First, a mea culpa. Richard B. Hoppe of the brilliant Panda’s Thumb blog took me to task for failing to mention (yet) the National Center for Science Education, the premiere organization defending the teaching of evolution in the US. I’ve been a close follower of NCSE’s work for ten years (my funny first meeting with NCSE’s Eugenie Scott is described here) and have a well-thumbed stack of their newsletters and reprinted articles.
My plan was to profile and recommend NCSE at the end of this series. But by leaving it to the end, I give the false impression that my approach comes straight off the top of my head. In fact, it comes from years of absorbing the stories of others and the hard-earned advice of NCSE.
Previously on MoL: Mr. Taylor, my son’s now-former science teacher, had asked me a common creationist question: wouldn’t you trust the evidence of your eyes more than circumstantial evidence? I answered no, explained why, then asked for a copy of the overhead to which my son had referred.
After three days without a reply, I dropped Mr. Taylor a note:
Dear Mr. Taylor,
I’m guessing my reply to your question about evidence didn’t get through, and I didn’t want you to think I was being rude by not responding. Here it is again (below). Is that the answer you were looking for?
I sure would like to see that overhead when you have a chance so I can show Connor that he misunderstood.
I appended the earlier message.
He answered quickly:
I have been working on a couple of research projects with two chemistry professors at two universities. Like my self they do research but they are both teachers as well. They have not been able to answer my emails to them recently because their school year has started. They are now both extremely busy. As I am.
If you wish to continue this conversation I would like to hear from. Please call me at […] during the evening sometime. Or if you want we could meet some evening in a StarBucks and discuss science and related topics.
Sincerely,
Harold Taylor
I had thought he was unable to effectively respond. I had thought he was unwilling to share his overhead with someone other than a captive high school student — someone who might be able to trace it to the teacher resources available on severalcreationist websites.
Turns out he’s just busy.
I wasn’t interested in discussing science generally, and certainly not “related topics.” I had made a simple request about something that happened in my son’s science class. I received similar requests from parents when I was teaching, and a prompt provision of context and content was always well-received. Mr. Taylor chose instead to bob and weave, then to faint with busyness.
I am achingly sympathetic to the actual busyness of teachers. Marry one for a while if you doubt that the demands are often impossibly high. But a central part of the job is responding to the reasonable concerns of parents. And despite every opportunity, Mr. Taylor has declined to do that.
I signed off:
That’s very kind of you, Harold. I wouldn’t think of bothering you any further.
If you ever do find the thirty seconds it would take to attach that overhead, I’d be happy for the (pardon the pun) transparency it would provide. Have a good year!
Witty bastard.
So — my son came home with a troubling story of non-science in the science classroom. I responded just as I would if he told me his math teacher called pi controversial or his history teacher insisted that the Holocaust never happened — I asked the teacher to confirm or deny the red flag. By bobbing and weaving, then cutting me off before I could raise the follow-up (about “evolutionists”) that he surely knew was coming, Mr. Taylor essentially confirmed Connor’s account and my suspicions.
Having shown him the courtesy of hearing from me first, I can move on to the next step — getting the principal in the loop. And again, I pause for a minute to wince.
I’ve watched and admired school principals for years. They are busy on a level that would wake Mr. Taylor from his dreams of research in a cold sweat. And a big part of that busyness is a constant stream of outrage from parents on every imaginable issue. I hate to add to that barrage.
But I also know that by speaking up, I am doing the administration an immense favor. Feedback from parents and students is often the only way the administration can learn about malpractice in the classroom. And this particular brand has cost school districts millions in litigation. No sane administrator wants or needs that expensive distraction from the task of educating our kids, so they tend to be extremely responsive to this kind of heads-up — especially since the Kitzmiller decision.
Judge John E. Jones III
If you haven’t read the Kitzmiller decision, I’ll have to insist. It’s an incredible document. In clear, gripping, and often frankly pissed-off language, Judge Jones’s decision recounts the legal history of the debate, lays out the stark imbalance between the two sides, and deals an unprecedented blow to future attempts to insert “intelligent design” into the public school science classroom as an alternative to evolution.
