From Micheal Cranford

Creationists have been "explaining" how things in our universe
operate for several thousand years now.  Modern science, in
comparison, is only about 400 years old.  Yet it has developed
a coherent set of very convincing explanations (with supporting
evidence) showing that the earth orbits the sun (not the other
way around), the earths' moon merely reflects sunlight rather than
giving off its own light, the earth is several billion years old
(about 4.6 billion not 6 thousand), earthquakes are caused by
geologic processes (not sin), the variety of species on earth is
due to descent with modification from a common ancestor (evolution
rather than always having been separate species), and disease has
numerous causes including germs and genetic replication errors (not
demons). The above list is really an insignificant part of the total
since literally thousands of worthless creationist explanations have
been overturned in the last four centuries (ignoring the ancient
contributions from the early Greeks).

Yet creationists want even more time?  How much time will they need
to show that the sun really orbits the earth, stars are little
lights hung in the sky, fire-breathing dragons and lion-headed men
exist, the entire earth was flooded for a year, magic and magic
wands really work, and a crocodiles' eyes light up when he sneezes?

Creationists don't want MORE time, they want ALL of the time.
They don't follow scientific procedures, they don't publish in
scientific journals, and they try to legislate their feeble-minded
views into the science class-rooms. They live in a self imposed
intellectual vacuum (an intellectual vacuum is absolutely
necessary in order for creationism to make any kind of "sense").

      "Creation science" has not entered the curriculum for
      a reason so simple and so basic that we often forget
      to mention it: because it is false, and because good
      teachers understand exactly why it is false.  What
      could be more destructive of that most fragile yet
      most precious commodity in our entire intellectual
      heritage -- good teaching -- than a bill forcing
      honorable teachers to sully their sacred trust by
      granting equal treatment to a doctrine not only
      known to be false, but calculated to undermine any
      general understanding of science as an enterprise?

      Stephen Jay Gould, "The Skeptical Inquirer", Vol. 12,
      page 186