Review

Although considered a "Duel to the Death" by its participants, the 1925 Scopes Monkey Trial did not render a conclusive verdict on the burning issue of evolution being taught in public schools. Jeffrey Moran identifies the 1920's evolutionary debate as a battle within a much larger cultural war further complicated by urbanism and regionalist tensions between the North and South. One of the stated aims of the book is to "clear away some of the clutter left by seventy-five years of historical interpretation of the Scopes trial" (p. iv). While not clearing much of the clutter away, the volume does sort the arguments into manageable order and does not add to the clutter with a new interpretation. Moran contends that the only real victors in the trial were the monkeys. Zoos reported a huge boom in visitors and pet monkey owners swarmed Dayton, Tennessee looking for business opportunities. However, the losers were many. Prosecution Attorney William Jennings Bryan, a nationally known politician who was past his prime, found himself labeled a religious bigot and died soon after the trial's conclusion. The famous defense attorney Clarence Darrow was unable to get the jury to find his client innocent. The biology teacher who began the controversy, John Scopes, was forgotten by the end of the trial. Even the town of Dayton became known as a symbol of backwardness and bigotry, instead of the enterprising image that the town fathers hoped would impress visiting reporters with the New South.	1
Moran sets the historical background for the trial by examining the cultural milieu of the 1920's. He then looks at the founding of the creationist movement and the World Christian Fundamentals Association, and their recruitment of Bryan to lead their campaign. A fascinating section follows on the Butler Bill (later law) which outlawed the teaching of evolution in Tennessee public schools. Moran rightfully focuses less on the personalities of Darrow and Bryan than on the broader social implications of the trial. Ironically, contemporary creationists have used some of the arguments unsuccessfully employed by Darrow's team of attorneys in their own legal efforts to teach biblical theories in the public schools.	2
The late-1990's saw a number of books devoted to this topic, with Edward Larson's Summer for the Gods being the best of the group. Moran's contribution breaks little new ground and does not pretend to be a comprehensive study of the trial, nor does the author impose current standards onto the argument of evolution versus "intelligent design" or creationism. Rather, he tries to present the debate in light of views held in the 1920's. In fact, it is one of the book's biggest strengths that Moran stays impartial to the controversy and presents both the evolutionists and creationists fairly. A fair and well-considered assortment of documents presenting both sides' strategies and important speeches is included. Moran's analysis precedes each piece of testimony. The selections of speeches gleaned from the court transcript are important in establishing a structure for understanding the trial. Political cartoons and newspaper editorials are also provided to lend flavor to the text. Particularly instructive are the editorials written by African-Americans and women which highlight the impact of the trial on redefinitions of race and gender roles in the 1920's. Insightful and provocative questions for consideration provide instructors with some tools for generating discussion. However, there are too few questions about the impact of the trial on race and gender issues.	3
Teachers in public or private schools will find the book useful and would be hard pressed to detect any favoritism to either point of view. Because of the brevity and concentration of Moran's work, this latest installment of the Bedford Series in History and Culture is appropriate for a one-week assignment in an upper-level undergraduate course or seminar on history of religion or contemporary American issues. The book raises important questions for the public, as well as for educators and students in regard to public education. Do schools have a moral purpose? Are secondary teachers entitled to the same standards of academic freedom that university professors have? Jeffrey Moran's contribution to the debate insists that the verdict is still in doubt today, and perhaps grows more obscure as our current culture continues to wrestle with this issue.	4
Tippecanoe High School, Tipp City, Ohio Joseph Bellas

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