Editor’s note: This letter to the editor was written in response to an article written by reporter Caden Merrill the previous issue.

The topic of evolution has been the source of debate and conflict since the esteemed scientist Charles Darwin introduced it in his book On the Origin of Species. The main source of conflict seems to come from religious groups, specifically Christianity and its various branches. However, there are still many Christian, Muslim, and Jewish scholars who believe Darwin’s theory, without it conflicting with their religious beliefs. Darwin himself was a theist and stated in his original theory that humans simply evolved from apes without claiming that there was no God. To demand that evolution be removed from biology classes is to promote and support forced ignorance and educational censoring.

While I myself am a Christian who came from a private Christian school, I disagree with the original author’s arguments, even though I am in the demographic they specifically referenced. I believe that evolution should be taught in biology since it is a biological topic that is widely accepted in the scientific realm, and if you were to major in a life science in college, you would be extremely behind the learning curve. If a student desires to learn about various creation stories, of which there are many, they should look for a theology course which would relate to the religious aspect of it. However, one can not expect that in a science class. The original author also claimed that Christianity’s creation story is in direct conflict with Darwin’s theory. However, there is plenty of evidence that suggests otherwise. For more information on the evidence, the books A Matter of Days, Improbable Planet, and Navigating Genesis all by scientist Hugh Ross are very good places to start. However, I would like to argue with the other claims put forward.

The claim that the First Amendment written in our country’s constitution does guarantee right to freedom of religion is correct, but the conclusions that the original author came to are by no small means a stretch of what the First Amendment entails. The belief that underrepresentation is an infringement on the right to freedom of religion is a logical fallacy. This is further amplified by the fact that a study of creation stories would be better suited for theology class and not biology since it deals with the metaphysical and supernatural. A science course should deal strictly with the physical and, in some cases, theoretical, which are easily observable with qualitative properties. On top of that, even if you give the option to not learn about evolution, the district and government is choosing to support voluntary ignorance in a school system that is preparing students for both college and the real world. If a student chooses not to learn about evolution in high school and later decides to go into a STEM field, they will be extremely behind the learning curve and will have little to no respect in college and the field they go into. Also, choosing not to learn about evolution would mean that student could not take AP Biology since the test will cover it and it is a college level course.

Also, there is the matter of learning about evolutionary theory could lead to a digression of faith. This is a very large assumption that is, in many cases, false. The challenge to personal religious beliefs are more than likely able to inspire an increase in research into the student’s religion and science, making them well-rounded and well-versed. It also may lead to a deep and meaningful relationship with a mentor who answers the questions posed. It also could lead to a strengthening of faith because of the opposition posed to their beliefs. Overall, the learning of evolution would lead to an increase in curiosity in the subject and religion, which is extremely beneficial to everyone involved.

The removal of Darwin’s theory of evolution from the education system would be detrimental to the nation as a whole and to the various religions. This action would decrease the education quality and would lead to an overall decline in interest in the subject. While it is important to consider others’ opinions in this matter, the teaching of evolution is not an overt attack on any single student or their religion and no one is forcing these students to believe in the theory. To claim that the mere teaching of evolution is an attack on the opinions of religious students, is to claim that the appearance of any different opinions is an attack on those in disagreement. In conclusion, the theory of evolution should be kept in the education plan because the positive effects far outweigh the negative, for both religious and nonreligious students. If it were removed, that action would cause a decline in American education and knowledge all in the name of protecting people from differing opinions. This point is also vital in the development of teens and prepares them for college and the professional world, when measures will not be taken to protect them from an opinion. Evolution is vital to biology and should be regarded, with caution, as a truth because of the evidence in support of this theory until otherwise proven.