Judge Jones — a Lutheran and a Republican, btw — went far beyond the narrow confines of the case. He wanted to give the rest of us somewhere to stand and to rob ID of its time-wasting toehold in the courts. And he did.
No time for 139 pages? Start on page 136, letter H. You’ll suddenly find time for the rest.
Connor (15) came home on the second day of school and collapsed on the sofa with a defeated look I’ve come to recognize.
“Uh…good day?”
“No.” He looked up at me. “Science.”
He had enrolled for physical science and was looking forward to it, thinking it was physics. Turns out it’s actually basic mechanics and other concepts he’s already had. But it was the teacher himself who had made the biggest impression — and not a good one.
“He did this whole thing with overheads, and a bunch of it just didn’t make any sense,” he said. “This one overhead said something like…” Connor paused to remember the wording. “‘Experiments and evidence in the present can’t tell us anything about the distant past.’”
I’m not sure how much time passed as the wind-up monkey in my head banged his little cymbals. That my son’s high school science teacher was almost directly quoting the favorite trope of young earth creationist point man Ken “Were You There?” Ham was not encouraging.
“Then he goes off on this thing about ‘If no one was there to witness something, we can only guess about it. This is a big problem for the evolutionists…’ And he goes on and on about how they’ve got all these little bits of bones but how they can never really know what they mean.”
Hello.
I began to consider my options, the first of which is always “Let it go.” It’s taken me years to learn that accepting a certain base level of facepalming human malpractice is one of the keys to passing my short vivre with some degree of joie. But there are also options that involve me getting out of my chair. Just a few things to weigh first.
I’m serious about not using my kids as pawns in my personal and professional quests. I would do nothing without Connor’s permission. I also have to consider the possibility that he misunderstood somehow, or that this might have been a momentary lapse in an otherwise stellar career for this teacher.
Then there’s the question of outcomes. If I did pursue this, what would the goal be?
Well that’s easy. The goal in this case is to see that the long, patient slog of science, our astonishing attempt to see the world and ourselves more clearly, doesn’t proceed through centuries of observation and experimentation and debate, crawling uphill through the morass of our ancient fears and biases, inching toward tentative answers, finding them, testing them, discarding bad answers and reinforcing sound ones, weaving isolated facts into theory, strengthening the theory, building consensus, then finally, wearily carrying the hard-won knowledge up the steps of our schools — only to be smacked to the floor with a flyswatter, just inches from the ears of our kids, by a “science teacher” who wonders how that icky, sciency thing ever found its way into his classroom.
Let’s call him Mr. Taylor.
Becca and I talked it over at dinner, and she was much more decisive. “I’m sorry, that’s just crazy,” she said. “You have GOT to do something.”
I knew she was right. And on reflection, I found a solid reason to do something, and to do it effectively and well — my daughter Delaney (8).
Last year, Delaney’s second grade teacher shared something with me at conferences. “I asked the kids what they wanted to be when they grow up,” he said. “We went around the room, and it was football player, firefighter, teacher, the usual things. Delaney was the only one who wanted to be a scientist. But she said she isn’t sure yet whether she wants to be an astronomer or a paleontologist or a marine biologist. Isn’t that great?”
Yes it is. A year later, her heart and mind are still set on science.
If she wanted to be a mathematician and I discovered that the middle school math teachers were presenting 4 as a prime number and pi as “just a theory,” I’d do something — NOT just to spank the offenders and make myself feel big and strong and right, but to fix the problem. If she loved history and the high school history teachers were hamfistedly rewriting history to suit their political preferences, I’d dig in to correct that.
So is it really too much for Laney to expect that three years from now, when she reaches her first actual class in the subject she loves most of all, she’ll be able to learn about science, the real thing, from a science educator who is motivated not by fear, or conflict avoidance, or ignorance, or the pursuit of a religious agenda, but by a love of and respect for science itself?
So I would look into this Taylor thing, not for a quick fix, but to do some lasting good.
Warning label formerly in biology textbooks, Cobb County GA. Two lovely sentences bookending a howler. Gone as of 2006.
