What are evolutionists afraid of?

It might be something like this:

Seven biology teachers in Dover refused to comply and risked their jobs by writing a powerful letter to the superintendent of schools, Richard Nilsen. The letter read, in part: "'INTELLIGENT DESIGN' IS NOT SCIENCE. 'INTELLIGENT DESIGN' IS NOT BIOLOGY. 'INTELLIGENT DESIGN' IS NOT AN ACCEPTED SCIENTIFIC THEORY." (Emphasis in original.)

And:

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The threat posed by ID became more real to me when colleagues at Ohio State University—professors Brian McEnnis (mathematics), Jeffrey McKee (anthropology) and Steve Rissing (evolution, ecology and organismal biology)—became involved in an extraordinary situation. A Ph.D. candidate in science education, high school teacher Bryan Leonard, wrote a dissertation on the following research questions: "When students are taught the scientific data both supporting and challenging macroevolution, do they maintain or change their beliefs over time? What empirical, cognitive and/or social factors influence students' beliefs?"

...The trio wrote a letter to the dean of the school on June 3 requesting that Leonard's dissertation defense be postponed until several problems were investigated. First, they argued that Leonard's research questions contained a fundamental flaw:

There are no valid scientific data challenging macroevolution. Mr. Leonard has been misinforming his students if he teaches them otherwise. His dissertation presents evidence that he has succeeded in persuading high school students to reject this fundamental principle of biology. As such, it involves deliberate miseducation of these students, a practice that we regard as unethical.

Second, they asked if Leonard had received approval to experiment on human subjects and if he had followed the prescribed protocol; universities that fail to follow exacting procedures for human experimentation may lose federal funding. Finally, they questioned the composition of Leonard's dissertation committee, which lacked expertise in both science education and evolutionary biology, the subjects of his dissertation. Two members of the committee—professors Glen R. Needham from the Department of Entomology and Robert DiSilvestro from the Department of Human Nutrition—had publicly supported the teaching of ID and denied the validity of evolution.

These events prompted me to take ID seriously, and this movement scares me. Now I feel like a jogger in the park at night who realizes that she is far too isolated and that the shadows are far too deep. At first I ignored that faint rustling behind me, convincing myself it was just wind in the leaves. Louder noises made me jump and turn around, but I saw nothing. Now I know that I and my colleagues in science are being stalked with careful and deadly deliberation. I fear my days are numbered unless I act soon and effectively. If you are reading this, the chances are that you are in the same position.

ID is an insidious attempt by a religious caucus to impose its views on the whole country. The avowed aim of ID advocates—to undermine science and replace it with their personal religious convictions—amounts to a form of prejudice that is both poisonous and horribly frightening. Inevitably, young people will suffer most. As Francisco Ayala wrote in "From the President" (July-August 2004), science training will be a fundamental necessity in the technological world of the future.

As scientists, we must stop ignoring the ID movement. It won't go away. Each of us must learn to avoid jargon in order to communicate better with the public. Every scientist should become a mentor; share your experience of the wonder and beauty of science! Finally, critically, we must expose Intelligent Design for what it really is: religious prejudice masked as intellectual freedom.