Perhaps the most disturbing section of Stephen Layfield's lecture is his concluding 'What can be done?', where he considers the tactics to be employed by those teachers wishing to introduce fundamentalist Christianity into the science classroom. For example, he urges science teachers to
note every occasion when an evolutionary/old-earth paradigm (millions or billions of years) is explicitly mentioned or implied by a text-book, examination question or visitor and courteously point out the fallibility of the statement. Wherever possible, we must give the alternative (always better) Biblical explanation of the same data. We shall look at a few examples from each of Physics, Chemistry & Biology in due course.
The rest of Layfield's lecture is nothing less than a propaganda manual, a resource for religious teachers of biology, chemistry and physics who wish, while remaining just inside the guidelines of the national curriculum, to subvert evidence-based science education and replace it with biblical scripture.
On 15 April 2006, James Naughtie, one of the BBC's most experienced anchormen, interviewed Sir Peter Vardy on radio. The main subject of the interview was a police investigation of allegations, denied by Vardy, that bribes - knighthoods and peerages - had been offered by the Blair government to rich men, in an attempt to get them to subscribe to the city academies scheme. Naughtie also asked Vardy about the creationism issue, and Vardy categorically denied that Emmanuel promotes young-Earth creationism to its pupils. One of Emmanuel's alumni, Peter French, has equally categorically stated,148 'We were taught that the earth was 6000 years old.'* Who is telling the truth here? Well, we don't know, but Stephen Layfield's lecture lays out his policy for teaching science pretty candidly. Has Vardy never read Layfield's very explicit manifesto? Does he really not know what his head of science has been up to? Peter Vardy made his money selling used cars. Would you buy one from him? And would you, like Tony Blair, sell him a school for 10 per cent of its price - throwing in an offer to pay all his running costs into the bargain? Let's be charitable to Blair and assume that he, at least, has not read the Layfield lecture. I suppose it is too much to hope that his attention may now be drawn to it.
* To get an idea of the scale of this error, it is equivalent to believing that the distance from New York to San Francisco is 700 yards.'
Headmaster McQuoid offered a defence of what he clearly saw as his school's open-mindedness, which is remarkable for its patronizing complacency:
the best example I can give of what it is like here is a sixth-form philosophy lecture I was giving. Shaquille was sitting there and he says, 'The Koran is correct and true.' And Clare, over here, says, 'No, the Bible is true.' So we talked about the similarities between what they say and the places where they disagree. And we agreed that they could not both be true. And eventually I said, 'Sorry Shaquille, you are wrong, it is the Bible that is true.' And he said, 'Sorry Mr McQuoid, you are wrong, it is the Koran.' And they went on to lunch and carried on discussing it there. That's what we want. We want children to know why it is they believe what they believe and to defend it.149
What a charming picture! Shaquille and Clare went to lunch together, vigorously arguing their cases and defending their incompatible beliefs. But is it really so charming? Isn't it actually rather a deplorable picture that Mr McQuoid has painted? Upon what, after all, did Shaquille and Clare base their argument? What cogent evidence was each one able to bring to bear, in their vigorous and constructive debate? Clare and Shaquille each simply asserted that her or his holy book was superior, and that was that. That is apparently all they said, and that, indeed, is all you can say when you have been taught that truth comes from scripture rather than from evidence. Clare and Shaquille and their fellows were not being educated. They were being let down by their school, and their school principal was abusing, not their bodies, but their minds.
CONSCIOUSNESS-RAISING AGAIN
And now, here's another charming picture. At Christmas-time one year my daily newspaper, the Independent, was looking for a seasonal image and found a heart-warmingly ecumenical one at a school nativity play. The Three Wise Men were played by, as the caption glowingly said, Shadbreet (a Sikh), Musharaff (a Muslim) and Adele (a Christian), all aged four.
