Schools need fair and balanced debate

I have read the May 9, 2017 “Letter to the Editor” from Ms. Farrington, regarding a book being sent to public schools about climate change.

I have the following thoughts. First, the heading assigned to the letter by the Dispatch is not necessarily indicative of Ms. Farrington’s letter. The heading (Classrooms must not teach climate change denial) would suggest that Ms. Farrington is opposed to using the book as a teaching tool. However, she specifically “encourages teachers to present this book” to the students. Instead, she feels it an opportunity to “teach critical thinking.”

I have no doubt that Ms. Farrington would prefer the book not make it to the public school classroom at all. After all, she did choose to include “industry propaganda” and “disgraceful” in her offering. Nevertheless, it is refreshing to hear from passionate “believers” that it is up to debate and consideration which is “an essential thing to learn in a democracy.”

This brings me to the point of my letter. Wouldn’t that be the proper way to present ALL questionable or debatable topics to our children? Why stop at allowing climate change to be debated or “critically” thought about. When books such as “Sally Has Two Mommy’s” arrived at the front door of our public schools, was it presented to the children as debatable and something that required further “critical thinking?” Do we discuss the possibilities of Creation with them or simply explain to them that their ances- tors were slimy creatures that ventured out of the swamp and then send them on their merry way for a romp around the playground. How shall we present the no doubt soon to be released, “Billy Uses the Girl’s Room” to the little ones? Can we count on those like Ms. Farrington to rally for fair and balanced debate and critical thinking on that one? We can only hope.

— Ed Smith, Sherrill