The teacher was young, hip, and hugely popular with the kids in her Georgia public middle school, a talented teacher in many ways. Everybody wanted Miss Reynolds for seventh grade science.
“You may have noticed in your syllabus that we’re talking about evolution today,” she began one day, a few weeks in. “Now,” she said — I picture the palms out, eyes closed, head cocked, the posture of assured commiseration — “I know this is a controversial thing. But I want you to understand that this is just a theory. There are lots of other theories too. This is just one guy’s idea. M’kay?”
M’kay.
My son Connor was in the class. He was raised on the wonder of natural selection and sees the implications of it everywhere. He felt a bit betrayed to hear a teacher he really liked giving evolution the “just a theory” treatment.
It wasn’t for long. Within days, she was on to something else.
This, it turns out, is standard operating procedure in US classrooms. A NYT article written around the time of the Kitzmiller trial noted that even if evolution is in the curriculum, science teachers nationwide generally downplay, gloss over, or completely ignore it.
Dr. John Frandsen, a retired zoologist, was at a dinner for teachers in Birmingham, Alabama recently when he met a young woman who had just begun work as a biology teacher in a small school district in the state. Their conversation turned to evolution.
“She confided that she simply ignored evolution because she knew she’d get in trouble with the principal if word got about that she was teaching it,” he recalled. “She told me other teachers were doing the same thing.”
Dr. Gerald Wheeler, a physicist who heads the National Science Teachers Association, said many members of his organization “fly under the radar” of fundamentalists by introducing evolution as controversial, which scientifically it is not, or by noting that many people do not accept it, caveats not normally offered for other parts of the science curriculum.
It isn’t usually the beliefs of the teacher that screw things up but a desire to sidestep a firestorm from parents. And though opposition is almost entirely religious parents, not all religious parents are opposed. In fact, Eugenie Scott of the National Center for Science Education has observed that it’s a non-issue in Catholic schools — at least since John Paul II gave the infallible okie-doke in 1996.
Last year Connor was a freshman in high school and hit Life Sciences and evolution again. Once again it was a teacher he really liked, an affable coach who taught science brilliantly as well. But once again, Connor knew the odds of a strong presentation were not good.
Sure enough, on the first day of the evolution unit, Coach Davis strode to the front of the room, cleared his throat, and said: “Today we’re starting the unit on evolution. Evolution, as you know, is just a theory.”
I can just picture my boy’s eyes, the only part of his face that betrays his feelings when he’s holding the lid on tight.
The teacher paused. “Now,” he continued, “let me tell you what the word ‘theory’ actually means.”
Booyah!
Connor described it to me with obvious relief. “He said a theory is something that explains what facts mean, and that ‘theory’ doesn’t mean something is just a guess. He said there are strong theories and weak theories, and that evolution is one of the strongest in science. He said that gravity is a theory, but it doesn’t mean we’re not sure about gravity. It was awesome.”
But even that map reflects only the quality of state science standards. What happens in the classroom is anybody’s guess. Miss Reynolds and Coach Davis are three miles apart in a state with the highest grade in science standards, yet one of them is hitting it out of the park while the other settles for a bunt. One thing is for sure — by presenting evolution intelligently and in depth, my son’s more recent Southern science teacher is doing better than many of his counterparts, even at the higher latitudes.
It’s not about the defense of the concept for Connor. It mostly just pains him to hear people he likes and respects, and who should know better, saying dumb things. I’ve seen him flash the same disappointed face at me. And half the time he’s right.
Hopefully we’ll both carry away another lesson, something Kurt Vonnegut once said. Considering what a mess of nonsense and bad wiring we are, I don’t get too depressed anymore by the dumb things we say and do. That’s normal. Instead, I’m mostly gratified that we ever get ANYTHING right.
And we do, despite ourselves. Despite the fact that evolution so decisively dethrones us, that it so deflates our mighty self-importance, we still figured it out, and we’re still passing it on. Incompletely and inelegantly, yes. But given the sorry way evolution actually threw us together, I say woohoo.
