Professional baseball player Danny Darwin is probably better known to Americans than his scientist namesake, Charles. Unlike the national pastime, polls and surveys show that public knowledge of is abysmally low. Worse perhaps, K-12 teachers often seem unclear on the importance of evolution. Most of us in biology find this dismal state of scientific literacy to be quite unsettling and vexatious, but what have we done about it? Randy Moore's recent editorial titled A Perfectly Logical Thing To Do (ABT, November/December 1996) was particularly chilling. The anti-evolution reaction of the high school teachers described by Moore must serve as another loud and clear wake-up call to those of us who teach college biology. Indeed, many college professors doubt, or are ignorant of, the seriousness of the situation. Let me try to reinforce the need for concern and action. It has not gone away. Moore's 1996 editorial contained several examples of the growing creationist movement, and its successes in discrediting evolution. For example, he cited the warning now pasted to the inside cover of all high school biology textbooks in Alabama that should not be taught as fact, the disclaimer teachers must read to students in Louisiana before addressing evolution, and the efforts nationwide to strongly encourage teachers to present the evidence against evolution while presenting as just an opinion-one theory-and discussing altemative theories (read creationism). The summer 1996 edition of the National Center for Science Education Reports (vol. 16, no. 2, NCSE, PO Box 9477, Berkeley, CA 94709) described the solution a school superintendent chose when confronted with the problem of fifth and sixth graders taking home a textbook describing the Big Bang and no alternatives-he glued the offending pages of the book together! the same edition, Eugenie Scott described the growing number of euphemisms for creationism that are now out there and are being pushed as alternative science to gullible, often receptive, school boards and school administrators. Brian Alters described the creationists' fundamental difficulty with the possibility of life on Mars, and quoted the current president of the influential Institute for Creation Research as writing, In the scientific realm, one must interpret all scientific observations in light of scripture (Acts and Facts, March, 1966, ICR, El Cajon, CA). Finally, Molleen Matsumura reported on a recent science literacy survey that showed little public comprehension of the nature of scientific inquiry and no improvement in the public's understanding of the nature of science nor evolution. Only 48% of those surveyed denied that the earliest lived at the same time as dinosaurs (the Flintstones syndrome). Only 44% agreed with the statement that humans as we know them today developed from earlier species of animals, (the humans and animals, instead of humans and other animals idiom). Need more examples? There are plenty. What about the making, broadcast and public acceptance of NBC's now infamous Mysterious Origins of Man? Or then presidential candidate Pat Buchanan saying, may believe you're descended from monkeys; I don't believe (NCSE Reports, winter 1995). Have you read in recent issues of Science and NCSE Reports, for example, about near successful creationist ventures in Virginia (an attempt by creationists to take over a Fairfax County school board); in Tennessee (the is only a theory act before the state senate); in Georgia (a rider to a larger bill that would have authorized local school districts to adapt a creationist curriculum); in Oklahoma (an effort by city officials to remove exhibits about horse from the Tulsa zoo); and in Colorado (a high school student almost succeeded in getting a *Nova* film on human reproduction banned from the biology classes in Jefferson county because it mentioned in passing that all living things are descended from a single cell)? Want more? Past ABT editorials have identified the public's acceptance of the paranormal and the decline of scientific literacy in our society (Debunking the Paranormal: We Should Teach Critical Thinking as a Necessity for Living, Not Just As a Tool for Science, ABT, April 1992), ignorance of scientific facts with society believing a democratic vote can determine truth in science (Voting in Science: Raise Your Hand If You Want Humans to Have 48 Chromosomes, ABT, March 1993), inability to correctly answer basic questions about science (Comparative Biology, ABT, September 1994) and far-flung misunderstandings about science and (Psychics Agree! Creationism is Science!, ABT,