When it comes to science, creationists tend to struggle with reality. They believe, after all, that evolution by means of natural selection is false and that Earth is only a few thousand years old. They also believe that students who are taught a creationist view of biology — or who are taught to disregard the Darwinist view — are not being disadvantaged. The Texas State Board of Education is again considering a science curriculum that teaches the

“strengths and weaknesses” of evolution, setting an example that several other states are likely to follow. This is code for teaching creationism.

The chairman of the Texas board, a dentist named Don McLeroy, advocates the “strengths and weaknesses” approach. The system accommodates what Dr. McLeroy calls two systems of science, creationist and “naturalist.”

The trouble is, a creationist system is not science. It is faith. Scientists are always probing the strengths and weakness of their hypotheses. But evolution is no longer a hypothesis. It is a theory supported by abundant evidence.

The weaknesses that creationists hope to teach as a way of refuting evolution are themselves antiquated, long since filed away as solved. The religious faith has a place, in church and social studies courses. Science belongs in science classrooms.