Saratoga News

Letters & Opinions

Speak Out

Offering clarification
of some terminology

With reference to Terry Zaccone's letter ("Helping to straighten out misconceptions," June 19) concerning scientific misconceptions, it appears that some terminology needs to be clarified. Examples of natural selection, such as insect populations developing pesticide resistance, are readily observable and not disputed by creation scientists.

As Zaccone observed, natural selection requires wide genetic variation among the parent species; in the example given that would include some individuals who already possessed immunity to the pesticides. As the less viable individuals die out, in this case the insects who were susceptible to pesticides, only the resistant individuals remain, producing a net loss of information. No new genes were created.

Evolution, on the other hand, requires the addition of new information to produce higher forms of life, for example enabling a fish to grow legs where no such variant previously existed and no genes for legs are found among the general fish population. Such phenomena are not "functional adaptations" but miraculous creation events for which no mechanism has been observed or proposed.

As to the term "theory," the first definition in my dictionary is "speculation." Evolutionary theory does indeed provide speculation about the nature of our universe, but with no testable observable facts to make it the solid evidence its devotees so fervently believe it is definitely not a proven fact.

Fay Knight

Glasgow Drive

Religion belongs in
homes, not schools

I would like to add a few comments to William Lorton's letter ("Saratoga will never be Dover," June 12) regarding teaching evolution at Saratoga High School (or any other place of public instruction, for that matter).

Curiosity is one of the few happy attributes of Homo sapiens. Curiosity is the driving force in attempts to understand ourselves and our universe. There are many things we may never fully understand, such as gravity, the speed of light and the origin of life (although we are close), and scientists continue to work on many of these conundrums.

In my opinion, science and learning are the result of two factors--doubt and questioning. Religions, on the other hand, require unquestioning belief--one reason why our democracy does not allow religion to be taught in public schools. There is no doubt that religious belief brings comfort and peace of mind to millions of people, and has an important place in the home. But religious beliefs are based on ancient tales handed down through millennia; they may have a place in the home--but not in our schools, which are comprised of students of many faiths and cultures. And that is the way it should be!

Robert E. Wallace

Foothill Lane