1st Place, Staff Editorial
2023-24, Division 3, News Writing
By Addison Forbes
The Roar
Northview HS
Moms for Liberty’s biggest argument is that these books are pornography. Not that the books are pornographic, or contain some explicit scenes, but that these books, in their entirety, are pornography. Moms for Liberty claims Northview is illegally distributing pornography to minors.
This is a serious accusation, and definitely not one to be thrown around lightly. This is a crime that breaks federal law, where individuals convicted will face severe disciplinary action, which includes hefty fines and possible imprisonment.
For one, these books are not pornography. They aren’t. It’s as simple as that. Although the books contain explicit material, they are not “intended to cause sexual excitement,” as defined by Merriam-Webster’s dictionary.
Half of the books being reviewed are memoirs. Memoirs are not fantasy, they are not fiction, they are not made-up stories. They are accounts of memories and experiences their authors went through. Push by Sapphire, one of the books Moms for Liberty is trying to remove, is a story of a young black girl who is physically abused and raped by her father.
That is not pornography; that is rape. It is not erotica; it is incest. This is not material aimed to sexually excite its audience; this is someone speaking up about a real situation that happened to them.
Without the realism and rawness created through the inclusion of this material, these books would not be half as good as they are. Taken out of context, sure, the explicit content may be inappropriate. However, it fails to “lack serious literary value,” which is needed for something to be deemed pornography, as defined by the government.
The Bluest Eye by Toni Morrison, who won a Nobel Peace Prize in Literature in 1973 for her work in bringing “life to an essential aspect of American reality,” follows a young black girl who obsesses over the beauty standards of society. She lives a life of loneliness and longing, and eventually goes insane from her obsession. She was also raped and impregnated by her father.
Morrison was given the highest literary award in the world for the way she brought complexity and authenticity to her books, by not skipping over the parts that are sensitive and difficult to read.
In addition, The Bluest Eye has been recommended by AP Literature and Composition recommended exam reading lists since 1975. Is that not more than enough “literary value?”
Without this harder material, these books would not be as powerful and their message of inner strength would not be as impactful for their readers.
Every single one of these books contains a greater message that far outweighs a few pages of explicit content. They tell a tale of resiliency and inspire individuals to overcome great challenges and difficulties. They allow those who feel isolated and alone to recognize themselves in strong, relatable characters. They provide a bridge to understanding different socioeconomic statuses, races, identities and familial situations.
As awful as the material in the books are, children do grow up in unfortunate and unsafe conditions. That’s why they’re memoirs; that’s why they’re realistic fiction. Removing something that helps kids feel less alone in the world just doesn’t make sense.
Finding yourself in a character is a wonderful thing, especially when the book teaches resilience and strength, just like every single book Moms for Liberty is pushing for removal.
Northview is an incredible district. We offer so much diversity, not only culturally, but in the form of each individual being unique and equally important. Books offer representation in the form of characters who are gay, transexual or straight; atheist or religious; black, asian or white. Most of these books Moms for Liberty are trying to remove represent these minorities. Taking these books away would tear apart the representation Northview has worked so hard to provide.
The First Amendment in the Constitution of the United States explicitly grants individuals the right to write, publish, read and view whatever material they please.
These are the rights our country is founded upon. This is the freedom we continue to exercise through our publication, The Roar.
Removal of our right to choose what we read might pave the way for future revisions of our rights. Our basic human principles, as citizens of this country, are being threatened by this requested restriction. More pertinent to us at The Roar, what does it mean for young adults like ourselves, who exercise our First Amendment rights daily? If we write about LGBTQ+ topics, abuse and sexual harassment, will we too be censored?
Let’s get back to the books.
To start off, these are not required books. These are choice books that aren’t part of the curriculum. No one is forcing anyone to read them.
We are blessed at Northview to have the freedom to pick books that align with our interests. We do not have to roll over a select few choices, year after year, in a way that puts students and teachers off of books and discourages kids from reading in general.
