I Was a 10-year-old Evolutionist

In the 1950s, English geneticist H.B.D. Kettlewell conducted a series of tests (called the peppered moth experiments) in an effort to prove Charles Darwin’s theory of natural selection. To do so, he released light- and dark-colored moths into the forests of Birmingham and Dorset and observed them in their particular environments. The forests of Birmingham were highly polluted while those of Dorset were clean. The result of these experiments showed dark-colored moths survived better in the forests darkened by pollution, while light-colored ones faired better in the clean and pristine forest. The reason is simple: a moth more closely colored to its environment is more difficult to target by predators and, therefore, more suited toward survival.

When I was in 5th grade in public school, my science teacher told us about this experiment and set up a little demonstration to help us understand some basic and introductory concepts of Darwinian evolution. Two large pieces of construction paper – one black and one white – were placed on the floor. The teacher then took 2-inch diameter circles of the same material and colors, mixed them together, and tossed them on the paper. With a timer set, students were told to pick up as many of the colored circles from the black paper as possible. Then, we did the same with the white.

The result was predictable. More white circles were picked up from the black paper and more black circles from the white piece. They were easier to see. We were in a race. Developmentally, the only appropriate response from a 10-year-old was to do exactly as we did.

“And this,” she said, “shows you exactly how all of us got here. The strongest animals survived and the weaker died out.”

Immediately, I was convinced of Darwinian evolution.

Now, one might say I was simply not the brightest boy in the room to have so easily embraced this concept. I would argue I was the victim of a well-designed demonstration which not only did not reflect the full scope of Darwin’s theory, but was intentionally persuaded to embrace a concept using false evidence. After all, the evolutionist claims natural selection happened slowly over time. Why, then, were we put to the task of collecting colored circles as part of a race? Seems to me, had I had billions of years to consider it, I would have picked up all of the circles regardless of the color. The effectiveness of the experiment was in its deceptiveness.

Not being raised in a Christian home likely helped prepare me for becoming a 10-year-old evolutionist. But, if I could be fully transparent, I’m not sure the strictest fundamentalist, biblical literalist, young-earth creationist upbringing would have been enough to override the “facts and evidence” placed before me in that 5^th grade classroom. Life had made me an extremely mature 10-year-old, and I was not of the mentality where an issue of “faith” would have been sufficient counterbalance for what was presented so plainly by this teacher who I loved, admired, and trusted.

My next logical step was atheism. By the time I entered 6^th grade, I had decided either there was no God or, if there was, I hated Him. I do not lay all of the blame on my 5^th grade science teacher and this one experiment. There was much more involved helping lead me toward my position. But this demonstration settled in my heart the lack of need for a Creator God. Blind chance could get me here just as easily as an invisible old man in the sky.

The 1960 movie Inherit the Wind is a dramatized portrayal of the famous Scopes Monkey Trial of 1925. In the movie, the character Bertram T. Cates, a teacher on trial for teaching evolution, makes a statement: “All I want to do is teach my students that man just wasn't planted here like a geranium in a flowerpot. That life comes from a long miracle; it didn't just take seven days.” I cannot accept that all public teachers and administrators are out to turn the minds of young people against the Creator God and the Scriptures, but I also cannot deny these individuals exist within the system of public education, and most certainly in post-secondary institutions. Am I willing to take the risk and send my children into that environment if I have a viable option?

It’s a question every parent must answer for themselves.

In the very least, every parent should be intimately familiar with what their children are being taught. As a Pastor, I can assure you no amount of Sunday School, youth programs, children’s ministry, or any other effort of the Church corporate can sufficiently override over 1,000 hours of classroom instruction and school environment over a period of 8 months, let alone 13,000 hours over the period of a K-12 education.

You cannot underestimate the thought processes of a child. The argument of “they’re too young to make those decisions” may be comforting, but it is deadly inaccurate. Take it from me. After all, I was a pre-adolescent evolutionist and atheist. Were it not for a radical conversion experience at 14 years of age, I’m confident I would still have that testimony today.