I have been spending a fair amount of time over at Thoughts From Kansas, Pharyngula and other paleaontology, biology and evolution blogs. I have been struck by the frequency of posts either lamenting the shitty job we are doing teaching evolution, or highlighting attempts by Christians to force creationism into the schools (the current crop are ‘freedom of education’ bills (and include Florida, Louisiana and others)). This has gotten me thinking (dangerous, I know — I should just receive the wisdom of the ages, not think for myself) about my exposure, in the classroom, to evolution.
I grew up in a scientifically literate family. My father studied geology at Tufts, and every family trip became a geology lesson. The mudstones of northeastern Arizona came alive as the Triassic swamps and riparian habitats inhabited by early crocodylians and dinosaurs. The Coconino Sandstone came alive with small Triassic reptiles scampering over sand dunes and, in the right circumstances, left footprints still visible today. The fossils of the Kaibab Limestone, recognizable to a young child as sea shells, showed visible differences when compared to modern shells. I was, from a young age, immersed the geologic and evolutionary history of the Southwest.
When we moved to Maryland (I was 12), we dropped into the Cumberland Valley. This piece of western Maryland is a northern extension of the Bible belt. I had experienced conservative and/or literalist Christianity while living in Arizona, but it was a small part of the community. In Washington County, it WAS the community. It was a surprise to me, to say the least.
In seventh grade, one semester of science was devoted to biology (each quarter, for three years, focused on a different discipline in order to expose us to as much as possible). One of the experiments was (or, more accurately, could have been) a very effective lesson in adaptive evolution.
We divided into groups of four. Each group got 40 toothpicks — 10 red, 10 yellow, 10 blue and 10 green. We predicted which colour would be more visible in the grass outside the classroom, and which colours would be hidden (we each made our own prediction: I predicted that yellow (soil was tan) and green (grass) would be the most likely to survive). We marked off a one-square-yard area and were told to sprinkle the toothpicks over the whole area. The girl who placed the toothpicks said, “God will see them all,” and placed them in one pile in the middle.
I tried to explain that that was not the point of the experiment, that we were trying to find out whether an animals colour could help it survive. I got shouted down. We got an ‘A’ on the experiment because, as the teacher wrote on our group’s report, we ’showed that so-called adaptive camouflage was a myth.’ I was stunned. How could these people not see that a bright white animal in a dark area was more likely to be eaten? That a safety-orange ground hog would be walking hawk-bait? I kept my mouth shut and accepted the ‘A.’ Hell, I was 13, wasn’t related to anyone in the valley, wasn’t going to an acceptable church, and was not born local enough. I, during that time, just tried to keep my head down.
In high school, we took biology our freshman year. Our teacher was an older gentleman who would retire after the school year. He was locally bred, locally edumacated, and locally brainwashed.
The first chapter in our biology textbook was a very coherent and well done discussion of evolution. The examples used (British moths, ceratopsians, and African cichlids) were informative and illustrative. On the first (or maybe the second) day of class, he held up the book and said (this is from memory, so I can’t be sure it is exactly what he said (nor can I be sure it agrees word-for-word with what I have written in comments on other sites)), “The state says that I have to teach evolution. It is in the textbook. I strongly recommend that you not read it. It will put your soul in danger. I am a biologist. I have a masters in education. I know what I am talking about when I say that evolution is an impossible lie. You can read the chapter if you want, but it won’t be on a test. The state is now happy, I’ve taught evolution. The word will not be mentioned in class again.” I (and a couple others) immediately read the chapter.
In advanced biology, we studied the different organs and organelles of the cells as they developed, but never mentioned the ‘e’ word. We dissected pigs, ground hogs, a hawk (our teacher liked using road-kills for dissection), trout, bass, and even a couple of lizards and a snake. The teacher pointed out the similarities and differences, the adaptations for a specific way of life, but refused to be drawn into any conversation that smacked even tangentially of evolution.
Thus ended my public school experience with the teaching of evolution. One well-designed experiment botched by the students and graded by a creationist. One biology teacher who argued from authority that evolution was a lie. That’s it. Fourteen years of public school paid for by the taxes all Americans pay (yes, fourteen years, I liked my sophomore year of high school so much, I did it twice) and evolution gets botched twice.
No wonder the Intelligent Design IDiots are able to sell their shit to local school boards. No wonder a majority of Americans do not understand evolution, or see it as the best explanation available for the modern and prehistoric diversity of life. No wonder we, as Americans, are falling behind virtually every developed nation on earth in science. If (and I suspect it is) my educational experience was average, we have a long way to go.