"‘R A STUDY OF ABULTS’ REACTIONS TO CONTEMPORARY IUNIOR NOVELS REFLECTING ADOLESCENTS INTEREST IN READING ABOUT ASWSTS OF PEER AND NON . PEER RELATIONSHIPS, Dissertation for the Degree of Ph; D. MICHIGAN STATE UNIVERSITY IERRY .I. WATSON 1974 IlllIlllIlIlllIlIllllIlllllllIIllllIIIIIIIIIIIIIIII 3 1293 10424 3500 g ' .. This is to eertify that the thesis entitled A STUDY OF ADULTS' REACTIONS TU CUNTEM- PURARY JUNIOR NOVELS REFLECTING AD- ULESCENTS' INTEREST IN READING ABOUT ASPECTS OF PEER AND NON-PEER RE LAT I Dngegeefied by Jerry J. Watson. has been accepted towards fulfillment of the requirements for Ph.D. degree in Elementag Education Zfi AZ—HC/Vr‘? ' ail.%£é:f' Loo Major professor Date May 15L1974 K 0-7639 I.“ av" -~‘ ABSTRACT A STUDY OF ADULTS' REACTIONS TO CONTEMPORARY JUNIOR NOVELS REFLECTING ADOLESCENTS' INTEREST IN READING ABOUT ASPECTS OF PEER AND NON-PEER RELATIONSHIPS BY Jerry J. Watson. The purpose of this study was to determine the responses of adults to contemporary realistic fiction depicting interpersonal relationships between peers and non-peers as read by children twelve through fifteen years of age. This type of study would permit one to ascertain the extent to which adults might perceive it their responsibility, their inherent or assumed professional obligation, or their right to judge and control the literary selections that are made accessible to adolescents within this age range. Since parents of adolescents, teachers working with adolescent students, and public and school librarians who serve the adolescent clientel are considered the prime influential factors in dealing with the censorship problem, the researcher attempted to determine the extent to which <5 D Jerry J. Watson each of these adult groups would react to the parental or professional theory controlling literary works considered objectionable for adolescents. In the first section of the study a survey was con- ducted to elicit responses from parents, teachers, and school and public librarians who live and work in the same geograph- ical locale. A questionnaire was devised by the researcher for each particular group of adults. The questionnaire provided for attitudinal responses to the basic concept of adult's rights to control the reading selections made avail- able for adolescents. Scores were obtained to illustrate specific literary aspects or tOpics that adults would find apprOpriate or inapprOpriate. The controversial aSpects emphasized were references to sexuality or portrayals of life-styles contradictory to the established values of society. Nine literary selections that reflect the contem- porary publications of junior novels which contain poten- tially censorious literary aspects were exposed to the adult groups. An assumption was made by the researcher that adults would react in pro-censor ways to the actual novel in a manner that was comparable and which was reflected in their attitudes toward control. Data was computed from the questionnaires to deter— mine descriptive factors of the adult groups and to compare significant differences between the adult groups. Scores Jerry J. Watson deemed compatible to comparison were presented in various ‘measures of mean scores, frequencies, percentages, and analysis of variance. In the second section of the study, the researcher evaluated each of the nine novels that were exposed to adults in the questionnaire. Content analysis was used as the data collection technique to identify potentially censorious literary aSpects. The researcher designated three major literary aspects as most objectionable: objectionable language, sexual references and episodes describing anti- social behavior. The extent to which these literary aspects may cause censorship reactions were classified according to the intensity level of interaction between book characters of the same sex and Opposite sex who are members of a peer group and mentally retarded or significantly older members of a non-peer group. Adult responses to a questionnaire were used to test five hypotheses by analysis of variance regarding the atti- tudes of parents, teachers, and librarians concerning their right to control the reading selections of adolescents. Literary aSpects considered controversial were references to sexuality and descriptions of life-styles contrary to the established norms of society. Nine excerpts from contem- porary literary selections were eXposed to the adult groups to elicit their reactions regarding to what extent they approve or disapprove of adolescents, aged twelve through Jerry J. Watson fifteen years, reading them. Results of the data indicated that there was a significant difference between the adult groups. The parents group mean score never approximated unity with mean scores of the teachers' group or the lib- rarians' group as measured by F-test. The content analysis on nine junior novels revealed that objectionable language was the most censorious literary aSpect. References to sexuality were next as containing enough censor points to cause complaints. Descriptions of anti-social behavior were revealed to be the least objec- tionable. Novels classified as describing the sex act were identified as containing the most censorious literary aspects in the Opposite sex category. A STUDY OF ADULTS' REACTIONS TO CONTEMPORARY JUNIOR NOVELS REFLECTING ADOLESCENTS' INTEREST IN READING ABOUT ASPECTS OF PEER AND NON-PEER RELATIONSHIPS BY Jerry J. Watson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1974 9 Copyright by JERRY J. WATSON 1974 ACKNOWLEDGEMENTS The writer expresses sincere gratitude and apprecia- tion to his major advisor, Dr. Patricia J. Cianciolo for her continual cheerfulness in times of dispair and her keen intellect during moments of confusion. Gratitude is offered to Dr. James E. Snoddy for first having faith in my ability, to Dr. Louise Sause for her insights into human nature, and Dr. Glen Cooper and Dr. Stephan Judy for their moral support and interest during this study. A special thanks to Dr. Robert Craig for his lucid explanation regarding the statistics needed for this re- search. ii LIST OF LIST OF LIST OF Chapter I. II. III. TABLE OF CONTENTS TABLES. . . . . . . FIGURES . . . . . . APPENDICES . . . . INTRODUCTION. . . . Need . . . . The Junior Novel and The Significance . Censorship Practices The Purpose . Assumptions . . Hypotheses . . . Limitations . . Definition of Terms . Overview . . . . . REVIEW OF THE LITERATURE. Reading Book Selection Practices. Censorship Practices Teaching Methods and Amount .of Experi- ence as Factors Affecting the Censor- ship Issue. Sexuality. . . Language . Interests Diverse Values and Life Styles. Summary . . . DESIGN OF THE STUDY . Adult Responses to Questionnaires. Sample. . . Parents of Adolescents Teachers of Adolescents . . School Librarians Public Librarians iii Page vii viii 10 17 34 35 36 38 39 41 42 43 59 64 68 71 74 77 83 83 83 92 96 98 99 Chapter City Librarians. . County Librarians . Measures . . . . Pilot Study . . . Design Testable Hypotheses Analysis . . . Content Analysis . . Junior Novels . . Summary . . . . . Adult's Responses to Content Analysis . IV. ANALYSIS OF RESULTS . Results of the Questionnaire Statistics for Junior Novels Written Comments . Discussion . . . Content Analysis . . Intensities of Relationships Questionnaires . Friendship/Admiration Intensity Love/Affection Intensity Level. Sex Act Intensity Level . Types of Relationships Peer-Relationships: Peer-Relationships: Summary . . . . Same Sex Category Opposite Sex. . Non-Peer Relationships . Adult Responses to Questionnaires. Content Analysis . . V. SUMMARY AND CONCLUSIONS Introduction. . . . Purpose and Procedures . . Summary of Findings and Conclusions for Adult Responses to Questionnaires. . Implications. . . Suggestions for Further Research . . Content Analysis . . Purpose and Procedure. Summary of Findings and Conclusions for Content Analysis Implications. . . BIBLIOGRAPHY . . . . APPENDICES . . . . . . . . Page 89 90 92 96 98 99 100 101 107 109 109 110 112 113 128 135 143 148 153 153 160 173 191 191 193 195 200 200 204 210 210 211 214 218 222 223 224 226 229 235 241 LIST OF TABLES Table Page 1. Questionnaires Returned and Used in the Study . 117 2. Group Mean Scores for Hypothesis I . . . . . . 118 3. Analysis of Variance for Hypothesis I . . . . . 119 4. Group Mean Scores for Hypothesis II . . . . . . 120 5. Analysis of Variance for Hypothesis II . . . . 121 6. Group Mean Scores for Hypothesis III . . . . . 122 7. Analysis of Variance for Hypothesis III . . . . 123 8. Group Mean Scores for Hypothesis IV . . . . . . 125 9. Analysis of Variance for Hypothesis IV . . . . 126 10. Group Mean Scores for Hypothesis V . . . . . . 127 11. Analysis of Variance for Theoretical Attitudes . . . . . . . . . . . . . . . . . . . 127 12. Adult Responses to Novels in the "Friendship/ Admiration" Level . . . . . . . . . . 131 13. Adult Responses to Novels in the "Love/ Affection" Level . . . . . . . . . . . . . . . 133 14. Adult Responses to Novels in the "Sex Act" Level . . . . . . . . . . . . . . . . . . . . . 135 15. Means on Controversial Literary Aspects . . . . 147 16. Censor Points for The 18th Emergency . . . . . 154 17. Censor Points for On Fire . . . . . . . . . . . 156 18. Censor Points for Hey, Dummy_ . . . . . . . . . 159 19. Friendship/Admiration Level Censor Points . . . 160 20. Censor Points for Bad Fall . . . . . . . . . . 163 V Table Page 21. Censor Points for His Own Where . . . . . . . 167 22. Censor Points for Remove Protective Coating a Little at a Time I I O O I I O O O O O O O 171 23. Love/Object Affection Level Censor Points . . 172 24. Censor Points for Sticks and Stones . . . . . 176 25. Censor Points for Go Ask Alice . . . . . . . 181 26. Censor Points for The Man Without a Face . . 186 27. Sex Act Level Censor Points . . . . . . . . . 187 28. Censor Points and Means for Novels and Intensity Levels . . . . . . . . . . . . . . 191 29. Types of Relationships . . . . . . . . . . . 197 30. Categories of Relationships and Intensity Levels of Relationships . . . . . . . . . . . 198 31. Intensity Levels of Relationships . . . . . . 199 vi LIST OF FIGURES Figure Page 1. Censor Points on Nine Junior Novels. . . . . 190 vii LIST OF APPENDICES Appendix Page A. Documents . . . . . . . . . . . . 242 B. Contemporary Realistic Fiction about Aspects of Peer and Non-Peer Relationships . . . 246 C. Questionnaires Used in Adult Survey . . . 259 D. Content Analysis Form . . . . . . . . 307 viii CHAPTER I INTRODUCTION Need The need for this study was prompted by my own experiences as a teacher of junior and senior high school students and as an instructor of children's literature and the teaching of critical reading working with undergraduate and graduate students on the college level. During this period of time, the researcher has been aware of a true interest on the part of adolescents to read about the actual situations as found in the real world. Also, there has occurred in recent years a growing number of realistic comtemporary fiction stories written specifically for adolescents. Because of the recent publications offering more graphic interpersonal encounterments between book characters, there has followed an increase in the number of complaints from objecting adults. Some parents object to the explicitness of language and interpersonal relation- sflliPS, and to the portrayed life-styles that condradict their'values, but some teachers and librarians, too are raiSing their voice in protest. Perhaps the professional rmmnbers are not complaining so much about the vividness of tflua new realism, but are crying out in voices of frustration 1 asking why such stories are necessary and are asking how can they defend their choices of such literary selections if they are indeed necessary. Literature experts over the last fifty years indicate that the reading fare desired by young peOple parallel basic functions and needs of human developmental tasks. One of the more salient and meaningful tasks requires that the young adolescent begin to seek other persons as friends and confidants outside the family. Peer acceptance and approval becomes increasingly important and desirable with independence and maturity. Because litera- ture is a reflection of life, realistic stories pertain to situations that portray the gamut of confrontations, from the unpleasant to the positive