Students, teachers, and parents encounter emphatic presentation of organic evolution as fact. An objective pattern of opposition, based on scientific work, to this type of teaching of organic evolution is provided. Two theories of evolution: the general and the special, are explicated. Each theory of evolution is examined with regard to reasonable predictions that can be stated within limits of the normal scientific viewpoint. Conclusions are reached that the fossil record (the historical record) cannot be used to support the general theory of evolution; there are no intermediate or transitional forms in the fossil record. Breeding experiments with plants and animals afford extensive data, usable in support of the special theory of evolution; however, to avoid equivocation of terms the phenomena involved might just as well be called "genetic variation." ALL known, observable changes of living things are always WITHIN recognizable limits of variation of major groups of plants and animals. Thus there is empirical support for the special theory of evolution only. The general theory of evolution, at most, should be optional for a science course, while the special theory of evolution is an appropriately required area of study to exemplify characteristic scientific procedures and findings.