Overall, a good though overlong story showcasing how difficult it can be to teach human origins to students whose faith interferes with their learning. My only criticism is the author not understanding or taking time to explain why evolution is a theory--more complex than a scientific law but still testable empirically. There are and continue to be enhancements and debate about evolutionary theory--not as opposed to intelligent design or even too-rapid transformations in the fossil record--but real, scientific issues that are being explored in the best medical schools and institutions of science and technology, including my own. If the New York Times is going to do a feature on the difficulty of teaching science to a faith-based audience, then it has an obligation to include information about what teachers should be conveying to students about current research, such as whether life evolves from a proselection or deselection paradigm (or some combination). For instance, the popular and idealistic belief held by most is that evolution continually modifies via genomic improvements. This biology teacher seems to believe that. In the discussion on humans and chimpanzees, the journalist had an obligation to test the teacher on his belief system, noting that some studies show that chimps have undergone more positive evolutionary changes than humans, in essence, putting a dent in the proselection theory. It takes awhile to explain all this in a story, as it has taken me here; but given the length and the topic, the writer nevertheless has an obligation to test the source--the biology teacher--just as both writer and source are testing faith.