Some writers still call it the theory of evolution, but even this is too generous. A scientific hypothesis should be capable of being tested in some way, to determine whether or not it is true, but evolution cannot be tested. No laboratory experiment can either confirm or falsify a process which, by its very nature, requires millions of years to accomplish significant results. Evolution is, therefore, neither fact, theory, nor hypothesis. When creationists propose, however, that creation be taught in the schools along with evolution, evolutionists commonly react emotionally, rather than scientifically.
Life comes only from life.
There is nothing new under the sun. Neither evolution nor creation is accessible to the scientific method, since they deal with origins and history, not with presently observable and repeatable events. They can, however, be formulated as scientific models, or frameworks, within which to predict and correlate observed facts. They can only be compared in terms of the relative ease with which they can explain data which exist in the real world. There are, therefore, sound scientific and pedagogical reasons why both models should be taught, as objectively as possible, in public classrooms, giving arguments pro and con for each.