Charming? Heart-warming? No, it is not, it is neither; it is grotesque. How could any decent person think it right to label four-year-old children with the cosmic and theological opinions of their parents? To see this, imagine an identical photograph, with the caption changed as follows: 'Shadbreet (a Keynesian), Musharaff (a Monetarist) and Adele (a Marxist), all aged four.' Wouldn't this be a candidate for irate letters of protest? It certainly should be. Yet, because of the weirdly privileged status of religion, not a squeak was heard, nor is it ever heard on any similar occasion. Just imagine the outcry if the caption had read, 'Shadbreet (an Atheist), Musharaff (an Agnostic) and Adele (a Secular Humanist), all aged four.' Mightn't the parents actually be investigated to see if they were fit to bring up children? In Britain, where we lack a constitutional separation between church and state, atheist parents usually go with the flow and let schools teach their children whatever religion prevails in the culture. 'The-Brights.net' (an American initiative to rebrand atheists as 'Brights' in the same way as homosexuals successfully rebranded themselves as 'gays') is scrupulous in setting out the rules for children to sign up: 'The decision to be a Bright must be the child's. Any youngster who is told he or she must, or should, be a Bright can NOT be a Bright.' Can you even begin to imagine a church or mosque issuing such a self-denying ordinance? But shouldn't they be compelled to do so? Incidentally, I signed up to the Brights, partly because I was genuinely curious whether such a word could be memetically engineered into the language. I don't know, and would like to, whether the transmutation of 'gay' was deliberately engineered or whether it just happened.150 The Brights campaign got off to a shaky start when it was furiously denounced by some atheists, petrified of being branded 'arrogant'. The Gay Pride movement, fortunately, suffers from no such false modesty, which may be why it succeeded.
In an earlier chapter, I generalized the theme of 'consciousness-raising', starting with the achievement of feminists in making us flinch when we hear a phrase like 'men of goodwill' instead of 'people of goodwill'. Here I want to raise consciousness in another way. I think we should all wince when we hear a small child being labelled as belonging to some particular religion or another. Small children are too young to decide their views on the origins of the cosmos, of life and of morals. The very sound of the phrase 'Christian child' or 'Muslim child' should grate like fingernails on a blackboard.
Here is a report, dated 3 September 2001, from the Irish Radio station KPFT-FM.
Catholic schoolgirls faced protests from Loyalists as they attempted to enter the Holy Cross Girls' Primary School on the Ardoyne Road in north Belfast. Royal Ulster Constabulary (RUC) officers and British Army (BA) soldiers had to clear the protestors who were attempting to blockade the school. Crash barriers were erected to allow the children to get through the protest to the school. Loyalists jeered and shouted sectarian abuse as the children, some as young as four years of age, were escorted by the parents into the school. As children and parents entered the front gate of the school Loyalists threw bottles and stones.
Naturally, any decent person will wince at the ordeal of these unfortunate schoolgirls. I am trying to encourage us to wince, too, at the very idea of labelling them 'Catholic schoolgirls' at all. ('Loyalists', as I pointed out in Chapter 1, is the mealy-mouthed Northern Ireland euphemism for Protestants, just as 'Nationalists' is the euphemism for Catholics. People who do not hesitate to brand children 'Catholics' or 'Protestants' stop short of applying those same religious labels - far more appropriately - to adult terrorists and mobs.)
Our society, including the non-religious sector, has accepted the preposterous idea that it is normal and right to indoctrinate tiny children in the religion of their parents, and to slap religious labels on them - 'Catholic child', 'Protestant child', 'Jewish c
hild', 'Muslim child', etc. - although no other comparable labels: no conservative children, no liberal children, no Republican children, no Democrat children. Please, please raise your consciousness about this, and raise the roof whenever you hear it happening. A child is not a Christian child, not a Muslim child, but a child of Christian parents or a child of Muslim parents. This latter nomenclature, by the way, would be an excellent piece of consciousness-raising for the children themselves. A child who is told she is a 'child of Muslim parents' will immediately realize that religion is something for her to choose - or reject - when she becomes old enough to do so.