relationships among peers. Adolescent children have a strong desire to read about such real relationships. In recent years, there has appeared a marked in- crease in the number of contemporary realistic fictional literature for children (ages 12-15) dealing with character Exortrayal involving peer relationships and non-peer relation- ships. These themes of personal relationship contain a good (heal of significance and meaning to young people the age (If twelve through fifteen years. At this stage of early aniolescence, the child is moving out of the protective LmMDrella and shield of his parents and immediate family. The cfltild is gathering momentum and force to act in independent ways, and one of these strides toward independence means that he will seek extra-familial relationships in meaningful and personally social contexts. As in real life, these relationships with other human beings are depicted in con- temporary realistic fiction in various contexts: the development of social relationships with members of one's own sex or opposite sex at or about the same age, or per- haps with others of a significantly older or younger age of either the same sex or opposite sex. In past years the social relationships that were described in the majority of the fictional stories dealt with the relationships accepted by our culture. The rela- tionships portrayed usually were those about normal healthy friends seeking acceptance and an affectionate sense of belonging underscored by a mutual sharing of respect. This commonly accepted development of relationships between friends of the same age, the same home background, the same life-style, and even the same or approximate mental capacity was looked upon with favor by most adults as suitable reading material for young adolescents. However, it is apparent to the researcher that at the present time more and more publishers are accepting manuscripts by authors who stray from the culturally accepted norms of "model" social behavior of human interaction by allowing their fictional characters to choose friends of totally different ages, sex, life-styles, values, and moral codes. This is known as the trend of "new realism." It is quite predictable to this researcher that controversy is bound to occur between the publishers and some elements of the book buying public. The publication of novels such as these might well suggest to the adult book selector that his preconceptions about what is right, allowable and valuable in young people's reading are off target; are being challenged; and may even need some readjusting. A message he could accept, reject, or at least resist. The objection to the "new realism" could be widened in as mild a way as a book reviewer for some periodical or newspaper writing an unfavorable review because an author stressed the uncommon relationship of the characters. It could go a step farther and not be purchased by a librarian because it did not meet the established and traditional criteria for book selection that are reflected in her policy statement. Even if it got so far as to be purchased by the librarian and placed on the shelves, the book could incense a parent or a concerned adult who would then take steps to censor the book by having it banned from the library completely. To avoid a censorship problem, a teacher might not be willing to recommend or require the reading of a realistic novel, even though she knew there were students in her classes who would benefit from her guidance and direction in reading such a novel. That teacher will continue with the "safe" literature anthology. n-.- o \.~§ The Junior Novel and Reading Interests Many studies executed during the last fifty years have identified the reading interests of children. These studies have revealed that children between the ages of twelve and fifteen years demand stories about characters who deal successfully with contemporary problems and situations deemed relevant to the reader. One of the most sought after types of stories emphasizes the initiation and development of the story characters' relationships with friends in a modern setting. The new realism in adolescent literature depicts the relationships between friends as close and trusting pals, such as members of the same sex where there is mutual respect and cooperation as found in The 18th Emergency by Betsy Byars and Bad Fall by Charles P. Crawford. The relationship could develop into a homosexual involve- ment as in Sticks and Stones by Lynn Hall or I'll Get There, It Better Be Worth the Trip by John Donovan. The sexual relationships might run the gamut from the first shy encounter of infatuation all the way to sexual experimentation when reading The Loners by Nancy Gardner to His Own Where by June Jordan. Non-peer relationships might be described when a story character is driven by rejection of peers or a sense of compassion to give comfort to elderly, younger, or mentally and physically handicapped people. Such books exemplifying these relationships would be Hey, Dummy by Kim Platt and Remove Protective Coating a Little at a Time by John Donovan. By experiencing vicariously through their reading children can gain new perspectives of the world as it is, a world of neither all goodness, nor all badness, but a human world composed of various life styles and value systems that may be far different from their own. McKay investigated the scientific research and professional literature pertaining to adolescent reading interests and written from 1889 to 1965. This significant research study offers a wealth of insights about the nature and shortcomings of reading interest research; the reading interests of adolescents; and the failure of adult-oriented reading material to satisfy these reading interests. McKay reported that one of the most profound and commonly cited findings stressed in all surveys about adolescent reading interests was the pressing desire of the teen-ager to read of the contemporary world of the teen-ager. The adolescent reads to gain an understanding of himself and the world he faces in reality. He reads to find answers to his personal questions, he reads materials he thinks offer him resolutions to his individual problems, as well as the hope of idealism and understanding to cope with the real situations that he encounters daily or will eventually meet. Adolescents often dislike what teachers and librarians offer them for their reading fare. The books are often too difficult; they do not meet their personal interests; some are published in an unattractive format; some have themes more suitable for younger children; many emphasize the feminine; many are concerned with eras gone- by or with irrelevancies; and some "deal with topics such as abiding love, preaching theories and philosophies which the adolescent is not willing or ready to accept."1 There is a more recent survey of research on the reading interests of adolescents. Mott attempted to synthesize the rate and nature of changes revealed in past studies and identified the common curricular trends at the secondary school level in order to determine what effect the knowledge about reading interests had on the literature and reading programs offered in the secondary schools. Because of the rapidly changing conditions of the world, adolescents, like other people, are experiencing difficulty in understanding themselves and their place in the world. The teen-aged years have often been con- sidered the years of turmoil, a time when young people strive to seek answers to their questions of self-identity and self-actualization in a socialized environment. Their 1James William McKay, "A Summary of Scientific Research and Professional Literature on Reading Interests of Secondary School Students -- Grades 7-12, 1889—1965." (unpublished Doctoral dissertation, University of Pitts- burg, Pittsburg, 1968). personal interests are reflected in the era in which they live. Times change and so do reading interests over a period of years. No longer are all adolescents content to read stories that depict only values of the dominant culture. Mott's reading interest research occurred during the sixties and indicated that the research was a continua- tion of the "battle of the fifties." Research that he identified characterized the cultural polarization that manifested itself at that time in many sections of the American scene. The value of the junior novel was the cause of much concern of several investigators who spoke out strongly in support of relevance and reality in the content of fiction for teenagers.2 In assessing the influence of the changing condi- tions of the world upon literature, Mott states: . . . in the three decades since World War II, the impact of psychological and materialistic advances has had a profound effect on the 'linear-symbolism- orientation' patterns of the changing American cul- tural scenes. Educational and economical affluence has created an increasing awareness of multi- dimengional symbolism in competion with the printed word. 2 . . John Homer Mott, 'Read1ng Interests of Adolescents: A Critical Study of Fifty Years of Research." (unpublished Egggoral dissertation, University of Northern Colorado, 3Ibid., p. 285. When adolescents are allowed to choose their reading materials freely, they will by necessity be motivated by their desire to satisfy psychological, physiological, and sociological needs and will gravitate toward those literary works that meet those needs. Many of today's youth do not find a fulfillment of those basic needs in the literature textbook. The questions and concerns of today's adolescent will be found primarily in contemporary literature, especi- ally in realistic fiction. A person's level of maturity will influence the level of sophistication and complexity choice, but the demand for relevancy and timeliness will not be rejected in favor of reading a steady diet of the classics or literary pieces that have little or no bearing of the adolescent's here and now and very real world. McKay concisely lists possible components of reading interests which "either singly or in combination seem to condition what a person will read and the avidity with which he will read it:" The availability of reading material. The difficulty of reading material. The style of reading material. What he has read previously. How much he depends on others or allows others to make his reading choices. 6. The feeling of hope or fear or satisfaction that he experiences when reading a given type of material. 7. What he has done before when confronted with the choice of reading or non-reading. 8. His self-concept as a reader. WDWNH o o o o o 4McKay, op. Cit., p. 127. 