some similarities between these two causes, the creation science movement represented a shift from overtly religious to covertly religious objections to evolutionary theory—sometimes described as a Wedge Strategy—raising what it claimed was scientific evidence in support of a literal interpretation of the Bible. Creation science also differed in terms of popular leadership, rhetorical tone, and sectional focus. It lacked a prestigious leader like Bryan, utilized pseudoscientific rather than religious rhetoric, and was a product of California and Michigan instead of the South. Teaching of science The Scopes trial had both short- and long-term effects in the teaching of science in schools in the United States. Though often portrayed as influencing public opinion against fundamentalism, the victory was not complete. Though the ACLU had taken on the trial as a cause, in the wake of Scopes' conviction they were unable to find more volunteers to take on the Butler law and, by 1932, had given up. The anti-evolutionary legislation was not challenged again until 1965, and in the meantime, William Jennings Bryan's cause was taken up by a number of organizations, including the Bryan Bible League and the Defenders of the Christian Faith. The effects of the Scopes Trial on high school biology texts has not been unanimously agreed by scholars. Of the most widely used textbooks after the trial, only one included the word evolution in its index; the relevant page includes biblical quotations. Some scholars have accepted that this was the result of the Scopes Trial: for example Hunter, the author of the biology text which Scopes was on trial for teaching, revised the text by 1926 in response to the Scopes Trial Controversy. However, George Gaylord Simpson challenged this notion as confusing cause and effect, and instead posited that the trend of anti-evolution movements and laws that provoked the Scopes Trial was also to blame for the removal of evolution from biological texts, and that the trial itself had little effect. The fundamentalists' target slowly veered off evolution in the mid-1930s. Miller and Grabiner suggest that as the anti-evolutionist movement died out, biology textbooks began to include the previously removed evolutionary theory. This also corresponds to the emerging demand that science textbooks be written by scientists rather than educators or education specialists. This account of history has also been challenged. In Trying Biology Robert Shapiro examines many of the eminent biology textbooks in the 1910–1920s, and finds that