The author, John Marek, is a writer and CEO of the Anson Economic Development Partnership.
When I was 8 years old, my father took me to see the movie “Patton,” a biographical war film about the life of Gen. George S. Patton, who played a significant role in World War II. The Oscar-winning movie is known for its accurate depiction of the events leading up to and during the war, as well as the controversial personality of the general himself. As a WWII veteran who fought in northern France, my father believed it was important for me to understand the realities of war.
As we watched the R-rated movie, full of “salty” language and bloody, graphic violence, I suspect my father began to wonder whether it was appropriate for an 8-year-old. In truth, none of the blood and guts particularly bothered me, and the language … well, it’s not as if I’d never heard a four-letter word before.
On the other hand, if my elementary school had decided to call all the second-graders down to the auditorium and offered a showing of “Patton,” I’m pretty sure there would have been a revolt, and my parents would likely have been near the front of the charge. My father made the decision that I was mature enough to grasp the meaning of the movie and that the content was important enough to merit my exposure to the less age-appropriate parts. He would have bristled, however, at the idea that the school could make that decision for its students.
This week, a group of ladies from my church went as a group to see the film “Are You There God? It’s Me, Margaret,” Judy Blume’s 1970 coming-of-age young adult novel. I have never read the book, but these ladies, mostly in their 50s and 60s, say that it was an essential part of their youth and was the first book they’d ever read that tackled the sorts of issues they were facing with puberty, religion and adolescence. It is also a book that is frequently challenged by parents and educators, who find it inappropriate for young readers.
One of the primary reasons the book has been challenged is because of its frank discussion of menstruation and puberty. Some parents and educators believe that these topics should only be discussed within the context of sex education and not in a work of fiction.
Another reason the book has been challenged is because of its exploration of religious identity. The protagonist, Margaret, comes from a family with a Jewish father and a Christian mother and struggles to find her own beliefs. Some parents and educators have objected to the book’s portrayal of religion, feeling that it is inappropriate for young readers or that it promotes a secular worldview. If that is true, it didn’t seem to have much of a negative impact on the ladies of my church.
Despite these objections, many advocates for the book argue that it provides a realistic and relatable portrayal of the struggles that young people face as they navigate the complexities of adolescence. The book has been praised for its frank and honest depiction of puberty and for its positive portrayal of female empowerment and self-discovery.
When we hear about books being banned or challenged today, it’s easy to imagine Nazis pitching tomes into a giant bonfire, but the reality is that books are not really banned in the United States; they may be removed from school libraries or otherwise restricted, but they are still available at bookstores and on the internet. If a parent thinks it is important for their child to read “The Satanic Verses” or “The Autobiography of Malcolm X,” no one is preventing them.
Certainly, when making decisions about what books should be made freely available in school libraries, it is important to consider age-appropriateness and ensure that children are not exposed to material that is too mature for them. However, it is also important to note that sometimes books are banned for reasons beyond their content. For example, a book may be banned because it contains political or social themes that are seen as controversial or challenging to certain groups. In these cases, the banning of books can be seen as an attempt to suppress certain ideas or perspectives rather than a legitimate concern for the well-being of children.
When books are removed from school libraries, it is important to ensure that students still have access to diverse ideas and perspectives. This may include providing alternative resources or making the books available outside of the school. It is also important to engage students in discussions about why certain books are banned and to encourage them to think critically about the reasons behind these bans.
Ultimately, the decision to ban a book should be made on a case-by-case basis, taking into account factors such as age-appropriateness, the potential impact on students and the context in which the book is being read. However, it is important to remember that banning books can have a negative impact on intellectual curiosity, free speech and the diversity of ideas available to readers. By defending the freedom to read and promoting access to diverse perspectives, we can help to ensure that literature remains a powerful tool for education, inspiration and personal growth.