committee, had gone so far as to distribute a memo to his fellow legislators attacking evolution as an anti-religious plot cooked up by an ancient Jewish sect. Perhaps the State Board of Education, being an elected body, was simply reflecting the will of the people.
As I was leaving, I thought of something Heffner had said: "If more than half the population doesn't believe in evolution, don't we also deserve equal representation in public schools? It's our tax dollars too, after all."
Last October, Chris Comer, then the director of science education for Texas public schools, got an e-mail inviting her to a lecture by a professor named Barbara Forrest. The name rang a bell. Forrest had testified in the much-publicized 2006 Pennsylvania case, Kitzmiller v. Dover, in which intelligent design had essentially been put on trial. After two weeks of testimony, which had included detailed discussion of topics such as bacteria flagellum and Galapagos finches, the judge ruled that intelligent design was not a scientific theory, as its proponents claimed, but "an interesting theological argument" that could not "uncouple itself from its creationist, and thus religious, antecedents."
Like the rest of the science world, Comer had closely followed the trial and had been interested in Forrest's testimony. As Forrest saw it, intelligent design was part of a covert strategy to get creationism into public schools. This view was based on a document she claimed to have uncovered called "the wedge," in which the leaders of the intelligent design movement outlined a 20-year plan to reverse "the stifling materialistic worldview" of which evolution was a part and replace it with "a science consonant with Christian and theistic convictions." Like a metal wedge splitting a log, they would introduce intelligent design into the classroom, which would open the way for creationism. Forrest had written an exposé on the movement, Creationism's Trojan Horse: The Wedge of Intelligent Design, and was coming to Austin to discuss the book.
Intrigued, Comer sent an e-mail to an online community of science teachers, notifying them of the lecture. Considering all the controversy over the teaching of evolution in Texas public schools, she figured the event could be enlightening.