Being an educator is not only getting the truth right, but there’s got to be an act of persuasion there as well. Persuasion isn’t always, “Here are the facts — you’re an idiot or you are not,” but, “Here are the facts and here is a sensitivity to your state of mind,” and it’s the facts plus the sensitivity, which convolved together, create impact.– Neil deGrasse Tyson to Richard Dawkins, 2006
You’re a busy person. But Phil Plait needs 31 minutes of your time.
Phil (of Bad Astronomy) gave a talk at TAM8 in July that is one of the most important and resonant messages I’ve heard in ages. It’s about being heard.
It’s an obsession of mine lately, this topic. I tried to write a simple blog post about it last year and ended up instead writing 11,000 words in an eight-month series of posts called “Can You Hear Me Now?” The thrust of that series, and of Phil’s talk, is that content is all well and good, and argument is lovely, but it’s all for nothing if we don’t think about how to get ourselves heard. And when it matters most, we’d better think not just about how tight our arguments are, but how to stand any chance of having them received on the other end.
This isn’t just about religion. It’s also about politics, social issues, alternative medicine, the paranormal — everything people get hot and bothered about. Discourse is nothing more than shouting down a well if we merely compose zingers for the applause of our stablemates and fail to create a receptive mind in the listeners we hope to persuade.
Neil deGrasse Tyson spoke to this in a rebuke to Richard Dawkins at Beyond Belief in 2006 (which Dawkins accepted with grace and good humor):
Tyson’s precise point is well-taken: “I felt you more than I heard you.” (Many other critiques of Dawkins, et al. are not, as I noted in 2007.)
Now Phil Plait has made a magnificent, deeply personal, effective and well-titled plea along the same lines. Please set aside 31 minutes at the end of your busy day to hear what he says.
But also note what he does NOT say. He doesn’t say that being heard requires us to respect the unrespectable, or bury our passion, or deny our convictions. He’s not calling for a moratorium on religious satire or political outrage, or I’d tell him to bugger off. I intend to continue treating ideas themselves with whatever respect or contempt they earn. But when it comes to discourse with our fellow mammals, the Tyson Equation nails it: facts plus sensitivity equals impact.
Remember BANG! The Universe Verse, the brilliantly conceived and illustrated comic book I blogged about in April, the one with the cartoon Einstein explaining the origin and development of the universe in verse? ‘Member?
Well a sequel is on its way. And to bring it to life, series creator Jamie Lu Dunbar needs a little help from his friends.
Jamie isn’t backed by a powerful international consortium of science comics moguls. He creates and publishes these beautiful things himself. And to make the second volume everything it needs to be, he needs a bit of venture capital.
Volume 1 was gorgeously illustrated in black and white. The setting was space, so that worked out just fine. But the second in the series, titled IT’S ALIVE!, is about the origin and evolution of life on Earth, so it’s crying out for full color. And producing spectacular four-color illustrations will require a wee upgrade in Jamie’s technology.
That’s where we come in. Jamie has set up a Kickstarter website with a five-minute video making his case and a button where we can chip in to help him create life. (If Jehovah had had a Kickstarter drive behind him, he might have managed a better design.)
Here’s the kicker: If Jamie raises the $5000 he needs, he will make the second book available as a free pdf on his website, just as he did for the first. He’s about a third of the way there. (Note: The Kickstarter site shows his goal as $1000. As Jamie’s text explains, that was only the first phase. The total needed is $5K, and we can help him get there, $5 and $10 and $20 at a time.)
This will be a short post. I’ve discovered a blog so fascinating and engaging that every blathering, pointless key stroke I add to the Internet now fills me with self-loathing.
Epiphenom: the science of religion and non-belief is a humanist blog that speaks my language. Its author is Tom Rees, a British medical writer and co-founding member of Humanists4Science. The blog consists of smart, engaging commentary on the intersection of science and religious belief /non-belief. And it has me nursing on my monitor in a way that must surely void the warranty.
So go. Turn away from my ridiculous parody of a blog. I’ve wasted enough of your time. Click on any link above and say hello to Tom.
“Rachel and I can’t decide whether to go down to the creek or not.”
Our home north of Atlanta has a fantastic backyard. A little lawn near the house drops away dramatically into a wooded slope of sixty-foot trees before plunging to a creek at the property line.