10 These components of reading interests when not taken into consideration by teachers and librarians may; account for the apathy of many of today's adolescentS' regarding reading. There is evidence to indicate there exists a wide disparity between what the adolescent chooses for voluntary reading and what the predescribed courses in reading dictate he should read or be allowed to read in classrooms, and what is offered to him in the collections of school libraries and public libraries. One rather unpleasant consequence resulting from the adolescent not being offered books that meet his reading needs and tastes in literature courses or libraries is that he will seek the answers to his problems and concerns by reading books of substandard quality or perhaps even resort to experi- menting and acting them out in real—life situations. Thus being faced with situations he may have neither the maturity nor the emotional stability with which to deal. None of these Options would help the adolescent to acquire an adequate or positive self image of himself. The Significance A great body of literature for children and youth dealing with personal human relationships involving adoles- cents is to be found today. It is the intention of this study to increase the awareness of teachers, parents, librarians, and administrators about the developmental 11 needs of children, aged twelve to fifteen and how litera- ture can be used to help children within this age range to realize these developmental needs. Emphasis will be placed upon early adolescents' need of developing relation— ships with other persons, be they peers of the same sex, opposite sex, or non-peers. Aspects of human relationships would include the consequences which result in the presence or absence of such needs as: acceptance, admiration, trust love and affection, and sexual acts. Literature, particu- larly modern realistic fictional novels, may be used by the adolescent to understand his own feelings and drives with regard to these needs and to realize these develop- mental needs at least to some extent. It is through literature that the reader can experience various life-styles that are the same as or different from his own. There is considerable comfort experienced when meeting one's own situation or habits in convincing storyline. And many readers enjoy books that reflect their own situations and life styles. However, for the more mature reader, the one approaching adolescence, there is also the conscious desire to learn about other patterns of living that are quite different from his own. There exists within the early adolescent the challenge of the unexperienced, the need to try on a different personality, the meeting and making of new acquaintances, visiting new environs, and putting to question the moral code that has been established and reinforced by his parents 12 throughout his early childhood. As Louise Rosenblatt has stated: The reader seeks to participate in another's vision to reap knowledge of the world, to fathom the resources of the human spirit, to gain in- sights that will make his own life more compre- hensible.5 The relationships as depicted in recent literature of fictionalized novels includes the wide diversities of life. It is not difficult to find books in libraries or book stores, stories that realistically and graphically portray the relationships between peers of the same and different sexs. There is also an increasing number of books being written about non-peer relationships. These plots deal with the interaction between characters of different ages. Usually the main protagonist character is a young teen-ager, about the age of twelve or thirteen, who develOps a meaningful relationship with a much older character. The relationship between the adolescent and an older and seemingly wiser person appears to predominate. The older character carries a certain amount of dignity and presitge in the relationship because he, or she, lives a very different life from the main character. The contem- porary authors tend to highlight the differences in valhes of the two persons, thus creating a challenge to the reader's personal moral code. 5Louise M. Rosenblatt, Literature as Exploration (New York: Noble and Noble, Publishers, Inc. 19683, p. 7. 13 The reseacher identified one hundred eighty-five (185) junior novels, published in the United States from 1970 through 1973, that stress the initiation and/or devel- opment of peer or non-peer relationships as found in con- temporary realistic fiction written expressly for children between the ages of twelve and fifteen years old. The following book selection sources (published from January, 1974 through March, 1974) were used to identify the junior novels that pertained to the type of relationships considered in this study: The Bulletin of the Center of Children's Books, American Library Association Booklist and Subscription Review and School Library Journal. The books had to meet the following criteria in order to be included in the bibliography: The types of peer relationships as found in the junior novels must include relationships between members of the same sex or opposite sex that are the same or similar age. The types of non-peer relationships as found in the junior novels include the relationships be- tween members of the same or opposite sex, but that are significantly older or younger in age than that of the protagonist or who are mentally or physically handicapped. These relationships are identified and classified according to psychological categorization of interpersonal interactions consequential to the presence or absence of: (a) "admiration/ trust" (b) "love/affection" and (c) "sex act." Books were rejected if the relationship described a sibling or family relationship or if the setting occurred outside the United States. 14 This bibliography of books pertaining to the aspects of peer and non-peer relationships considered in this study is found in Appendix B. All nine titles used in the question- naire and the content analysis are found in this bibliography. This study will identify and classify potentially censorious aspects of nine junior novels that deal with peer and non-peer relationships by means of content analysis. A questionnaire will also attempt to measure the opinions of parents, teachers, and librarians toward possible objec- tionable reading fare, and to correlate their opinions to their reaction to specific objectionable novels. This study will help to alert educators and librar- ians to the probable and potential consequences that are likely to occur from questioning or objecting adults when adolescent children's demands for relevant reading fare are met in the form of modern realistic fiction. Literature designed and written especailly for the adolescent in mind is a relatively new type of reading fare. It reflects an attempt to provide for the adolescents reading content that will satisfy the reading interests and needs at his developmental level. In the early 1930's this special form of literary novel was labeled "junior novels." Authors began writing fiction especially for the teen-ager. This literature had unique traits of which were found neither in the traditional literature for younger children, nor for the adult. Basically, the "junior novel" 15 was designed to meet the personal interests of adolescents in an effort to encourage and increase their reading habits. It was hoped by authors and publishers that the adolescent would find stories in the "junior" novels that would appeal to their basic emotional and social needs. Alert authors, publishers, educators, librarians, and specialists in the field of human development recognized that needs that were neither being satisfied by reading literature for children which was too simplified nor the adult literature because of its complexity. The junior novel provides a transitional type of literary experience between the childlike themes of children's literature and the too mature, sophisticated and highly stylized adult novel. Teachers and librarians can offer the junior novel as reading fare which answers the questions of adolescents; offers solutions to their problems; and helps to satisfy their needs. Although the junior novel has often been criticized for its lack of literary quality, and in some cases justifiably so, the directing adult should evaluate his personal biases and preferences and determine how appropriate and effective these novels are for the teen-aged reader. Junior novels are being increasingly written and published for the adolescent reader. Many are published in paperback form which enhances their popularity. Carlsen offers a definition of the adolescent novel that might additionally explain its popularity: 16 . . . a book written by a serious writer for the teen-age reader. The writer tries to evoke through his use of words the feelings and emotions, the triumphs and failures, the tensions and releases, that people in the age group of twelve to twenty normally experience. The appropriateness of the junior novel for the adolescent reader is described by Burton, a well—known expert in the field of literature for adolescents: Books for adolescents relect various interests and concerns of young readers, but they have their greatest impact, probably, because of their connec- tion with the personal problems of adolescents, and they afford the young reader a chance to stand off and View the seeming turmoil of his life in per- spective, to reflect on things that are of the greatest moment to him, whether or not they may seem trivial to adults.7 As emphasized by Chambers, there is a good deal of reading being done by adolescents. However, they are not reading what experts think might be "profitable, healthy, or wise."8 This same attitude was expressed by Daniel Fader in his work with children who lived in the ghettoes of Washington D.C., and the boys at The Maxey School in Ann Arbor.9 6G. Robert Carlsen, Books and the Teen—Age Reader (New York: Harper and Row, 1971), P. 41. 7Dwight L. Burton, Literature Study in the High Schools (New York: Holt, Rinehart and Winston, Inc. 1970) p. 244. 8Aidan Chambers, The Reluctant Reader (London: Pergamon Press, 1967), p. 234. 9 . Daniel N. Fader, Hooked on Books (New York: Ber- kley Publishing Company, 1966), p. 128 and Daniel N. Fader, Thezgiked Children (New York: The Macmillan Co., 1971) P- - 17 Censorship Practices Many junior novels contain trivial sports, romance, and adventure stories and are judged by some adults to be of no great consequence to the readers. But many concerned adults and particularly parents, teachers, and librarians, will find the realism portrayed in many of the junior novels too seamy and base. Judgments against the depiction of real life concerns ot today's adolescent such as premarital sex, abortion, homosexuality, obscene language, and the inclusions of disparaging images and comments about this accepted social, political, and racial values of American society will prompt many adults to limit the accessibility of such books. There are several other situations which serve to dramatize the timeliness of a censorship study by this researcher. In November, 1972, the topic of censorship of children's books in school and public libraries was considered by the National Council of Teachers of English to be so relevant and timely that they devoted a three day preconvention seminar to study it. By attending that seminar, the researcher was able to gain an impressionable insight into some of the real problems and horrors facing today's teachers and librarians should they use books and reading matter considered relevant to and by children and find that objecting adults may succeed in forcing the removal of this reading material and thus deny use of these books in the schools. 18 The timeliness of this study is reflected also in the recent Supreme Court's ruling. In June, 1973, a slight majority Of the court's members ruled that each community has the right tO decide for itself what is to be considered obscene. The repercussions that might follow such a decision could encourage the most vocal group of each community to define what is to be considered appealing to prurient in- terests and without any socially redeeming value. This ruling may encourage many school and public libraries to decide that books in the present collections as well as future acquisitions must reflect only the majority viewpoint of the community rather than the diversities Of a pluralis- tic society. This high court's decision could well Open I the gate for hysteria among book selections and educators and welcome the more aggressive and vocal or fanatic adults who claim themselves as representative members Of the majority to Openly crusade against many books considered by another element of society as necessary and important children's reading fare. Anyone concerned with the consequences of govern- mental actions regarding censorship, might well consider the forecast Of Judge Jerome Frank: Governmental control Of ideas or personal pre- ferences is alien to a democracy. And the yearning to use governmental censorship Of any kind is infectious. It may spread insidiously. Commencing with suppression of books as Obscene, it is not unlikely to develop into Official lust 19 for the power Of thought-control in the areas of religion, politics, and elsewhere.10 The timeliness Of the study is indicated further by the conflict and internal struggle Of the educator's and librarian's profession. There is even today an inability to agree exactly what is to be considered necessary and relevant reading fare for today's children among members Of the professional ranks. Arguments persist among these professionals to define terms such as Obscenity, porno- graphy, relevancy, and even literature; as well as the possible uses and abuses Of books reflecting the diversity Of life to be used with children. John Donovan, the author of I'll Get There. It Better be Worth the Trip reportedly said that there aren't many areas Of our society that children don't know about. They acquire a lot of their wisdom in from of a TV set, he said.11 Does this justify the various topics and situations that the authors Of juvenile books have written about these past few years? Simply because a child knows about something (or that you think he will or should soon know about it) do we then accept this topic as relevant reading fare for them? 10Judge Jerome Frank, "Selection from the Concurring Opinion of Judge Jerome Frank in U.S. vs. Roth." Censorship and Freedom. Harry M. Clor, editor (Chicago: Rand McNally and Co., 1971), p. 14. ' llHarry Gilroy, "In Juvenile Books It's Not All Fantasy," The New York Times, Thursday, April 3, 1969, p. C49. 