Chapter 4
In the laboratory of the school the 30 students sat at their tables looking at the biology teacher talk about how to build the double helix of the DNA molecule. As some of the students were struggling with the concept of how the pentose molecules joined together, the biology teacher was getting quite agitated.
�I don�t understand. Why does adenine have to bind with that t-named molecule?� Bill said.
�The four sugars bind together based on their chemical structure. In the two pairs, there are hydrogen bonds between one side of the double helix and the other, thus strengthening the double helix from chemical decomposition,� the teacher replied.
�And if two sugars that aren�t part of a pair would be joined together, it wouldn�t work?� Tom asked.
�That is correct,� the biology teacher said, somewhat annoyed.
�Oh, I see,� Bill and Tom said together.
�Now, when I say go you are supposed to construct the double helix using the colored balls and sticks,� the teacher said.
�No fair, Daniel began already,� Bill said.
�Daniel, is this true?� the teacher asked.
�Yes, teacher,� Daniel said, holing up the already constructed double helix. �I was bored listening to you explain it for the sixth time, so I just constructed it.�
�How did you know about this already?� the teacher said.
�My brother happens to be very interested in genetics,� he said. Shivering, he continued, �He even wants to make clones of himself someday.�
�That is forbidden by imperial law,� the teacher said.
�I know, it doesn�t stop him from dreaming, though,� Daniel said.
�So you found out about genetics from him?� the teacher asked.
�Not at all, I read about it on my own, but while I am interested a little in genetics, sometimes I wonder if my brother isn't at least a little obsessed about it,� Daniel replied.
�Why are you interested in genetics yourself?� the teacher asked.
�I have always wondered why I suffered from the health problems I do. Many of my ailments seem to be related to genetics, from my poor eyesight, the problems in my bite that required me to wear a retainer for four years during my childhood, to my nosebleeds and headaches,� Daniel answered.
�Sounds like you need to see a doctor,� the teacher joked.
�I�ve never trusted doctors very much,� Daniel said. �I�ve always thought they were just drug peddlers working as lackies for the health insurance companies.�
�Interesting,� the teacher said.
�Well, is there anything you want to talk about while the rest of the class puts the double helix together?� Daniel asked.
�You seem to do well in this class. Do you have a particular interest in science?� the teacher said.
�Biology is not my favorite science class, but I like science, yes,� Daniel said.
�Is there any reason in particular you do not like biology so much compared to say, chemistry or physics?� the teacher asked.
�I really hate the focus in biology on macroevolution, which is completely unsubstantiated by the evidence of the fossil record, microbiology, or any other field of biology,� Daniel said.
�Well, the Theory of Evolution is a part of biology,� the teacher said.
�No, it is a part of the philosophy of biology. Biology as a science should be indifferent to whether nature was created by random processes or by an omniscient creator. The problem is that biologists do not want to admit the existence of a higher intelligence than their own, even though we cannot recreate for ourselves what was created before us. Besides, looking in all of the universe, have you ever seen anything go from simple to complex forms without outside interference to counteract the effect of entropy?� Daniel replied to the implicit question.
�I do not like your use of the word creation when talking about nature,� the teacher said.
�I do not like your use of the word evolution, for the only true types of evolution are change brought about by rational entitites,� Daniel said. �And what evolution implies is not a process brought about by intelligent agents, but instead by random processes.�
�Daniel, you think too much anyway,� Bill said.
�What is wrong with thinking. Even if one comes up with conclusions that may offend people, the purpose of our minds is to come up with evidence so that we may make informed choices, knowing what we must take on faith, what we can take on the basis of authority, and what we can take on the basis of evidence that we can verify ourselves. I rather distrust authority, but I accept some things on faith and some on evidence,� Daniel said.
�I accept nothing on faith,� the teacher said.
�You are wrong, you accept the Theory of Evolution on faith,� Daniel said.
�No, I accept the Theory of Evolution because it is good science,� the teacher said.
�Only because you are so arrogant as to assume that only naturalistic observation as good science,� Daniel said. �It is only by your faith in a universe where God is irrelevant that allows you to believe in the Theory of Evolution, because it is not empiricism that leads to that conclusion.�
�Is the rest of the class done with the double helices now?� the teacher asked.
�Yes, I am done at least,� Delia said.
�Anybody else?� the teacher said.
�Yeah, we�re done,� Henry and Cherie said.
�Yeah, we�re done already,� the rest of the class said. �What was the point of this lab anyway?�
�You were supposed to learn how nature is put together,� the teacher said. �I shall have to be more careful in later labs, as it appears some of you know too much about nature.�
�Daniel knows too much about everything,� Bill said.
�What�s wrong with that?� Daniel said. �I have a brain, it would be wasted if I let it rot like most people do.�
�Well, because you use your brain and heart, you are my sweetie,� Delia said as she laid her head on Daniel�s shoulder.
�If I have to see them get cuddly one more time-� Bill said disgustedly.
�Get used to it,� Daniel interrupted him.
�Is class over now?� Tom said. To Bill, he said, �It�s time for my last treatment of that crab cream. After this, I am std free.�
�Yeah, it�s over. Enjoy yourselves,� the teacher said.
�We will,� the class said.
Quietly to Daniel, Delia said, �What was that argument about between you and the teacher?�
�The teacher does not like my independent mind. It does not seem like many teachers do. A natural consequence of my quick mind is my quickness to question human authority when I believe it falls short of the mark. People in authority do not like to be questioned, especially by young people,� Daniel replied.
�That is true, I do not like dealing with adults in authority myself. They feel they have to flirt with me, to see if they can get in my panties, or talk down to me because I do not understand. I do not like being talked down to, I am at least as smart as they are,� Delia replied.
�That is true. With finals approaching, though, we should get some rest and study some,� Daniel said.
�That�s true. I guess we can study together just before finals. I�d like to get the material marinated in my brain before you go and confuse me with knowledge that won�t be on the test,� Delia said, laughing.
�You�re so cute,� Daniel said, kissing her.
�So are you,� Delia said, kissing him back.
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