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?.

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.

Can I pay any higher tribute to a man [George Gaylord Simpson] than to state that his work both established a profession and sowed the seeds for its own revision? If Simpson had reached final truth, he either would have been a priest or would have chosen a dull profession. The history of life cannot be a dull profession.

The origin of Homo sapiens, as a tiny twig on an improbable branch of a contingent limb on a fortunate tree, lies well below the boundary.

'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 exactly why it is false.

So much of science proceeds by telling stories.

I like to summarize what I regard as the pedestal-smashing messages of Darwin's revolution in the following statement, which might be chanted several times a day, like a Hare Krishna mantra, to encourage penetration into the soul: Humans are not the end result of predictable evolutionary progress, but rather a fortuitous cosmic afterthought.