20 Reginald Maddock respected writer and author Of The Pit said: There are those who resist reading because reading is something adults made them do. Unless they are young children, their reluctance does not necessarily spring from lack of ability. They may be young in years - 12+ onwards - but they are Often Old in experience. They no longer believe in Santa Claus or fairies. Reading's for squares. They've tried it and it does nothing for them. The books they read as children - because they are forced to read them - are about artificial worlds, nothing like the real world their young lives are lived in. Teachers and parents may get their kicks and fantasies from books but they know easier ways Of getting them more swiftly. I write at times for children like this. I try to write about real kids with real problems similar to their own. I write about bullies, hooligans, vandals; about juvenile crime, unsympathetic adults, drunken or careless parents, unenlightened teachers, truancy, homework, etc. These are the things they know about. These are the characters they identify with.13 Another situation that demonstrates the timeliness and importance of this study is the continuing debate that is currently occurring between two divisions Of the American Library Association; The Intellectural Freedom Division and the Children's Services Division. The debate began during the summer convention, 1972, and continued with the mid-winter and summer conventions when the delegates could not agree upon an acceptable criteria for a book re-evaluation policy. The conflict still continues and is highly indicative Of the wide diversity of attitudes and feelings when decisions concerning what children should 12Chambers, Op. Cit., p. 90. 21 and need to read. It is hoped that this study will pro- vide pertinent data and will serve to draw the main points of disagreements and agreements together in a summation that will help to unify rather than divide members within the profession of children's literature. For without professional unification, little can be done to effectively ward Off the non-professionals' censorial attacks. Katz provided sound reasons why we may expect more acts of censorship when he said: There is little reason tO believe that there will be any amelioration Of censorship and attempted censorship Of controversilal novels taught in the schools. Rather, because novels are now so readily available in inexpensive paperback editions and because secondary school teachers seem to be in- creasingly dissatisfied with anthologies and with the classroom classics . . . more and more teachers will probably use additional new materials in the classroom. This study will attempt to identify the reactions Of adults who share a responsibility Of guiding and directing children Of the ages of twelve through fifteen in the reading Of contemporary realistic fictional literature that describes the involvement and interaction of characters in establishing and developing peer and non—peer relation- ships. 13John Stuart Katz, "Controversial Novels and Censorship in the Schools," (unpublished dissertation, Harvard University, 1967), p. 168. 22 The types of peer and non-peer relationships as developed in junior novels that might arouse and provoke some adults to take steps to censor must be identified by the book selector. Steps can then be taken to prepare defenses Of the books in question by concerned teachers and librarians who realize the value and need Of today's children to acquaint themselves with differing life styles. Knowledge Of the various procedures and techniques used by adults to censor books in public and school libraries will greatly aid parents, teachers, librarians, and school and library administrators. Junior novels are not yet free from criticism simply because they pertain to such topics as drugs and drug addiction, emotional collapse, homosexuality, mastur- bation, imperfect parents and institutions, racial discrim- ination, death, premarital sex, and abortions. The literary quality Of many junior novels leaves much to be desired. But there are some well written works by writers who are not writing in a condenscending manner with a controlled vocabulary and cautious approach to vividness, but who are writing of the real world with real people. The literary works are there for adolescents to read if they care to, and it appears from reports from libraries and booksellers across the country that they do.14 l4Jean A. Seligmann, "New Novels for Juniors," Newsweek, Vol. LXXXIII (March 4, 1974), p. 83. 23 In the next decade we will likely see an increase in the demand and enthusiasm by adolescents for novels that describe the veracity Of the world. At least as viewed by various authors! There will also likely be an increase in the number Of objecting parents and local organizations outside the schools and teachers and librar- ians within the schools and librarians who will question the purpose of these novels and the practice Of allowing their children to read the books. The next portion Of this chapter will contain a review of the research studies that identify the various aspects Of adolescent literature that adults tend to Object to plus the reasons why these concerned adults raised the Objections that they did. Much of the controversy about and the censorship of material about sexuality centers on the meaning and effects Of the word "pornographic." This Often used term is commonly cited by the censor when he reads a passage refering to a sex act. With the recent Supreme Court ruling Of June, 1973, there is concern among librarians, educators, publishers, and writers Of juvenile fiction who fear that the term pornography will be taken up as the effective crusade by the censor who sees himself as repre- senting the morally accepted standards of the community. The laws against obscenity appear to be made in the name of public morality. The "moralists" Of a community take for granted the supposition that public morality has 24 a claim on each individual member of the community, and it is their duty to enforce the laws on all persons. The "libertarians" on the other hand, regard the newer and permissive attitudes toward sex as change rather than moral decay and welcome some Of this change, or all Of it, . . . . 15 as a liberation from Oppre551ve constraints. Each Of the two extreme positions whould give differ— ent definitions to "pornography," but the researcher would Offer the Dronhausens' systematically developed definition Of pornography: In pornography (hard-core Obscenity) the main purpose is to stimulate erotic response in the reader. And that is all. In erotic realism, truthful description of the basic realities Of life, as the individual experiences it, is Of the essence, even if such por- trayals have a decidely anti-erotic effect. But by the same token, if, while writing realistically on the subject Of sex, the author succeeds in moving his reader, this tOO is erotic realism, and it is axiomatic that the reader should respond erotically to such writing, just as the sensitive reader will respond by actually crying, to a sad scene, or by laughing when laughter is evoked. 6 Studies Of Objectionable language, identified and ex- amined by this researcher, do not indicate which is the most volatile. The category of language referring to sexual matters is commonly thought Of as words that can incite actual 15Harry M. Clor, Obscenity and Public Morality (Chicago: The University of Chicago Press, 1969), p. 6. 16Eberhard and Phyllis Kronhausen, Pornography and the Law: The Psychology Of Erotic Realism and Pornography_ (New York: Ballentine Books, 1959), p. 18. O :5 1V. .1.“ a s...‘ "' a. "Qv- u‘ Ag. ' I on -. 25 behavior on the part of the reader. The censor believes there is a mystical power Of the word that refers to a sex act or the wording Of a phrase that describes a sex act that forces the reader to commit sexual or violent acts. Therefore, as long as society feels an anxiety about the printed Obscene word and its power of suggestion, the censor will exert some degree Of pressure to eradicate obscenity in literature. The Kronhausens clarify this issue: If freedom Of expression is a sign Of a mature society, then the frivolous supression Of words and/or ideas by certain censorious groups must be recognized for what it is: the symptom Of a social neurosis defending its own illness - there- by contributing to the continuance of that illness for the society as a whole.17 A recent study by Sorensen might provide some in- sightful information to adults concerned with the sexual behavior Of adolescents and thus better understand and maybe even accept the way this aspect of inter-personal relation- ships is treated in the junior novels. Never has such an in-depth survey on the attitudes and actions of today's youth been undertaken. Adults who shock easily at the sexual liberalism in current juvenile novels, and possibly doubt that the young person is all that familiar with sexual behavior, can better understand how these novels are reflect- ing the real world Of sexuality and interpersonal relation- ships among teenagers. One Of the most salient findings by 17Ibid., p. 143. 26 Sorenson listed 52% of all American adolescents as having had sexual intercourse; 59% of the boys and 45% of the girls are nonvirgins; 13% Of all adolescents with intercourse experience had their first sexual intercourse at the age of twelve or under. By age fifteen, 71% Of the boys are non- virgin and 56% Of the girls are nonvirgins.l8 With reports from Sorensen and others, we can readily see that our society is caught up in a rapid pace Of change. There are bound to be not only bewildered youngsters, but bewildered adults as well. The adults seem tO encourage whatever generation gap there is by dealing ineptly with the forms of revolt that children are taking. Society's elders seem incapable Of maintaining pace with change, and therefore, soon become outmoded as models for the young to emulate. A consequence of the striking changes in our society is reflected in the nature of early adolesence. The preadolescent seems quite eager to throw Off the label Of child and rushes with full force into the assumed freedom and independence of adolescence. As noted by psychologist, Elton McNeil: The distinction between early and late adolescence is blurring rapidly. This distresses most of us . . . the adolescent rushes with equal speed to embrace the experiences usually reserved for adults: sex, smoking, driving, drugs, independence, noncon- formity. The rates Of outward expansion in these 18Robert C. Sorensen, Adolescent Sexuality in Com- temporary America: Personal Values and Sexual Behavior, Ages Thirteen to Nineteen (New York: World Publishing Co., 1973). PP. 213-214. .I 27 two stages Of life are tied together as adolescents vacate their roles and early adolescents rush in to assume them.19 People who support censorship of the reading material for youngsters Often claim that reading about sexual matters and violence will act as a causative factor on a young person's behavior in anti-social ways. This researcher could find no scientific research reports which contain evidence to prove or disprove a definite assumption that reading about sex or violence will induce a juvenile tO per- form in a delinquent manner. In fact Johnson states that almost any kind Of reading is a healthy activity. While history suggests that bad behavior existed long before books were written, there is ample evidence to suggest that reading has helped many young people to understand themselves and their problems.20 Most psychologists and child development eXperts agree that juvenile delinquency is not the result Of any one single cause, but that the events Of early childhood have a profound influence upon later childhood delinquency. The early childhood events occur before a child has gained the skill to read.