to all children up to a minimum level. Given that these subjects are so unlikely to be less important, it is dubious whether we can apply the "let's experiment" argument against such a requirement. Perhaps evolution is such a topic? I therefore also think it's important to note differences between teaching social science and history from specific perspectives compared to teaching bogus natural science. After all, social science is very uncertain, and there are very few social scientific "laws". Natural sciences, on the other hand, are at least more certain. There is clearly a difference between teaching ideologically biased interpretations of historical events and teaching bogus natural science that neglects the strong certainty in some natural sciences. For example, there is one mathematics, not several interpretations on how it works (at least at the level I'm discussing here). If I want to set up my own school deciding that I will teach mathematics, but completely revamp it into something that is not mathematics, should I be allowed to proceed? I conclude that the issue is very complex. It is clear that we should have some boundaries regarding what education children should receive. But it's less clear where those boundaries should be. Here in TN, they have taken steps though new legislation to allow creationism back into the classroom. This law turns the clock back nearly 100 years here in the seemingly unprogressive South and is simply embarrassing. There is no argument against the Theory of Evolution other than that of