On “Saving the Children”
What do we even want from kids?
What is the end goal of parenting and schooling and churning out adult humans…like…at ALL?
“If the answer were simply to push more and more kids into college, the United States would be entering its democratic prime,” writes George Packer for The Atlantic on March 10, 2022. He asserts that the function of school in this country has shifted considerably throughout our history. He writes, “what is school for? This is the kind of foundational question that arises when a crisis shakes the public’s faith in an essential institution. ‘The original thinkers about public education were concerned almost to a point of paranoia about creating self-governing citizens,’ Robert Pondiscio, a former fifth-grade teacher in the South Bronx and a fellow at the American Enterprise Institute, told [him]. ‘Horace Mann went to his grave having never once uttered the phrase college- and career-ready. We’ve become more accustomed to thinking about the private ends of education. We’ve completely lost the habit of thinking about education as citizen-making.’”
So, sincerely, what is it that we are doing as parents and teachers and…adults? What’s the point of educating young people?
It’s been reported widely that attitudes about how much community members and other non-educators ought to have a “say” in how and what schools teach. Rather famously, a school board in Tennessee banned the inclusion of the World War II graphic novel, Maus, due to NUDITY, of all things, though the book is about the goddamn Holocaust and depicts the true realities of what millions of human beings experienced. The book doesn’t depict any of this as GOOD, mind you. In fact, it recognizes the atrocities of the historical events, yet that context didn’t seem to matter to a 10-person school board in McMinn County who voted unanimously to remove this “offensive” book from its school’s shelves.
A great framing of the incident is that “people with the power to shape the education of kids looked at content without context and made a decision rooted in anti-intellectualism and ignorance. Education isn’t about shielding kids from painful truths,” writer Ryan Britt claimed in an article at Fatherly.com. “It’s about helping contextualize those truths. Maus is one of the best examples of how horrible moments from history can be sublimated into profound, life-changing art. And, decision-makers who feel otherwise are edging toward the horrible book-burnings of the Nazis themselves.”
So, I ask again: WHAT IS THE GOAL HERE?
I guess I can at least accept that “protecting kids from scary or grown-up stuff” is AN answer to the question of “why did you perform an Orwellian action of dictating what young people should and shouldn’t know about actual, real history?” But, in the long run, when these young people become older people, what is the hope of who those people will BE? Do we WANT folks who do not have any context for what happened to close to 10 million human beings, 6 million of whom were tossed in the air as infants and shot or sent to die choking, bleeding deaths in gas chambers because of their positions on how to recognize and worship a deity? Like, are we HOPING to create a populace who is “protected” from history to the point that they are not aware of it? British statesman Winston Churchill wrote, “Those that fail to learn from history are doomed to repeat it.” And, ya know, he was THERE for World War II, so maybe he knows things or something? Or, like he did know things. He was born in the 1870’s, so he’s not around anymore, but you get the idea.
Packer’s article in The Atlantic continues to assert that “education is a public interest, which explains why parents shouldn’t get to veto any book they think might upset their child, whether it’s To Kill a Mockingbird or Beloved. Public education is meant not to mirror the unexamined values of a particular family or community, but to expose children to ways that other people, some of them long dead, think.” So why in the name of all things big and small would anyone be so arrogant as to contend that THEIR PERSONAL feelings about nudity in a freaking Pulitzer Prize-winning account of the planet’s most horrific war should be taken into account, especially when those arrogant people are not, themselves, educators?
If you have ever been an elementary school teacher, you know that even the youngest of kids can learn to get along with others. Elementary school teachers, in fact, demand that as a fundamental rule in their classrooms. So, it is possible for human beings to coexist peacefully. Just ask your average 5-year old. Peaceful coexistence does not happen without some effort, though, and whether you’re trying to cooperate to complete a morning routine at the kindergarten daily calendar or discuss the merits of a certain political system in a college classroom, such collaboration can only be found through mutual respect, common ground, and a desire to behave like civilized human beings.
The banning of books and the takeover of American schools by ignorant and ill-informed, power-driven non-educators is a cyclical nightmare. The less and less people read, discuss, debate, and think, the more and more they will find literature, discourse, disagreement, and contemplation “dangerous” or undesirable. And, in turn, the less and less people will read, discuss, debate, and think.
Perhaps this is the English teacher in me coming out, but as far as I am concerned, reading is one of the most important activities for the human mind and reading about ideas different from your current ones is paramount to building better citizens of humanity.
Reading is different, perhaps, for those skilled in the art of doing in than it is for laypeople. As a long-time English teacher, I get that. I know that I see things in literature that kids don’t see at first. One of my favorite tools is a book called How to Read Literature Like a Professor by Thomas C. Foster. In it, he actually discusses what the purpose of both sex and violence are in books. One of my favorite quotes of his from that book is: “When they’re writing about other things, they really mean sex, and when they write about sex, they really mean something else. If they write about sex and mean strictly sex, we have a word for that. Pornography.” This is where the breakdown happens, I think. Maus is NOT pornography. If it were, it would deserve to be banned. But, a NAKED CARTOON MOUSE is NOT pornography and now here we are: a book banned in a backwards school district for what is, really, no good reason whatsoever.