‘ During the later childhood, a delinquent's social and interpersonal relationships are recognized as 19Elton B. McNeil, "Early Adolescence-Fact and Fantasy," Readipgs in Human Socialization (Belmont, California: Brooks/ Cole Publishing Co., 1971), p. 167. 20Pike Johnson, Jr., "Censorship, Critical Thinking, and the Paperback", Library Journal, XC (January 1965), p. 299. 28 much stronger influences upon anti-social behavior than reading matter that deals with sexual activities and violence or aggression. The majority Of delinquents are generally known to read less and with more difficulty than normal children.21 Jahoda also tried to ascertain the impact Of litera- ture on the mind of the reader and concluded that it is impossible to isolate which form of mass communication media has the highest impact, because of the extensive overlaps of content coverage. Actual events and fictionalized forms Of events are presented daily in the newspapers, radio and television broadcasts, and are readily available in books and comics Of various degrees Of quality. That content which an individual desires to expose himself tO is a matter Of personal choice and depends on his inclination. Seldom do people want to absorb everything that is Offered tO them. She reported that: A conversion Of attitudes by any Of the mass media is indeed a rare event, if it occurs at all. Apar- ently, information is much more readily absorbed from the mass media than are attitudes which no not agree with those Of the reader. 21Marie Jahoda and the Staff of the Research Center for Human Relations, New York University, The Impact of Literature: A Psychological Discussion of Some Assumptions in the Censorship Debate as cited in "Summary Report" quoted in_Judge Jerome Frank Selections from the Concurring Opinion Of Judge Jerome Frank in U.S. vs. Roth Censorship and Freedom of Expression; Essays on Obscenity and the Law, Harry M. Clor, editor (Chicago: Rand McNally and Co., 1971), pp. 1-18. 22Ibid., p. 9. 29 The most important advice from Jahoda refers to the children who have not reached a maturity whereby their pre- ferences have not crystallized and who still exhibit an Open and innocent curiosity of the world about them. These child— ren could possibly receive a danger from literature, because they are naively vulnerable to accidental influences from reading material. These vulnerable children are not the normal children, but are the insecure or maladjusted who find in reading an escape from reality which they do not dare face. Their needs which are not met in the real world are gratified in a fantasy world; apathatic feelings that as an individual, he has no control over forces in his real world which are based upon violence and brutality. Regarding causative factors in reading material and the quality of literary merit, Jahoda emphasizes: It should be noted that insofar as causal sequence is implied, insecurity and maladjustment in a child must precede this exposure to the written word in order to lead to these potential effects. Unfor- tunately, perhaps, the reading of Shakespeare's tragedies or Of Anderson's and Grimm's fairy tales might do so much the same.23 The Anglo-American Seminar on the Teaching of English which was held in 1966 at Dartmouth College relegates to all teachers of English the necessity Of presenting to their students vicarious literary experience that reflect diver- sities Of life. It was stressed that the cognitive limita- tions Of the disadvantaged child as well as the most advantaged 23Ibid., p. 70. 30 child will for evermore be controlled by family, class, and social role, unless the school provides him with a kind of discursive experience which he can internalize and which is different from what he internalized at home.24 The diversities Of life common to a pluralistic society such as exists in the United States may appear somewhat threatening to adults who tend to favor a mono- theistic vieWpOint Of society. These adults may take drastic action against certain junior novels which present a life-style that is contrary to their own pattern Of living, or to the expectations that they hold for their children. As pointed out by Fiske in her study Of book selection policies and censorship in California during the nineteen fifties, public and school librarians as well as teachers, parents, and other adults within the community may take a variety Of actions to protect their children from reading of such diverse life-styles that are in con- tradiction to the values and mores of the community. It has been the writer's personal experience to see the dramatic effects of ired parents who desired the banning Of a particular novel. While teaching a graduate class Of 24James R. Squire, ed., Response to Literature (Champaign: National Council of Teachers of English, 1968), p. 72. 25Marjorie Fiske, Book Selection and Censorship (Berkeley and Los Angeles: University Of California Press, 1959), pp. 45-63. 31 children's literature in a Detroit suburb to teachers of elementary school students, the writer recommended a list of contemporary fictional junior novels that dealt with particular social and personal problems. On that list was the very popular junior novel, Go Ask Alice, anonymous author. One seventh grade teacher suggested that her class read the book. However, she did not read the novel herself before recommending it. The novel brought an arousing protest from a group of the parents who complained not only to the teacher but to the principal, superintendent, and local school board as well with this letter. PARENTS ALERT This book was purchased by the mother Of a 7th grader without any knowledge of its content be- cause she trusted the recommendation Of the teacher. The parents involved met with the principal and teacher and resolved the problem. The teacher and principal claimed ignorance Of the books [sic] con- tent with apologies. We ask, 'How many books Of this category are still in our school system, and how many parents will be victimized by such irresponsibility?‘ Gutter talk belongs in the gutter, not in the institutions Of learning! We don't want a dime store education at Tiffany prices!!! Parents must get involved in their childrens [sic] education. Don't be afraid of being called a 'BOOK BURNER' or being told 'YOU ARE THE ONLY ONE THAT HAS COMPLAINED.‘ because these are just cover ups for those who want you quieted! You 553 professionals! Professional Parents - and you have a degree!! A Degree in Common Sense!! Your childs [sic] educa- tion will only be as good as you want it to be . . . Again, get involved! Someone cares ------------ YOU!! PARENTS RIGHTS COMMITTEE26 26Acquired by the researcher from his graduate student, May, 1973. 32 The teacher pleaded ignorance and apologized to the parents. Had she read the book before recommending it, or had she been more informed about the aspects Of the censorship problem in general, she might have been more successful in preparing a sturdy defense about the worth and the usefulness of the story when used wisely with students. The parent's group was successful in getting the book banned from the school library as well as the classrooms. There are few teachers and librarians who are pre- pared with formalized written policies that could be used as effective measures Of defense against the protests of and actions taken by book-banning adults. Symula Offers this advice to schools to protect themselves from outside censors: The single most important fact brought out by the censorship reports is how totally unprepared many schools are to combat censorship. Superintendents, principals, librarians and many teachers are afraid to stand up to the censor and defend the material that they have approved or selected for classroom use. The need here is Obvious. Schools must develop sound book selection policies and formal procedures for handling complaints against books; and until this is done they will continue to be at the mercy Of any- one who decides that he knows best the material that should be included in the English curriculum.27 This study will help those educators and librarians whose responsibility it is to guide and direct children's reading, . 7James Francis Symula, "Censorship Of High School Literature: A Study Of the Incidents Of Censorship Invol- v1ng J. D. Salinger's 'The Catcher in the Rye'," (unpublished Doctoral dissertation, State University of New York, Buffalo, 1969), p. 50. u I q.- AI. 33 to see the necessity Of drawing up formal statements which will ensure the right Of each child to have the liberty and right to read materials Of his choice. The American Library Association has long concerned itself with the freedom Of choice for library patrons, whether adults or children. Since its last amendment in 1967 the document entitled, The Library Bill Of Rights, (Appendix A) has paved the way for an Open and free choice of all ages to read about broad and diverse topics Of inter- est. Only more recently with The Students Right to Read28 (Appendix A) document has the child been a major focal point Of the same protection to freedom of choice to read about any subject of interest and in any book circulated by the library, whether originally intended for adults or for children Of a specific age. Perhaps one Of the most convenient aids to help teachers and librarians to counter the censor's attack is Eiform drawn up by the American Library Association called, Sagizen's Request for Reconsideration of a Book, (Appendix AL. This form has been a most successful means for facili- tating communication between the book selector and the concerned adult who seeks to have the book banned. The 8Kenneth L. Donelson, The Students' Right to Read Kmampaign: National Council Of Teachers Of English, 1972), pp. 24. 34 complainant is asked to specifically enumerate his Objections and to recommend alternative titles that could be used in place of the accused title. Time to reconsider tends to give the potential censor a clearer perspective Of the total literary piece. He is helped to evaluate the selection in a rational manner rather than on the basis Of emotionalism or biasis. The Purpose The purpose of this study is aimed at achieving two Objectives: The first purpose of this study is threefold-- (a) to identify the attitudes of parents, teachers, and librarians about the novels relations; (b) to identify the reasons for their reactions to this content and (c) to determine what measures they will take should their attitudes be negative to the content. The content Of the junior novels will be classified into three categories Of interpersonal relationships, re- flecting the intensity of relationships between book char- acters of the Opposite sex, same sex, and non-peer groups i.e., significantly Older or younger, mentally or physically retarded. The second purpose Of this study is to perform content analysis Of junior novels that take place in a contemporary and realistic setting in America and have been 35 written by American authors for the adolescent reading audience. The main bOOk characters are to be Of adolescent age and portrayed as being committed to initiating and developing meaningful interpersonal relationships between members of the same sex, opposite sex, or non-peer groups. Characterization and action in the novels may depict and express attitudes and behaviors involving such potenti- ally censorious topics as: profane language; sexual inter- course; drugs and liquor; running away from home; communal living; disparagement of religion, social, political, and racial values condoned as proper in the established norms of American society. Assumptions 1. It is through contemporary realistic fiction which emphasizes peer and non-peer relationships that children, ages twelve through fifteen, come to understand their self-identity better. 2. Children desire to read realistic fiction that describes contemporary problems and situations that reflect real-life problems and situations common to children, ages twelve through fifteen. 3. Children desire to read contemporary realistic fiction that contains characters Of the same or slightly Older age than they themselves. 