Orchids manufacture their intricate devices from the common components of ordinary flowers, parts usually fitted for very different functions. If God had designed a beautiful machine to reflect his wisdom and power, surely he would not have used a collection of parts generally fashioned for other purposes. Orchids were not made by an ideal engineer; they are jury-rigged from a limited set of available components. Thus, they must have evolved from ordinary flowers.

History employs evolution to structure biological events in time.

Among people I have met, the few whom I would term “great” all share a kind of unquestioned, fierce dedication; an utter lack of doubt about the value of their activities (or at least an internal impulse that drives through any such angst); and above all, a capacity to work (or at least to be mentally alert for unexpected insights) at every available moment of every day of their lives.

[Evolution is] one of the best documented, most compelling and exciting concepts in all of science.

We are the offspring of history, and must establish our own paths in this most diverse and interesting of conceivable universes—one indifferent to our suffering, and therefore offering us maximum freedom to thrive, or to fail, in our own chosen way.

Anything, even the conceptually most complex material, can be written for general audiences without any dumbing down. Of course you have to explain things carefully. This goes back to Galileo, who wrote his great books as dialogues in Italian, not as treatises in Latin. And to Darwin, who wrote The Origin of Species for general readers. I think a lot of people pick up Darwin's book and assume it must be a popular version of some technical monograph, but there is no technical monograph. That's what he wrote. So what I'm doing is part of a great humanistic tradition.

Creation science has not entered the curriculum for a reason so simple and so basic that we often forget to mention it: because it is false, and because good teachers understand why it is false. What could be more destructive of that most fragile yet most precious commodity in our entire intellectual heritage-good teaching-than a bill forcing our honorable teachers to sully their sacred trust by granting equal treatment to a doctrine not only known to be false, but calculated to undermine any general understanding of science as an enterprise?.