When students pick up books, they choose a specific one because it speaks to them. If they end up not liking it, or if a book is too graphic for them, students are more than able to put that book down and pick another one.
Shelli Tabor teaches English 12 and Advanced Placement (AP) Research and serves as the district’s teacher union president. She believes it imperative that Northview continues to add books dealing with modern topics to our classroom library shelves.
“If I can’t show a love for reading– isn’t that what I’ve been tasked to do? To build a library and help kids make good book choices that work for them,” Tabor said. “We know that kids read more when they have a high interest in their books, and so we try to keep stuff current and we try to get new stuff. We want things that you would have to be on a waiting list for at Kent District Library.”
Often, classroom libraries are the main source of reading materials for students. Taking away an essential resource in child development is unfair, especially to those who can’t afford to buy books or transport themselves to a library.
Furthermore, teachers give content warnings for books that contain difficult or explicit material. On an individual basis, they have a good understanding of their student’s interests and maturity level. Teachers are not going to recommend a student something they would not be able to handle, the same way no one would recommend 1298-page War and Peace to a second-grader.
This trust in a teacher’s competency to guide teens’ reading is essential for every parent. This is the same trust that allows them to send their children to near strangers to educate them for seven hours a day.
An elementary school, a middle school and a high school will not have the same reading level and maturity. Books between grade levels will differ with reading level and subject matter. For these reasons, 7th and 8th-grade classroom libraries are different from a high school’s; however, at the high school level, we should be mature enough to handle adult content.
After all, we are young adults “preparing for life’s next step,” as the quote in the cafeteria states. At all levels, we need to trust teachers to know their students.
When students pick up books, they choose a specific one because it speaks to them. If they end up not liking it, or if a book is too graphic for them, students are more than able to put that book down and pick another one.
Shelli Tabor teaches English 12 and Advanced Placement (AP) Research and serves as the district’s teacher union president. She believes it imperative that Northview continues to add books dealing with modern topics to our classroom library shelves.
“If I can’t show a love for reading– isn’t that what I’ve been tasked to do? To build a library and help kids make good book choices that work for them,” Tabor said. “We know that kids read more when they have a high interest in their books, and so we try to keep stuff current and we try to get new stuff. We want things that you would have to be on a waiting list for at Kent District Library.”
Often, classroom libraries are the main source of reading materials for students. Taking away an essential resource in child development is unfair, especially to those who can’t afford to buy books or transport themselves to a library.
Furthermore, teachers give content warnings for books that contain difficult or explicit material. On an individual basis, they have a good understanding of their student’s interests and maturity level. Teachers are not going to recommend a student something they would not be able to handle, the same way no one would recommend 1298-page War and Peace to a second-grader.
This trust in a teacher’s competency to guide teens’ reading is essential for every parent. This is the same trust that allows them to send their children to near strangers to educate them for seven hours a day.
An elementary school, a middle school and a high school will not have the same reading level and maturity. Books between grade levels will differ with reading level and subject matter. For these reasons, 7th and 8th-grade classroom libraries are different from a high school’s; however, at the high school level, we should be mature enough to handle adult content.
After all, we are young adults “preparing for life’s next step,” as the quote in the cafeteria states. At all levels, we need to trust teachers to know their students.
NW-06. Staff Editorial
Staff editorials should represent the opinion of the staff, editors or editorial board on a timely news matter of concern to the school, community, state, nation or world. They may express appreciation, offer interpretation or attempt to deal with problems.
Judging Criteria
- Represents the opinion of the staff or editorial board
- Topic relevant to interests and/or welfare of school or students
- Wins reader interest with a compelling lead
- Presents evidence/interpretation in logical sequence
- States issue; uses effective examples, facts, and comparisons to clarify
- Deals with specific issue: avoids preaching, rhetoric, and cliches
- Shows sufficient thought and research
- Sentences, paragraphs of varied length; written clearly, concisely and vividly
- Proper diction/grammar