After two years of admiring the creek from a distance, Erin (12) began to take a more active interest in the past year, spending long hours exploring it with friends. During the winter, they could retain the illusion that they were the only living things present. But spring has brought the return of tangible biodiversity, and in recent weeks, Erin’s least favorite living thing has re-appeared on the property — snakes. That’s what had her second-guessing her fantastic new pastime.
“What’s the problem?” I asked, knowing.
“Snakes.”
“Ah.”
“Seriously. What should we do?” She and Rachel sat on the couch, dramatically-knit tween foreheads fully deployed.
“You should go to your room and curl up in a ball on the floor.”
She switched to Unamused Tween Expression #4. “I’m sure you have a point.”
Silly thing to be sure of, knowing me as she does. But she was right.
“If your only goal is to be safe, it’s your best move. But if you want a good life, you need to spend some time figuring out which fears are worth having.”
“Snakes, Dad, duh. It’s a fear worth having.”
“Not if it isn’t going to happen.”
“But it might!”
She’s right. It might. But I want her to learn to balance risk and reward — to recognize that too manic an obsession with safety wrings all of la joie out of la vivre, that we too often worry about the wrong things anyway, and that a little knowledge can often do more than anything else to put fears in perspective.
Now — before we get to the part where I sagely assuage my daughter’s overblown fear, let me point out that I have fears of my own, that my family has lovely sport with those fears, and that they are wrong. My fears are sensibly directed at an awesome predator, one much larger than myself — the cow.
MOOOO
Okay. I can hear your self-righteous tittering. You know what, forget the word ‘cow.’ Cows are named ‘Bessie.’ Cows jump over the moon. Call them cattle and now who’s laughing? Cattle stampede, don’t they. Why yes they do. And when the bulls run in Pamplona, people run too. Like mad. And cows, you will surely know, have long been associated with human death. Mad cow disease? Look at the middle word. So don’t you sit there and jeer at me. Okay then.
(Back to my daughter’s baseless fears.)
It so happens that I had a quick chat with Google after our first snake sighting last year. “Did you know there are 41 types of snakes native to this part of the country?”
“That’s supposed to help?”
“…and that 35 of them are harmless, that only two of the remaining six venomous snakes are in this actual area, and that both of those have very distinctive patterns? Did the snakes you’ve seen have clear patterns?”
Earth snake
“No. They were just kind of grey. But it was hard to see because they were moving away so fast.”
“Moving where now?”
“Away.”
“Fast.”
“Yes.”
“To getting a running start at you?”
“Dad.”
I know where she’s coming from. We see something wicked in certain animals. Spiders scare us off our tuffets. Snakes hand us problematic apples. We invest them with a kind of evil agency. They WANT to be and do bad. And no matter how much I know about the natural world, I am aware of a tiny sliver of this nonsense, probably wedged in my midbrain somewhere, that still sees them this way. Even though it IS nonsense, it’s really hard to shake. Our conditioning runs deep.
But shaking it was the key to getting Erin back to the creek, and the key to shaking it was thinking adaptively. We had to pry loose the picture of the snake, bwahaha, looking for an opportunity to bite the 100 lb. primate. There’s just nothing in it for the snake — nothing, that is, but a very good chance of getting fatally danced upon. It’s simple selection. Those snakes with a tendency to bite for the evil fun of it wouldn’t generally live to pass on those bitey genes. Eventually you have yourself a population of snakes that will bite the hairless monkey only as a very last resort, e.g. when taken unawares.
I told her these things, and she nodded. “Hm.”
“You both want the same thing, so do yourself and the snake a favor. Make some noise as you approach the creek. Take a stick and rustle the leaves in front of you. Every snake will take off like a shot and have a great story for his friends tonight. If all else fails and you end up next to a snake, it is almost certainly not venomous. And if it is, it almost certainly won’t bite you. It will run like hell.”
“And if it is poisonous, and it does bite me?”
“We’re three minutes from a hospital, and they’ll give you an antivenin, and you’ll be fine.”
She pondered warily.
“And I’ll give you a hundred dollars.”
Big hug, and she was off for the creek, planning how to spend it.