In fact, the delineation between what is LITERATURE and what is a BOOK lies in this differentiation between sex (or violence or nudity or journeys or wars or relationships or meals or rain or marriages or…well…you get the idea) and that which sex (or violence or nudity or journeys or wars or relationships or meals or rain or marriages or…well…you get the idea) represents. I created a lesson on this very idea some time ago and I phrased it well then, so I am not going to reinvent the wheel here, but rather quote myself, I guess: “Thomas C. Foster explains, ‘Violence is one of the most personal and even intimate acts between human beings, but it can also be cultural and societal in its implications.’ Think of Macbeth ‘unseaming’ the traitor in Act I of Macbeth. He must get very close to him. He can undoubtedly smell the blood. He’ll get plenty of blood and bone on his own body. Organs will burst. He’ll watch life drain from his eyes. This is personal. It says something about the kind of man Macbeth is and the kind of patriotism he had — the loyalty he had to his king — before meeting those witches.” So, while some non-educators might attempt to protect teenagers’ virginal eyes and pure minds from the scaries one might find in Shakespeare or Spiegelman or Lee or Huxley or Rowling or Steinbeck or Walker or Morrison or Fitzgerald or Angelou, what they’re protecting those kids from is LEARNING.
Whether it is fiction or nonfiction, literary works — even the “mature” ones — have a deeply important place in schools that hope to build better thinkers, better debaters, better collaborators, better citizens, and better humans. It is only if you are NOT trying to build those things that it makes sense to keep kids from reading To Kill a Mockingbird or Of Mice and Men or The Color Purple. A 2019 survey by the Woodrow Wilson Foundation demonstrated “why a greater emphasis on American history learning is essential to the nation. The Foundation found that in the highest-performing state, only 53 percent of the people were able to earn a passing grade for U.S. history. People in every other state failed; in the lowest-performing state, only 27 percent were able to pass” (Source: Woodrow Wilson Foundation Finds Only One State Can Pass U.S. Citizenship Exam) In Tennessee, where that ban on Maus was, the study found that 62% of people earned a 59% or lower (a failing grade) on that citizenship exam. Only 3% of testers in that state earned an “A.”
“Amid the GOP’s national campaign to purge ‘leftist ideology’ from public schools, local officials across the nation are now banning certain books that deal with race, sex, and gender, from school shelves, writes Jon Skolnik for The Salon in a January 2022 article. In addition to the well-publicized ban on Maus in Tennessee, Missouri and Mississippi have ramped up their book-banning of late. That citizenship test I mentioned before? Nearly 70% of Mississippians failed that. The folks of Missouri fared better but still 61% of them failed. Do we need kids in these places to be learning LESS?
The Humanities (literature, history, art) have a place in society-building. Packer’s The Atlantic article goes on to assert that “the best way to interest young people in literature is to have them read good literature, and not just books that focus with grim piety on the contemporary social and psychological problems of teenagers. We sell them insultingly short in thinking that they won’t read unless the subject is themselves. Mirrors are ultimately isolating; young readers also need windows, even if the view is unfamiliar, even if it’s disturbing. The ability to enter a world that’s far away in time or place; to grapple with characters whose stories might initially seem to have nothing to do with your life; to gradually sense that their emotions, troubles, revelations are also yours—this connection through language to universal human experience and thought is the reward of great literature, a source of empathy and wisdom.”
Science, technology, engineering, and mathematics are, of course, incredibly important for young people to have access to in education. These areas are where we, as a society, build DOERS. These STEM subjects create problem-solvers, and critical thinkers. But, the Humanities are where empathy, understanding, communication, diplomacy, maturity, and wisdom are built. And, BOTH areas — those appealing to the left-brained AND the right — are responsible for helping folks test ideas, support claims, evaluate thoughts, and draw meaningful conclusions.
So, again, at the risk of being a bit of a broken record here, I ask: WHAT DO WE WANT FOR OUR KIDS? What is the goal of education? Despite my rant in my tiny corner of the internet, “well-meaning” (mostly white, cisgendered, straight, “Christian” adults) will continue to rail against naked mice, schools of witchcraft and wizardry, and learning that American history is –whether you want to talk about it or not–built on a fundamental foundation of white supremacy. I don’t imagine that Arkansas, Louisiana, and Kentucky (the three worst-performing states on that US Citizenship Exam which, by the way, demonstrated that a huge number of Americans don’t know what a Constitutional Amendment is) are going to start to suddenly embrace Walk Two Moons and The Absolutely True Diary of a Part-Time Indian, but they should.
It can start with you, though. Consider buying or borrowing one of these books. Read them with your child. Talk. Think. Share ideas.
Most frequently banned books for elementary-aged kids:
- Charlotte’s Web by E.B. White
- A Wrinkle in Time by Madeleine L’Engle
- The Lion, the Witch and the Wardrobe by C.S. Lewis
- I am Jazz by Jessica Herthel and Jazz Jennings
- The Captain Underpants Series by Dav Pilkey
- New Kid by Jerry Craft
Most frequently banned books for middle-school kids:
- All American Boys by Jason Reynolds and Brendan Kiely
- The Giver by Lois Lowry
- The Harry Potter Series by J.K. Rowling
- The Outsiders by S.E. Hinton
- The Hate U Give by Angie Thomas
- The House on Mango Street by Sandra Cisneros
- Drama by Raina Telgemeier
Most frequently banned books for high school kids:
- I Know Why the Caged Bird Sings by Maya Angelou
- The Immortal Life of Henrietta Lacks by Rebecca Skloot
- Native Son by Richard Wright (one of my personal favorite books ever!)
- Invisible Man by Ralph Ellison
- The Catcher in the Rye by J.D. Salinger
- One Flew Over the Cuckoo’s Nest by Ken Kesey
- Slaughterhouse-Five by Kurt Vonnegut
- The Kite Runner by Khaled Hosseini
Or, if you’re interested, check out these book-ban lists and information about what some states are currently working on: