Preface
~zoio，，tific research demands that the results of its investiga-
tor;~; ~rocess be verifiable through.repeated testlng. Dramatic
advances in such sciences as mecllcxne， space ana.computers
are veriflably evident xn our increased hfe.span， xn our pxn-
point landing on the moon， and xn the unemng accuracy of the
electronic computer.
Researchers in the field of evolution， however， have pro-
duced no verifiable facts which would validate their theory
- ---:--~ -.. From time to time evolutionists have even
conc)us~vc~y .
admxtted ignonng real facts and altering.the， theory to fit
selected data. In.sp~te of these grossly unsclentff.~c tactics， the
theory of evolution continues to be presented ~n textbooks，
encyclopedias， and research papers as xf it were a proven and
verifiable sc:entff~c fact. . ， -. .
The author of Darwzns Enigma: fossils and Other
Problems has focused the spothght， of truth on the theory of
evolution， showing that the dramatic fossd evidence ~ndxcates
that all life did not have a common ancestor!
There remains only the trust that those with a vested interest
in the theory of evolution as currently presented in textbooks
O~
will permit an equal pportunity for all students to be exposed
to all scientific evxdences and to the only competitive theory
of origins. Some local school boards， state school boards，
scientists and parents will be dxstressed at the imagined
implication of \"religion\" in our public schools. But the theory
that life abruptly appeared on Earth is no more a religious
absolute than the theory of evolution， for they are both axioms
and neither is subject to scientific proof.
The time has come for the powers-that-be to recognize that
our students at all grade levels are entitled to know both
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