Samuel Pepys had surgery to remove a bladder stone when he was twenty. He had seventeenth century surgery, the only type available in his day. Joseph Lister was busily pioneering antiseptic surgery less than a mile from where Pepys lay tied to the bedposts, but Lister refused to offer his new techniques to Pepys’ physician, using all the old excuses – “my techniques are too new, my methods are untested, I’m living two hundred years in the future,” blah, blah, blah.
The pioneers of anesthetic surgery were likewise unhelpfully unborn, but had the additional excuse of working in a whole different country. So Pepys’ doctor used what science he had: he got his patient drunk, tied his legs to the bedposts and stabbed and sawed away until, in a gush of blood and urine, out rolled a stone the size of a tennis ball.
Pepys survived the surgery, for some reason, and celebrated the removal of the stone each year with a party on the same March day. And each year at that party, in the center of the table of hors d’oeuvres, mounted in a stunning teak box, sat the guest of honor, the founder of the feast – the stone itself.
I had my gall bladder removed yesterday. Thanks to a hundred medical advances since the 17th century, I don’t even remember being tied to the bedposts. Four standard Band-aids now cover the relative pinholes through which a tiny camera and three tools were deployed to remove the mutinous thing. I was advised to avoid fried chicken for a while and sent home.
In the weeks leading up to the surgery, I had to decide whether to worry about dying on the table. There’s no such thing as minor surgery, of course. Google the phrase “routine gall bladder surgery” and you’ll find the phrase “what was supposed to be” pinned to the front of it, over and over, in articles on the deaths of Andy Warhol, Dan “Hoss Cartwright” Blocker, and Congressman John Murtha. Another gentleman was rendered paraplegic by the same surgery, and a woman sustained severe brain damage. It happens when one of the tools nicks the large intestine. Infection sets in, then sepsis, then death.
Connor (14) caught wind of these stories somehow — possibly by overhearing me — and began to worry about his dad. It was a great opportunity to chat about one of my all-time favorite insights: the news paradox.
I don’t even remember who first brought the news paradox to my attention, but when it comes to ramping down our collective paranoia, it’s hard to beat. There are countless real dangers in the world, things that have a high statistical likelihood of taking us out of the game. But those common killers (like car accidents and smoking) don’t make the news, because they are common. Something that actually hits the collective radar is uncommon by definition — otherwise it wouldn’t be newsworthy.
So a good rule of thumb: If you read about a threat in the newspaper or hear about it on TV (like terrorism or mad cow disease), you can generally relax. It’s almost certainly not going to find you. It’s those things you don’t hear about, those pedestrian everyday killers, that you should worry about.
Once I heard the names of the same three celebrity gall bladder victims for the fifth or sixth time — Andy Warhol, Dan Blocker, John Murtha — I knew the news paradox was in play and began to relax. When someone dies during open heart surgery, it’s sad, but it doesn’t shock. But when a handful of people go down after a “supposedly routine” operation, it leaps to the top of our consciousness.
Over 500,000 gall bladders are removed each year, 99.9 percent of them without incident. So yes, there was a risk, but the very newsworthiness of the times it went wrong comforted me. And my boy.
BANG! The Universe Verse Book 1 is unique comic book that illustrates scientific theories about the origin of the universe as Dr. Seuss might have done. Best of all, though it’s set in verse delivered by a cartoon Einstein, there’s no dumbing down of content. Instead, Jamie Dunbar has given the reader permission to not fully grasp it all. “This book is intended for all ages,” says the preface. “If you don’t understand everything, don’t worry, no one does!”
Amazing what a powerful sentence that is. In other good news, it’s available FREE as a PDF direct from the author (email him here) or in a low-res version on his website. You can also download the e-book for $5 from his site or get the physical book for just ten bucks. (It’s also on Amazon for $15. Don’t buy it there, but if you like it, drop in and write a nice review.)
My kids are weirdly consistent in their vocational dreams. They flirt with various ideas, but they always end up whipping back to their respective Norths like compass needles. By the time I was ten, I’d already torn through a half-dozen intended vocations: paleontologist, stand-up comedian, astronaut, clarinetist…stuff like that.