36 4. Literature, and especially the junior novel, is one way in which young adolescents can gain understanding and insights to their personal and developmental concerns, needs and desires Of developmental tasks, specifically the developmental tasks pertaining to the relationship of oneself with peers and non-peers. 5. Children, age twelve through fifteen, desire to read fictional novels that deal with situations and problems that embody life-styles and values and moral codes which are different than or contradictory to their own familiar life-styles, values, and moral code. 6. If differing life-styles and moral codes are experienced even vicariously by the reading of contempor- ary realistic fiction, then these situations are more easily coped with when confronted in real life. 7. Feelings regarding concepts and attitudes Of social interaction with peers and non-peers, acceptance, admiration, love, trust and the sexual act will be illum- inated when confronted with the diversity Of life-styles and moral codes portrayed in contemporary realistic fiction. Hypotheses Null Hypothesis I: As measured by average test responses, no differences will be found between parents, teachers, and librarians to claim their right regarding the privelege to control the literary selections made accessible to children ranging in age from twelve to fifteen years. 37 Research Hypothesis I: The mean score of the parents' group on a measure of authoritarian control will be less than that Of the teachers' and li- brarians' groups. Null Hypothesis II: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their Opposition to adolescents' desires to read contemporary realistic fictional novels about peer relation- ships and non-peer relationships portraying values and life-styles that differ from the established norms Of society. Research Hypothesis II: The mean score Of the parents' group on a measure of Opposition to anti-establishment norms Of society will be less than that Of teachers' and librarians groups. Null Hypothesis III: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their Opposition of allowing adolescents to read the literary selections dealing with peer and non-peer relationships that make reference to or describe the sex act. Research Hypothesis III: The mean score Of the parents' group on a measure Of opposition tO reading about the sex act will be less than that Of teachers' and librarians' groups. Null Hypothesis IV: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their decisions regarding the appropriateness of allowing certain literary selection to be read by adolescents. Research Hypothesis IV: The mean score Of the parents' group on a measure Of deciding the appropriateness Of certain literary selections will be less than that Of the teachers' and librarians‘ groups. 38 Null Hypothesis V: As measured by the scores on two tests, there is no relationship between the procensor atti- tudes Of parents, teachers, and librarians and the objectionable reactions of parents, teachers, and librarians when reading litera- ture of a controversial nature. Research Hypothesis V: The sums Of two tests of the parents' group on a measure of comparing procensor attitudes with objectionable reactions to controversial literature will indicate a more positive rela- tionship that exceeds that of the teachers' and the librarians' groups. Null Hypothesis VI: NO difference will be found in categories Of interpersonal relationships as measured by content analysis Of censorious aspects between peer relationships of the same sex, peer rela- tionships of the Opposite sex, and non-peer category. Limitations l. The specification Of the development of inter- personal relationships as developed between persons Of the same sex or Opposite sex, members of the same peer group or non-peer group precluded consideration of the develop— ment Of interpersonal relationships between family members (or animals or inanimate Objects). 2. A written response questionnaire was devised to measure the attitudes and reactions of parents, teachers, and librarians when they serve in the role Of selecting, 39 re-evaluating, recommending, requiring, advising, or controlling the reading fare Of adolescents. 3. Content analysis was devised to ascertain the potential censorious qualities found in selected junior novels that might result in parents, teachers, or librarians objecting to their inappropriateness for adolescent reading fare. NO attempt was made to determine the quality of the junior novels selected. 4.. Realistic fiction as found in contemporary junior novels was the sole genre of literature considered. Short stories, story collections, poetry, historical fiction and fantasy were thereby excluded. 5. The sample population surveyed in the study was composed Of parents Of adolescent-aged children, teachers Of literature, reading, or language arts classes Of the same adolescent-aged children, and school librarians and public librarians serving adolescent-aged children in the same geographical location. Because of the localized area in which the sample population was drawn, no national norms or insinuations can be accurately made. Definition of Terms adolescent: a male or female child ranging from the age Of twelve to twenty years. early adolescent: a male or female child ranging in age Of twelve through fifteen years. Adolescent novel: a fictional story written especially for- adolescents (syn., junior novel). 40 book re-evaluation: determing the quality level of existing book collections according to accuracy, authenticity, style, theme, or contents. book selection: determining the quality level Of potential book additions to be purchased based on criteria explicit in a "demand theory" or a "quality theory" for use within a library. censor: one who makes judgments regarding the appropri- ateness of reading fare for others and would limit or ban the accessibility of such reading fare. censorship: the act of limiting or banning the accessi- bility Of books judged inappropriate for others ot read. demand-theory: a book selection policy whereby books are purchased on the basis Of the clientel's demand or desire. junior novel: a fictional story written especially for the adolescent audience. non-peer relationships: the initiation and development of interaction with members of either sex, but Of a significantly younger or Older age; or with one who is mentally or physically handicapped. Obscenity: language that refers to a human sexual activity or excrement function. peer relationships: the initiation and development of interaction with members Of either sex, but of the same or similar age bracket. pornography: literature that vividily describes a sex act without regard to human feelings and emotions. profanity: language that generally includes swearing and cursing; to read something considered sacred with irreverence. quality-theory: a book selection policy whereby books are purchased on the basis Of providing the best in literary merit to promote morality, education, and general up-lifting Of a libraries clientel. recommended books: titles of adolescent novels that are made available to adolescents for their voluntary reading and free choice. 41 required books: titles Of adolescent novels that are demanded to be read by adolescents for classroom study. sex act: the bodily function involving sexual intercourse between members of the same sex or opposite sex. swear words: language that is spoken or written of rash or empty oaths. vulgarity: vernacular language that reflects moral crude- ness found in contemporary speech expressions. Overview In Chapter I, the problem has been indicated, in- cluding the importance Of alerting teachers, librarians, and parents to the needs Of adolescents and how these needs are met in junior novels; assumptions; hypotheses; and a list Of defined terms used in the study. Chapter 11 presents the scientific studies and other pertinent literature reviewed for the study. Chapter III contains the design Of the study including a description of the Sample and the specific methodological procedures used. In Chapter IV, an analysis of the data—computational results is Offered. Chapter V will include a statement of conclusions based on the results Of inquiry, and implications and recommendations for further research 'are supplied. It CHAPTER II REVIEW OF THE LITERATURE Perusal of the literature reveals that it is almost ianossible to identify who, as an individual, or which set (Df'people as an organized pressure group will be most Ilikely to Object to certain books within the school and iflhe library. As times and attitudes change throughout (Mar world and during our life span, we will certainly ‘Mitness changes in the curricular Of Objectives and design 0f materials in the schools. Often times, segments within Our society will not adjust to those changes and public Opinion will desire to condemn those books and materials that reflect a difference or which advocate a set of values Seen as inappropriate for school aged children. The censor may also be seen as one who refuses to see the benefit of continued use Of materials that were once respected and were expected to be found in the English curriculum or on the library shelves. Such censors may be identified as the concerned citizens of the community. Just as librarians may act as self-censors, English teachers may also pose as moral judges acting in the defense of adolescents. Members Of the laity who would demand the removal of objectionable books from the classrooms and libraries 42 43 might be parents, clergymen, or members of a local organiza- tion. They may or may not have children Of their own, and if they do have children, those children may or may not be the same students that the citizens have in mind when restrictions are being imposed on the literary works they may read. Some citizens would be content with an arrange- ment whereby only their own children are not allowed to read Objectionable literature. Other citizens would demand that all children be denied the right to read the Objection- able literature. School and library policies vary, but usually, alternate arrangements are provided for the child whose parent demands that his child not be allowed to read certain titles or topics in literature. Book Selection Practices In school and public libraries throughout America, there is evidence Of avoidance of the censor's wrath by librarians excluding from purchase or throwing out existing controversial books. The Fiske Report, one of the first thoroughly researched studies on book selection policies and censorship, brought to national attention just how the community climate and attitudes activated an effective threat Of a censorship problem on libraries. Two-thirds Of the 204 librarians sampled replied that they refused to purchase a book if it, or its author, had been labled controversial. One-third Of the librarians admitted to 44 permanately removing some controversial materials, and a fifth reported an habitual avoidance Of all controversial matter.1 Even though the Fiske Report limited itself to libraries within the state boundaries Of California, its impact was seen by David Dempsey as a reflection of a national trend of libraries to remain and maintain "a refuge for the middle-class, the middle-brow, and the middle-sexed."2 If his extroplation is correct then there will be little cause for protest from the middle-class sectors Of the American society. Instead, the poor and rich, minority peoples will have due reason to Object vehemently when their values and life styles are not represented in the books contained in the collections of America's libraries. It is not uncommon that a patron representing minority groups or radical elements within our society request books be purchased so that his views and principles are represented in the library holdings and then have these books rejected by the book selectors solely because they feel the books do not meet the criteria for literary merit. The patron may claim that he is being discriminated against 1Marjorie Fiske, Book Selection and Censorship: A Study of School and Public Libraries in California (Berkely: University of California Press, 1959), Table 11, p. 124. 