It is not surprising that in a country where the vast majority of citizens believe in God, it is controversial to require that the public schools teach as fact (or as implicit in the very definition of “science”) that God played no discernible part in the creation of plants, animals and human beings. It is also not surprising that many citizens, unpersuaded by official reassurances that “science and religion are separate realms,” suspect that a religious or antireligious ideology lies behind the enormous importance science educators attach to persuading young people that evolution is their creator.