A good case can indeed be made for the educational benefits of teaching comparative religion. Certainly my own doubts were first aroused, at the age of about nine, by the lesson (which came not from school but from my parents) that the Christian religion in which I was brought up was only one of many mutually incompatible belief-systems. Religious apologists themselves realize this and it often frightens them. After that nativity play story in the Independent, not a single letter to the Editor complained of the religious labelling of the four-year-olds. The only negative letter came from 'The Campaign for Real Education', whose spokesman, Nick Seaton, said multi-faith religious education was extremely dangerous because 'Children these days are taught that all religions are of equal worth, which means that their own has no special value.' Yes indeed; that is exactly what it means. Well might this spokesman worry. On another occasion, the same individual said, 'To present all faiths as equally valid is wrong. Everybody is entitled to think their faith is superior to others, be they Hindus, Jews, Muslims or Christians - otherwise what's the point in having faith?'151
What indeed? And what transparent nonsense this is! These faiths are mutually incompatible. Otherwise what is the point of thinking your faith superior? Most of them, therefore, cannot be 'superior to others'. Let children learn about different faiths, let them notice their incompatibility, and let them draw their own conclusions about the consequences of that incompatibility. As for whether any are 'valid', let them make up their own minds when they are old enough to do so.
RELIGIOUS EDUCATION AS A PART OF LITERARY CULTURE
I must admit that even I am a little taken aback at the biblical ignorance commonly displayed by people educated in more recent decades than I was. Or maybe it isn't a decade thing. As long ago as 1954, according to Robert Hinde in his thoughtful book Why Gods Persist, a Gallup poll in the United States of America found the following. Three-quarters of Catholics and Protestants could not name a single Old Testament prophet. More than two-thirds didn't know who preached the Sermon on the Mount. A substantial number thought that Moses was one of Jesus's twelve apostles. That, to repeat, was in the United States, which is dramatically more religious than other parts of the developed world.
The King James Bible of 1611 - the Authorized Version -includes passages of outstanding literary merit in its own right, for example the Song of Songs, and the sublime Ecclesiastes (which I am told is pretty good in the original Hebrew too). But the main reason the English Bible needs to be part of our education is that it is a major source book for literary culture. The same applies to the legends of the Greek and Roman gods, and we learn about them without being asked to believe in them. Here is a quick list of biblical, or Bible-inspired, phrases and sentences that occur commonly in literary or conversational English, from great poetry to hackneyed cliche, from proverb to gossip.
Be fruitful and multiply • East of Eden • Adam's Rib * Am I my brother's keeper? * The mark of Cain * As old as Methuselah • A mess of potage * Sold his birthright * Jacob's ladder * Coat of many colours * Amid the alien corn • Eyeless in Gaza • The fat of the land * The fatted calf • Stranger in a strange land * Burning bush • A land flowing with milk and honey * Let my people go • Flesh pots • An eye for an eye and a tooth for a tooth • Be sure your sin will find you out • The apple of his eye • The stars in their courses Butter in a lordly dish » The hosts of Midian • Shibboleth • Out of the strong came forth sweetness • He smote them hip and thigh * Philistine * A man after his own heart • Like David and Jonathan • Passing the love of women • How are the mighty fallen? • Ewe lamb • Man of Belial • Jezebel • Queen of Sheba • Wisdom of Solomon • The half was not told me * Girded up his loins * Drew a bow at a venture • Job's comforters • The patience of Job • I am escaped with the skin of my teeth • The price of wisdom is above rubies • Leviathan • Go to the ant thou sluggard; consider her ways, and be wise • Spare the rod and spoil the child • A word in season • Vanity of vanities • To everything there is a season, and a time to every purpose • The race is not to the swift, nor the battle to the strong • Of making many books there is no end • I am the rose of Sharon • A garden inclosed • The little foxes • Many waters cannot quench love • Beat their swords into plowshares • Grind the faces of the poor • The wolf also shall dwell with the lamb, and the leopard shall lie down with the kid • Let us eat and drink; for tomorrow we shall die • Set thine house in order • A voice crying in the wilderness • No peace for the wicked • See eye to eye • Cut off out of the land of