2David Dempsey, "Teaching Librarians to Fight Back," Saturday Review, XLVIII (February 27, 1965), p. 21 45 and that censorship is enacted. This situation highlights the antithetical philosophies reflected in the "demand- oriented" book selection policies and "quality-oriented" book selection policies. The "quality-oriented" librarians see as their duty the need to educate, enlighten, and uplift the clientel of their library. This philosophy was expounded and widely accepted in the times prior to mandatory education. The librarians deemed it their responsibility to Offer their patrons the best in literary merit because the patrons were not considered sophisticated enough or because they could not afford to purchase their own literary selections. The "demand—oriented" librarians furnish the clientele with the selections deemed important by the patrons. This policy is usually justified by the fact that it is the taxpayer's money which supports the library. The demand-oriented librarian works primarily to satisfy the reading interests and needs of his patrons rather than to change or upgrade them. How well he does indeed provide the patrons interests and needs is reflected in the circu- lation figures which in turn determine the budget appro- priations. A relatively uncomplicated basis for determining the quantity and nature Of books one may select. Fiske found by far the largest number of California librarians to believe that the library's chief function was 46 to meet public request.3 The library science professionals do not see themselves exclusively as an educational insti- tutuion providing inspiration, information, and recreation, nor do they see their library exclusively as a institution where the patrons are given what they want. Rather than perceiving the public library as polemics along the con- tinuum Of quality versus demand as the basis for determining a book selection policy, they see the purchase of new books as a selected compromise. Merritt Offers this advice in implementing the compromise theory: Acting in good conscience and without fear of intimidation, the librarian must select each book as being in fact a positive contribution to the collection and Of potential benefit or usefulness to some portion Of the library's clientele. He must select each book not because it will do no harm but because it may do some good. There is a positive collary to this. A book is selected be- cause Of its usefulness to a group Of readers, even though it may not be useful to others, or may even be distasteful, repugnant, or Objection- able tO them. It is selected for its positive value to a certain group Of patrons, despite the possibility Of another patron's objecting or the likelihood Of controversy. Fiske noted that book selectors for school libraries placed considerable emphasis upon the quality and literary merit of their selection. School librarians see as one Of 3FiSke' OB. Cit. I pp. 8-lle 4LeRoy Charles Meritt, Book Selection and Intellectual Freedom (The H. H. Wilson Co., 1970), p. 12. 47 their most profound duties the necessity Of exposing children to a wide variety Of well-written and value-oriented literary works. Their theory being that if children are introduced and constantly exposed to reading material Of the highest quality, a love of reading the "best" will insure lasting results.5 Unfortunately, the theoritical practice of basing book selection primarily on the "quality-theory" has not produced a nation Of adults with a permanent love for reading.6 The selection Of curricular-oriented materials is another dimensions which is affected by the quality-oriented policy. Fiske found that approximately one-third Of the school librarians indicated that they seldom solicited the readers (students) or the teachers within their schools for suggestion for titles for new orders nor did they even query them about their curricular reading needs. They deemed their personal judgment about a book's worth (in terms of its literary merit and its contribution to the curriculum) as the proper basis for selecting curricular-oriented materials.7 SFiske, Op. Cit., pp. 14—15. 6John Warren Stewig, "They Can-But Do They? (Read, that is!)," Elementary English, L (September, 1973), pp. 921-922. 7Fiske, op. Cit., pp. 94—95. 48 There appears to be a general agreement among school and public librarians about criteria one includes in the "quality-oriented" standard acceptable for children's literature. These would include criteria as: reading level, adequacy Of print, paper and illustrations, develop- mental level, and in fiction, "imaginative level." However, Fiske, revealed that about half of the school librarians surveyed were more concerned with the harmful and traumatic effects of reading upon children than were the public librarians.8 This schism between the two professional librarian groups indicates their inability to decide which adults are better qualified to determine when one reaches the maturity level that would be necessary for him to be able to cope with certain aspects Of life (even vicariously in his reading). References made were mainly to sex and political propaganda. Such implications would lead one to believe that the school librarian sees himself as the moral pro- tector Of children's innocence and would less likely select books that dealt with a sexual reference or contained a politically propaganda style Of writing. Whereas, the public librarian might be more inclined to select books on a "mature' level to meet the interests and needs Of many children. 81bid., p. 24. 49 Public libraries therefore, might Offer a wider diversity of values and life-styles than those books commonly found in the school library. The investigator has found no significant and reliable research nor empicical studies that would indicate an injurious effect on the moral character Of any normal child who would happen to read stories that made references to sex or political propaganda. In a recent survey of 203 psychiatrists and psychologists, more than 80% agreed that the removal Of sexually oriented materials would ESE be beneficial in encouraging a healthy and accurate view of sex by the younger person. Approximately 62% of these mental health experts did agree that Official concealment of sexual and anatomical information might tend to promote a pathological degree of curiosity and injudicious experi- mentation in the inexperienced.9 There is one rather common opinion expressed in the professional literature about what often happens in situations where students are not provided books on taboo topics: if an appreciation and understanding about human sexuality and diversities of life-styles are dealt with in 9New Jersey Committee for the Right to Read, A Survey Of New Jersey Psychiatrists and PsychologisEs Pertaifiing to the Proscription by Legislation of Sexually Oriented Publications for Persons Under 18 Years. Trenton, New Jersey: The New Jersey Committee for the Right to Read, 1967), p. 13. 50 literature Of a high quality but are not Offered under the direction and guidance Of librarians and teachers, the consequence may force children to locate answers to their concerns and questions in other sources of questionable value. Since the guiding adult is not always present or available to the readers, it is crucial that they are taught to be critical readers and thinkers so they will not be easily swayed by what they read, so they can make valid and logical judgments about their personal lives and the lives of others. Attributes as these are necessary of a citizenry of a functioning and effective democratic society. Exposure to writing which espouse conflicting values, reveal the grim realities of life or are of a propagandistic nature, must be a mandatory element in the school curriculum.10 Our faith has to be placed in the judgment and good taste Of dedicated and well trained librarians and teachers. Such an educator must hold high the ideal Of saturating children with reading material that will challenge and cultivate their intellectual and aesthetic tastes and broaden their perspective about life in general. The results would consist Of a world inhabited by adults cap— able Of reflective thinking, who read to learn and to 10Patricia J. Cianciolo, "Discriminatinq Readers Are Critical Thinkers." Reading Horizons, IX (Summer, 1969), PP. 174-180. 51 educate themselves and who evidence an intense interest in an understanding Of their world. The librarian must remain Objective when selecting books even though therein are actions and themes presented which-threaten his personal values or the established norms of society. When asked to make literary judgments, the non-Objective librarian allows moral judgments to interfer with the final decision, thereby crushing all professional perspectives.11 John Farley conducted an intensive personal inter- view study among fifty-four high school librarians in Nassau County, New York. Just as the Fiske Study identified the conscious and subconscious acts of censorship by librar- ians engaged in bOOk selection practices, Farley identified the same practices Of his sampling. He distinguished between the type Of censorship that results from.pressures imposed upon the librarians and the type that is performed by the librarian on his own initiative and because Of his own convictions. The latter type Of censorship was referred to as "voluntary censorship,‘ and the former kind termed as "involuntary censorship." The voluntary type Of censor- ship was more prevalent than was involuntary censorship. llDorOthy Broderick, "A Study Of Conflicting Values," Book Selection and Censorship in the Sixties, ed. by Eric Moon (New York: R. R. Bowker Co., 1969): p. 204. 52 All of the Nassau County senior high school librarians performed some voluntary book censorship. Except in the cases of some books seen as extremely controversial there was no uninamity among the librarians concerning specific titles that should be censored. The Farley study has a significant Offering regarding this researcher's study. Farley indicated that the Nassau County senior high school librarians almost unanimously recognized bOOk censorship as one Of their functions. Al- though few were comfortable with the word "censorship" when it was applied to any Of their activities. The study revealed that most of the Nassau County librarians performed voluntary censorship acts because of expectations Of com- plaints from parents or others (administration and organized pressure groups). The actual number Of complaints was far less than that expected by the librarians. The findings here should not surprise anyone. How could there be any cmmplaints about books when there appeared to be so little of a controversial nature from which to choose? Another rather interesting fact which was high- lighted in the Farley study is that librarians agreed that there was little censoring Of the established "important" writers, as compared to the lesser known authors. This finding may have significance in explaining why librarians seem to be reluctant tO select works Of authors who are not well recognized in the literary field for their writing 53 addressed specifically to the adolescent audience. A reputation built over a long period of time assures public reverance and trust and tends to insure the works Of a time-honored author a place on the school library shelves. One last Observation regarding the Farley study pointed out that more censorship was done on a voluntary basis regarding sex than on an involuntary basis as a result Of actual complaints, or as a result of fear Of complaints, or as a result of the stipulations Of a book selection policy, or because Of any outside pressures. This issue will be dealt with later in this chapter, but it should be noticed that the matter Of sex was considered the most volatile literary aspect that could result in an act Of censorhip with the Nassau County school librarians.12 The findings Of the Farley study coincide strongly with the findings Of Fisk and one other study, namely that conducted by Wheeler and Goldhor.l3 These researchers reported that in the selection process, librarians carefully reviewed materials before a purchase was made to avoid complaints from patrons and school administrators. By not purchasing the controversial book, librarians were generally 12 n a . John J. Farley, Book Censorship in the Senior High School Libraries Of Nassau County, New York" (un ublished doctoral dissertation, University Of New York, 1 64), pp. 140- 183. 13Joseph L. Wheeler and Herbert Goldhor, Practical Administration Of Public Libraries (New York: Harper & Row, 1962), p. 461. 