Censorship and the American novel: an evaluation of three award-winning classics

This research was concerned with the evaluation of three American literary classics included in high school English curricula and targeted by censors because of their sexual, racial, religious or political overtones. The novels chosen for evaluation were The Grapes of Wrath, Of Mice and MenNative Son.

The curriculum evaluation model was used to identify the demerits of each novel. The demerits were discussed in three categories; (1) "Content Offensive to Social Precepts" includes profane language, derogatory language toward ethnic groups, and ideas offensive to social mores; (2) "Content Offensive to Moral Precepts" includes language offensive to religious precepts, references to parts of the body, sex and sexual implications; (3) "Content Offensive to Political Precepts" includes references to communism and capital punishment. This evaluation revealed the bias, prejudice and propaganda in the novels.

A literary analyses procedure was used to evaluate the merits of the novels. The evaluation included a discussion of the themes revealed in (1) direct statements made by the author; (2) figurative language; (3) characterizations; and (4) the work itself as it implies ideas. The themes identified and discussed were themes that concern aspects of the human condition. These themes included religion, unity among mankind, loneliness, fear, and blindness in terms of the inability of one group of people to recognize or comprehend another group of people. The subsequent information provides a valuable reference for English teachers considering the use of the selected novels in the classroom.

This study was conducted to provide a reference for curriculum planners and designers who include the advocates and adversaries of censorship. It was concluded that censorship has yet to crest. Educators must recognize the ideas, requests and demands of the social, cultural, and political milieu. This recognition can be acknowledged by providing all concerned an opportunity to express their views on curriculum subject matter. This provision can be made through staff development projects that involve persons not involved with the schools. If the social, political and cultural milieu is not recognized, educators risk forced changes in school staff, policies, curriculum and instructional planning and implementation.