For years, Connor (now 14) has had his eye on engineering, and has recently narrowed it to alternative energy engineering. Erin (now 12) has wanted a career in medicine since she was 8 and has recently narrowed that (through questions like “What do you call a person who studies the way the body works?”) to research physiology.
Delaney (8) has pretty much always wanted to be a scientist of some kind.
A few weeks ago, Erin hunched intently over the kitchen table with a dropper to see how many drops of water would fit on a penny. Cool science project from school involving estimates, observation, averages, graphing. Good stuff.
Delaney suggested expanding the parameters of the study to see if water temperature would affect the results. I was reading in the next room when a small brouhaha broke out between the researchers. As usual, Erin came tromping in to me with a look of righteous determination.
“Dad, Laney and I are doing an experiment to see if a penny holds the same amount of hot water as cold water.”
“And?”
“And I’m trying to tell Laney that we have to use the same penny for both, because one might be a little different, but she…”
“They’re both the same! Shiny 2009 pennies!” whined Laney from the doorway.
I walked into the laboratory and saw two shiny 2009 pennies sitting side by side on the table, waiting for further instructions.
I asked Erin why you need to use the same one.
“Because there might be tiny differences — little scratches or nicks that you can’t even see, but they might affect the water differently.”
“Variables.”
“Yeah, variables.” Erin looked mighty pleased with her middle-school sciency self. I was too. But I wanted Laney to learn a cool thing about her life’s work, not to feel defeated. I told her to imagine that I was a scientist designing a study to see if people with blue shirts could get things off high shelves more easily. I opened the kitchen cupboard and asked white-shirted Laney to grab a cup off the top shelf.
She gave me a fumey look.
Blue-shirted me reached up and brought down the cup. “Well there it is. I’ve learned that people with blue shirts”
“Dad”
“are better at”
“Dad”
“getting things down from”
“DAD!”
“What?”
“You’re taller.”
“I think it’s the shirt.”
“Then you’re a dork.”
“How can you figure out whether it was the shirt?”
“I just wouldn’t use a tall person at all! I’d get two people who were both…” She paused. “Normal.”
I told her she had just removed a variable. She got it.
“But you’re obviously tall. The pennies are exactly the same.”
I admitted that they might be, then motioned her into the basement. We looked at the pennies under our microscope. Sure enough, canyons and craters loomed.
By this time she’d thankfully forgotten that her big sister had ended up right. It was just cool.
First, a mea culpa. Richard B. Hoppe of the brilliant Panda’s Thumb blog took me to task for failing to mention (yet) the National Center for Science Education, the premiere organization defending the teaching of evolution in the US. I’ve been a close follower of NCSE’s work for ten years (my funny first meeting with NCSE’s Eugenie Scott is described here) and have a well-thumbed stack of their newsletters and reprinted articles. 
Connor (15) came home on the second day of school and collapsed on the sofa with a defeated look I’ve come to recognize.
Remember 
Samuel Pepys had surgery to remove a bladder stone when he was twenty. He had seventeenth century surgery, the only type available in his day. Joseph Lister was busily pioneering antiseptic surgery less than a mile from where Pepys lay tied to the bedposts, but Lister refused to offer his new techniques to Pepys’ physician, using all the old excuses – “my techniques are too new, my methods are untested, I’m living two hundred years in the future,” blah, blah, blah. 
BANG! The Universe Verse Book 1 is unique comic book that illustrates scientific theories about the origin of the universe as Dr. Seuss might have done. Best of all, though it’s set in verse delivered by a cartoon Einstein, there’s no dumbing down of content. Instead, Jamie Dunbar has given the reader permission to not fully grasp it all. “This book is intended for all ages,” says the preface. “If you don’t understand everything, don’t worry, no one does!”
In other good news, it’s available FREE as a PDF direct from the author (
My kids are weirdly consistent in their vocational dreams. They flirt with various ideas, but they always end up whipping back to their respective Norths like compass needles. By the time I was ten, I’d already torn through a half-dozen intended vocations: paleontologist, stand-up comedian, astronaut, clarinetist…stuff like that.
