With this as their start, Johnson and Losos next make a series of misrepresentations of the evidence. First, in an inset story on whale evolution, they show the student a highly selective graphic of the fossil sequence leading to the modern whale. In typical fashion the abundant fossil species that reveal how complicated is the evolutionary hypothesis are omitted. It is as though half a dozen fossils which unambiguously lead to the whale were discovered and nothing else.
Next the authors discuss vertebrate embryos with a graphic showing a reptile, bird and human embryo. They point out that all vertebrate embryos have pharyngeal pouches and a long bony tail. Also, the human embryos "even develops a coat of find fur!" They then inform the student that:
These relict developmental forms strongly suggest that all vertebrates share a basic set of developmental instructions.
But there are significant differences between the embryonic stages of the different vertebrates which the authors fail to mention. If similarities suggest common developmental instructions, then surely the many differences reveal developmental instructions that are not in common. And in any case, why is it that a common set of instructions, to whatever extent they do exist, are evidence for evolution? The authors reveal only selective evidence to the student and make an unjustified claim.
Johnson and Losos next make the circular argument that vertebrates have the same bones:
As vertebrates have evolved, the same bones are sometimes still there but put to different uses, their presence betraying their evolutionary past.
Here Johnson and Losos transition from presenting evidence for evolution to asserting evolution and interpreting the evidence according to the theory. Their phrase "As vertebrates have evolved," marks this unspoken move in the indoctrination. The student is no longer fed evidence for the theory, but instead the truth of the theory has become a given.
Hence the bones in different vertebrates are "the same." After all, they arose from a common ancestor. And since they are "the same," they betray "their evolutionary past." It all makes perfect sense to evolutionists.
And what about those similarities that could not have arisen from a common ancestor? Conveniently, those too are somehow evidence for evolution:
Similarly, in the lower portion of the figure, the marsupial mammals of Australia evolved in isolation from placental mammals, but similar selective pressures have generated very similar kinds of animals.
So similar structures in related vertebrates count as evidence because, after all, they arose from a common ancestor. And similar structures in distant vertebrates count as evidence because, after all, they arose independently from similar selective pressures. Got it (except that selective "pressures" don't generate anything, but don't tell the students that).
Next Johnson and Losos present those structures that have "no use at all!" Back to their whale example, they continue the theme of circular reasoning:
In living whales, which evolved from hoofed mammals, the bones of the pelvis that formerly anchored the two hind limbs are all that remain of the rear legs, unattached to any other bones and serving no apparent purpose.
That, of course, is not an empirical finding but a conclusion based on the assumption that evolution is true. In fact the whale pelvis probably helps in copulation. But so what? After all, whales "evolved from hoofed mammals."
Their next circular example is that vestigial organ, the human appendix. In the great apes it helps with digestion but "The human appendix is a vestigial version of this structure that now serves no function in digestion." So the appendix is evidence for evolution because it is vestigial, and we know it is vestigial because evolutionists say it is.
Unfortunately most students will not be aware of the indoctrination they are receiving. Not will they be aware of the substantial scientific omissions and errors that the text is riddled with. Regarding the appendix, the evolutionary expectation once again failed. As one researcher commented:
Maybe it's time to correct the textbooks. Many biology texts today still refer to the appendix as a 'vestigial organ.'
Indeed, many biology texts do because the science has been compromised by evolution. Religion drives science and it matters.
