The teacher in public school must avoid coercion and unfair dogmatism in the presentations of origins. Students should be given empirical data bearing on origins and then be allowed to examine alternatives to the evolution concept. This objective might be achieved in part if student teachers were asked to write about arguments opposing evolution during their own college preparation. It is also suggested that data regarding competitive theories be collected into an appendix or addenda for use with all types of textbooks or laboratory manuals.