the living • Balm in Gilead • Can the leopard change his spots? • The parting of the ways • A Daniel in the lions' den • They have sown the wind, and they shall reap the whirlwind • Sodom and Gomorrah • Man shall not live by bread alone • Get thee behind me Satan • The salt of the earth • Hide your light under a bushel • Turn the other cheek • Go the extra mile • Moth and rust doth corrupt • Cast your pearls before swine • Wolf in sheep's clothing • Weeping and gnashing of teeth • Gadarene swine • New wine in old bottles • Shake off the dust of your feet • He that is not with me is against me • Judgement of Solomon • Fell upon stony ground • A prophet is not without honour, save in his own country • The crumbs from the table • Sign of the times • Den of thieves • Pharisee • Whited sepulchre • Wars and rumours of wars • Good and faithful servant • Separate the sheep from the goats • I wash my hands of it • The sabbath was made for man, and not man for the sabbath • Suffer the little children • The widow's mite • Physician heal thyself • Good Samaritan • Passed by on the other side • Grapes of wrath • Lost sheep • Prodigal son • A great gulf fixed • Whose shoe latchet I am not worthy to unloose • Cast the first stone • Jesus wept • Greater love hath no man than this • Doubting Thomas • Road to Damascus • A law unto himself • Through a glass darkly • Death, where is thy sting? • A thorn in the flesh • Fallen from grace • Filthy lucre • The root of all evil • Fight the good fight • All flesh is as grass • The weaker vessel • I am Alpha and Omega • Armageddon • De profundis • Quo vadis • Rain on the just and on the unjust
Every one of these idioms, phrases or cliches comes directly from the King James Authorized Version of the Bible. Surely ignorance of the Bible is bound to impoverish one's appreciation of English literature? And not just solemn and serious literature. The following rhyme by Lord Justice Bowen is ingeniously witty:
The rain it raineth on the just,
And also on the unjust fella.
But chiefly on the just, because
The unjust hath the just's umbrella.
But the enjoyment is muffled if you can't take the allusion to Matthew 5: 45 ('For he maketh his sun to rise on the evil and on the good, and sendeth rain on the just and on the unjust'). And the fine point of Eliza Dolittle's fantasy in My Fair Lady would escape anybody ignorant of John the Baptist's end:
'Thanks a lot, King,' says I in a manner well bred,
'But all I want is 'Enry 'Iggins' 'ead.'
P. G. Wodehouse is, for my money, the greatest writer of light comedy in English, and I bet fully half my list of biblical phrases will be found as allusions within his pages. (A Google search will not find all of them, however. It will miss the derivation of the short-story title 'The Aunt and the Sluggard', from Proverbs 6: 6.) The Wodehouse canon is rich in other biblical phrases, not in my list above and not
incorporated into the language as idioms or proverbs. Listen to Bertie Wooster's evocation of what it is like to wake up with a bad hangover: 'I had been dreaming that some bounder was driving spikes through my head - not just ordinary spikes, as used by Jael the wife of Heber, but red-hot ones.' Bertie himself was immensely proud of his only scholastic achievement, the prize he once earned for scripture knowledge.
What is true of comic writing in English is more obviously true of serious literature. Naseeb Shaheen's tally of more than thirteen hundred biblical references in Shakespeare's works is widely cited and very believable.152 The Bible Literacy Report published in Fairfax, Virginia (admittedly financed by the infamous Templeton Foundation) provides many examples, and cites overwhelming agreement by teachers of English literature that biblical literacy is essential to full appreciation of their subject.153 Doubtless the equivalent is true of French, German, Russian, Italian, Spanish and other great European literatures. And, for speakers of Arabic and Indian languages, knowledge of the Qur'an or the Bhagavad Gita is presumably just as essential for full appreciation of their literary heritage. Finally, to round off the list, you can't appreciate Wagner (whose music, as has been wittily said, is better than it sounds) without knowing your way around the Norse gods.
Let me not labour the point. I have probably said enough to convince at least my older readers that an atheistic world-view provides no justification for cutting the Bible, and other sacred books, out of our education. And of course we can retain a sentimental loyalty to the cultural and literary traditions of, say, Judaism, Anglicanism or Islam, and even participate in religious rituals such as marriages and funerals, without buying into the supernatural beliefs that historically went along with those traditions. We can give up belief in God while not losing touch with a treasured heritage.