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[Name] [Teachers name] English 112-85 3 March 2014 Rogerian Judging a Book by its Cover Since the dawn of book publishing, there has always been a controversy surrounding what is considered appropriate literature and what is not. Often in the past, books were banned because the ideas within were considered too innovative for the time period, or were challenged for being anti-religious. While America today may pride herself on upholding the First Amendment, book banning is still a heavily disputed and current event in our society. In fact, due to contrary belief, most challenged books are subjected to community censorship and not by the Federal Government (Foerstel XXV). These adults target schools and their libraries to stress their beliefs or opinions on what they may consider to be beneficial works and others to be harmful to youth. Unfortunately, while their intentions may be good, they have been known to attack anything from textbooks and classic literature to young adult novels immersed with awards. Good books have always caused people to think, and since few of us think alike, controversy is guaranteed, says Don Gallo who is an English professor and editor for numerous young adult anthologies. This form of censorship, rather than protecting youth from bad examples, has only built a wall for the purpose of pretending that certain topics do not exist. If anything, book banning has disregarded the opinions and the freedom of youth to think and judge for themselves on key issues. Without a doubt, the most important factor in this debate relies on the conflict between what is best for todays youth and future generations. The only way to

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resolve this ongoing problem for challenged books is for parents to set boundaries for their children regarding appropriate reading material, and to not infringe on other peoples rights in the process. It is no secret that the majority of parents want what is best for their children. In school especially, they want their kids to be challenged to the best of their ability and efficiently getting the finest education. However, when a parent stumbles upon a book that they find unsuitable, they can cause quite a commotion. Often these concerned parents tend to be looked upon as the antagonists in these situations. This is not always the case as they are merely exercising their right to protect their children from what they consider immoral. In her article, Book Banning Protects Family Values, Rebecca Hagelin rebukes The American Library Association for recommending inappropriate reading lists to adolescents. As part of research she was conducting for her book, Hagelin recalls her horrified reaction when she used one of the ALA lists to understand what classrooms were learning. Upon taking a reading list suited for thirteen and fourteen year olds, she soon discovered explicit sex scenes and an extensive amount of profanity in many of the recommended books. Based on her experience, she now cautions parents to look over their childrens reading lists at the beginning of the school semester since many good schools carelessly use the ALA for their classes (Haglin). This is a common example of the turmoil that goes into deciding what material is suitable for youth. Most parents would prefer their children to stay away from objectionable content until they reach a mature age. Still, this begs to question what age is considered mature by most standards in order for a book to be fully appreciated and not emotionally scar the student. Because of this, many parents are also concerned that the behavior of characters in books may prompt their child into following their

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actions. Fortunately, this is not necessarily the case as they often forget to trust a teachers intuition in pointing out the consequences of a characters unhealthy behavior. When one parent opposes a book, it becomes a predicament. When several parents form a mob in protest of a book, it becomes a messy dilemma. Community censorship has become a rising solution for adults to make emotional and not intellectual responses toward subjects that do not meet their approval (Gallo). Repeatedly, in some cases, parents neglect to even read the books themselves and rely on online articles or what other people have told them about the content. Parents that actually peruse the book they are protesting often cannot see past the objectionable material and see only what they [want] to see (Gallo). Important messages, themes, morals, ideas, and strong characters often go amiss because their focus is entirely on what they regard as inappropriate. While it is perfectly reasonable for a parent to resent a book and harbor their young children from its material, it is not acceptable for them to force their beliefs on every child in the school system. By pressuring schools and libraries to conform to their position on a book, parents fail to see past their motives and take into consideration the values of other people and their children. Ellen Hopkins, who has been challenged multiple times for the tough topics her books cover, stated, If you dont like the content in a book, dont read it. If you dont want your child to read a book, take it away. But you do not have the right to decide appropriateness for everyone. The beloved Harry Potter volumes, in particular, have suffered a number of challenging cases from parents nationwide demanding the series be taken out of their local libraries. In 2005, Laura Mallory, a mother from Georgia, was insistent on their removal from her childrens school library that she appealed to the elementary school principal. When her request was denied, she tried the Gwinnett School Board, the Georgia State Board of

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Education, and even the Gwinnett Superior Court. To no avail, she was rejected on the consensus that the books inspired imagination and encouraged reading (Thomas 15). While this may be a victory for anti-banners, not every book has been so lucky. According to The American Library Association, over six thousand books were banned between 1990 and 2000 in the United States alone (Thomas 11). Today most book banning cases are underrated and not recognized properly because the majority of schools want to keep a low profile and remain out of the public eye (Foerstel XX). What began as an impulse for parents to protect their children from vulgar content has now turned into a widespread storm of sensitive adults, eager to strike down any book that they find offensive. Even libraries across the country have been participating in a new form of book suppression called soft censorship. This applies to books that could potentially cause controversy and therefore are not bought and distributed in a library out of fear of the publics response (Whelan). People are not oblivious when it comes to the general benefits of books, and it is apparent that reading helps enhance vocabulary and boost the imagination. However, the advantages to reading controversial books are just as enlightening. By banning controversial books in schools and their libraries, pro-banners are forfeiting the freedom of the youth to think for themselves. They are also disrespecting their voices and opinions by disregarding them as too young to understand. This is hardly the case with most kids today who presently live in a world where the media bluntly displays objectionable images on the television, computer, and in magazines. Chris Clutcher, author of Athletic Shorts, a frequently banned book on part of its use of profanity and homosexuality, points out, kids would much rather we found ways to discuss those tough issues than to pretend they dont exist. They say over and over that we dont understand. Why dont we see if we can prove them wrong? (Thomas 28) This statement is directed at parents

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who frequently think that by sheltering their children from obscenities they will protect their innocence and be diverted from the realities of the outside world. Perhaps this may at first sound like a good idea but when a child reads, his mind is expanded. Not only will he become more open minded, but he will also be exposed to different perspectives, develop intellectually, and better understand the people around him. Furthermore, it is important to note that reading helps youth perceive the harsh realities of the outside world from the comfortable distance of a book. On the other hand, some of these youth may have already had direct experience with such issues and need an incentive to emotionally heal from their ordeal. Ellen Hopkins, for example, was motivated to write her bestselling novel, Crank, based on her daughters addiction and struggle with methamphetamines. After appearing for various talks, she was approached many times by teenagers sharing their story about how they saw themselves in her book and felt encouraged to turn their lives around. Receiving thousands of gracious letters, Hopkins has been able to save lives through her un-sugarcoated novel and convey a message that people who struggle with addiction are not alone (Hopkins). In attempt to bring peace to both sides of the controversy, teachers, parents, and the youth need to be on the same page. Teachers must remember to be audacious intellectuals when using a controversial book. Through their guidance, these books must be taught well, understood thoroughly, and openly engaged in discussion. One Newburgh High School teacher declared, We feel it is our responsibility as educators to view and discuss even the most difficult topics in a safe and honest forum. (Thomas 2). Teachers instruction and interpretation of these books are essential for the students benefit because they are responsible for reflecting the positive attributes and discouraging the immoral qualities. Parents should also be more than welcome to involve themselves in the educational process. At the beginning of each school year, teachers

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should prepare a list of books to send out to parents so that they may know what books their child will be reading. This is so that parents may ask questions or speak their concerns if they are not familiar or fond of a particular book. Above all, in the future this will also avoid accusations that educators have been teaching their children about objectionable books without their knowledge. Nonetheless, if a parent is relentless to let their child study a certain book, the teacher should not be forced to choose a new one. Instead, by permission, the child may be excused during which time the controversial book is discussed so that the other children may not be restricted from their studies. As for school libraries, Laurie Taylor, a Christian mother from North Carolina, has a simple solution. She wants controversial books to have their own separate section in the library where younger children cannot encounter them. If a child tries to obtain the book off of the library website or in person, the parent will receive a message on behalf of their consent (Masterson). Of course, this is not a perfect procedure and kids will always find ways around the system, but it gives parents the peace of mind that their children will not be able to check out anything obscene. In conclusion, despite the controversy, the common goal behind banning books in schools and libraries is for the better interest of the youth and future generations. It goes without saying, however, that not every book was meant to please everyone. While some books were destined for pleasure or a gateway into an entirely different world, others were intended to fulfill an inner need. Stories that appear inappropriate to some may benefit and comfort another. By banning books from the youth, their curiosity will only be heightened and determined to liberate their First Amendment rights. As a final word in his article, Don Gallo says, Maybe in the future there will be fewer attacks on books because todays teens will be tomorrows adults who better understand the value of diverse viewpoints and experiences. With this in mind, parents who

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want to shelter their children from the obscenities of the world are free to do so, but when it is in the interest of others, a line must be drawn. The values of one individual may not be the same as anothers, and therefore it is inconsiderate to make decisions for them. In the end, parents are obligated to set boundaries on their children for what they consider appropriate reading material without breaching exclusively on someone elses.

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Works Cited Foerstel, Herbert N. Banned In The U.S.A: A Reference Guide To Book Censorship In Schools And Public Libraries. Westport: Greenwood Press, 2002. (EBSCOhost). Herbert N. Foerstel. Web. 3 Feb. 2014. Gallo, Don. "Teens Need Bold Books." Book Banning. Ed. Thomas Riggs. Detroit: Greenhaven Press, 2012. At Issue. Rpt. from "Censorship, Clear Thinking, and Bold Books for Teens." English Journal 97.3 (Jan. 2008). Opposing Viewpoints in Context. Web. 2 Feb. 2014. Hagelin, Rebecca. "Book Banning Protects Family Values." Book Banning. Ed. Ronnie D. Lankford. Detroit: Greenhaven Press, 2007. At Issue. Rpt. from "Are Your Kids Reading Rot?" Townhall (16 Aug. 2005). Opposing Viewpoints in Context. Web. 3 Feb. 2014. Hopkins, Ellen. "Censorship Cannot Be Allowed in America." Book Banning. Ed. Thomas Riggs. Detroit: Greenhaven Press, 2012. At Issue. Rpt. from "Banned Books Week 2010: An Anti-Censorship Manifesto." Huffington Post. 2010. Opposing Viewpoints in Context. Web. 3 Feb. 2014. Masterson, Mike. "School Libraries Should Restrict Students' Access to Controversial Books." Censorship. Ed. Julia Bauder. Detroit: Greenhaven Press, 2007. Current Controversies. Rpt. from "Laurie's Noble Crusade." Arkansas Democrat Gazette 4 Aug. 2005. Opposing Viewpoints in Context. Web. 2 Feb. 2014. Thomas, R. Murray. What Schools Ban and Why. Westport: Praeger, 2008. Print. eBook Collection

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Whelan, Debra Lau. "Books Are Being Banned in the United States." Censorship. Ed. Byron L. Stay. San Diego: Greenhaven Press, 1997. Opposing Viewpoints. Rpt. from "A Dirty Little Secret: Self-Censorship." School Library Journal (1 Feb. 2009). Opposing Viewpoints in Context. Web. 2 Feb. 2014.