54 following a self-serving principle to avoid any censorship controversies. Little specific information seems to be known con- cerning the problems of censorship and how it affects the attitudes and behavior Of librarians. Librarians may find succorance behind such ethical guides as The Library Bill Of Rights, The Freedom to Read Statement, The School Library Bill Of Rights, and‘the Students Right to Read, all documents adopted by the American Library Association. However, these basic freedom-Of-access policies which govern the services of all libraries Offer no legal rights to the librarians.14 Without the legal protection of the courts, it might be too much to assume that the librarians will pay much atten- tion to intellectual freedom. An important attempt was made by Busha to determine the correlation between public librarians' attitudes toward censorship and intellectual freedom in five midwestern states. A positive and statistically significant relation- ship was found between the attitudes Of librarians toward intellectual freedom and censorship; however, the computed coefficient Of correlation was not high. Some midwestern public librarians agreed to intellectual freedom concepts and at the same time approved of certain censorship measures. The attitudes of these librarians were regarded as neither 14American Library Association, Proceedings Of the 87th Annual Conference, Kansas City, MO. (Chicago: American Library Association, 1968), p. 22. 55 highly favorable toward intellectual freedom nor highly unfavorable to censorship activities. Librarians tended to agree to a greater extent with intellectual freedom principles than they tended to disagree with censorship activities. Where one might expect librarians to exhibit more of a permissive attitude toward controversial reading matter since they are charged with the duties Of material selec- tion, (collection, building, maintainance) and dissemination of information as stated in such basic documents as the Library Bill of Rights and the Right to Read, Busha's study revealed that the attitudes of most midwestern librarians tended to cluster on or near the middle Of the continuum. Other conclusions drawn by Busha shed some significant insights about librarians with repressive and authoritarian attitudes regarding intellectual freedom that the researcher considers Of importance and pertinent to his study: (1) a proportional relationship existed between the ages and the attitudes Of librarians toward intellectual freedom, censorship, and authori- tarianism; (2) sex Of librarians was found to be a very signi- ficant differentiating criterion in relation to censorship and authoritarian attitudes, since females were more procensorship and also agreed with more Of the authoritarian ideas than did males; (3) age had a bearing on attitude scores, since the greater the age, the more the librarian tended to agree with authoritarian beliefs as well as censorship measures; 56 (4) an inverse relationship was found between community size where librarians were employed and the degree to which librarians approved Of repressivism and authoritarianism; (5) heads of service departments in libraries were the most permissive and liberal of the five groups Of job classifications, and directors Of libraries were more conservative or restric- tive; (6) anticensorship librarians had completed more years of formal education; (7) with each increase in the amount Of formal education completed by librarians, there was in most cases a corresponding rejection Of repressive measures. Book re-evaluation is not a new practice in librarian- ship, until recently it has been a commonly accepted duty performed by librarians to "weed out" selections and materials that were considered to be inappropriate because they were characterized by a lack of accuracy or authenticity, or they were simply "out-Of-date" in content or style Of writing or illustrations. However, a current debate is now raging between two factions of the American Library Association concerning just how far book re-evaluation can be taken before it is considered by some to be classified as an act Of censorship on the part Of a librarian. The two Opposing camps confronting the issue are the Children's Services Division (CSD) and the Intellectual Freedom Committee (IFC). Aspects Of the re-evaluation issue are discussed below. 15Charles H. Busha, "Intellectual Freedom and Cen- Sership: The Climate Of Opinion in Midwestern Public Idbraries," The Librarnguarterly, XLII (July, 1972) PP- 299-300. 57 Representing the Children's Services Division, Dorothy Broderick defends the right Of each children's librarian to remove from circulation any materials that he determines promotes discrimination, prejudice, and misin- formation. Broderick says the librarian is tO use his own moral judgment in making the final decision.16 Broderick asserts that the concept of intellectual freedom is too abstract to use as a guide in determining what is to be left on the shelves for children to read. She perceives the library as a microcism Of society in which librarians should promote the concept Of social responsibility which implies value judgments -- "that some things are wrong and some things are right." That those materials which promote racism should be labeled by the librarian as wrong when those materials hinder the growth of the intellectually free. The author Offers an alternative to the conflict by saying . . . we have to recognize that such a fight can- not be carried out under the banner of intellectual freedom, unless that phrase is redefined to mean that we will do all in our power to Offer indivi- duals experiences through materials that will broaden not limit, their possibilities for growth. That means making value judgments.l7 l6Dorothy Broderick, "Censorship - Reevaluated," Ipsues in Children's Book Selection, ed. by Lillian Gerhardt (New York: R. R. Bowker CO, 1973), pp. 61-66. l7Ibid., p. 65. 58 One wonders how the practice Of labeling a selection as "wrong" or "right" will help young readers to gain facility in critical reading or will enable them to become independent thinkers? In an Opposing article, James A. Harvey, assistant director Of the ALA Office for Intellectual Freedom, takes to task the proponents of the "value judgment" theory. He claims that the views Of the Children's Services Division recommendation to discard materials on the basis Of sub- jective value judgment, synonymous with censorship, that it encourages the exclusion Of library materials largely because Of the Views expressed by the authors. A point is made regarding how similar is Ms. Broderick to the censor who believe he is acting in a socially responsible manner by exclaiming that some things depicted and expressed in books are right and gOOd while some things are wrong or bad. A credo Of censors long past.18 Harvey does not share with the Children's Services Division that the purpose of education is to provide children with a prescribed body Of knowledge. He views education as the development of the Ability to think critic- ally about social issues: \. Intellectual freedom has not always been viewed as one of the basics of librarianship as practiced in the United States. Yet, for the past 30 years with specific application to children, intellec- tual freedom has been viewed by the profession - 18James A. Harvey, "Acting for the Children?" %3mml Library Journal, XCVIII (February 15, 1973), pp. 02-605. 59 if we can accept ALA as the voice of the profession - as one of the library's inviolable tenets. This View sees the library as attempting to provide peo- ple with any information and knowledge which it is hoped will lead to critical thinking, wisdom, under- standing, and informed actions.19 It is doubtful that the internal conflict within these offices of American Library Association regarding re-evaluation will be resolved for some time. The tasks of deciding what materials can be classified objectively as lacking in quality and what can and will constitute a worthy and useful contribution to a body of knowledge is a long-established task assigned to librarianship and educational circles. The principle involved when supplying the library with books that are valuable and useful suggests that all sides of an issue be made available even though the librarian may view with contempt the issue itself or sub- scribes tO one of the positions of the issue or decides that the publication may not evidence great literary quality. Harvey reminds the reader that all library patrons have a right to read materials that reflect their values and attitudes. He states, "Bigots pay taxes; bigots use librar- ies; bigots read."20 Censorship Practices Teachers of adolescents who will use contemporary literature in their English classes may also find themselves 19ibid., p. 29. 20Ibid., p. 29. 60 involved in the censorship issue. There are many similar- ities between the teachers and the librarians in the way in which they see themselves as targets of the censor's attack; methods of preventing censorship attacks; and ways in which they exercise self-censorship. There are almost as many reasons given for banning books as there are books written. It is virtually impossi— ble to identify independent variables that would indicate when a censorship problem is about to actually happen, or even where the situation might occur. As will be seen in the forthcoming studies and reports, attempts to ban books in the schools is a very timely issue. Judith F. Krug, chairman of the ALA's Intellectual Freedom Committee, re- ported that in 1973 there were more than 100 attempts made to ban books from school libraries or curriculums from Dallas, Texas to Hollidaysburg, Pennsylvania. She states: The general situation today is much worse than just five years ago. People are worrying about things like drugs and crime. They are looking for easy solutions, and they think that if we can just get rid of this 'dirty' book or that 'subversive' book, our problems will go away. Burress querried teachers from Wisconsin and found twenty-two percent of the teachers' indicated censorship 21Judith F. Krug, "The Book Banners," Newsweek Vol. XXXI (March 26, 1973), p. 64. 61 problems.22 If the statistics are reliable, then there is some indication that in the upper midwestern region of the United States, and especially concerning Michigan and the implications on this researcher's study, the pressures of the censor in schools located here is indeed prevalent. Ahrens did a study of censorship and secondary English teachers in 1965, and helped to identify some of the factors involved where such problems involving censor- ship exist. All teachers selected for the sampling were members of the National Council of Teachers of English and were located throughout the United States. Ahrens estimated that perhaps ten per cent of public school teachers of English have probably experienced some form of overt censor- ship.23 This may differ somewhat according to region and state, as she discovered that out of twenty English teachers from Michigan, five (20%) had reported censorship incidents. Traditionally citizens of a community, concerned with the quality of education for their children, have looked upon the schools as institutions whereby the youth of today will take on the responsibilities of adulthood upon graduation. Schools are expected to teach the children 22Lee A. Burress, Jr., "How Censorship Affects the School," Wisconsin Council of Teachers of English (Special Bulletin No. 8, October, 1963), p. 2. 23Nila Herber Ahrens, "Censorship and the Teacher of English: A Questionnaire Survey of a Selected Sample of Sec- ondary School Teachers of English" (unpublished doctoral dissertation, Teacher's College, Columbia University, 1965),“ p. 92. 62 basic literacy skills, and some people would include in their definition of literacy, the ability to make logical judgments and to detect propaganda techniques when reading expository writings. They would also include the acquisi- tion of the ability to discriminate and appreciate litera- ture. These literacy skills and attitudes are commonly considered essential to ensure the life-long habit of reading. we are living in a pluralistic society and sectors of diverse cultural backgrounds are demanding that their cultural, religious, and ideological opinions are repre- sented in the curriculum and in the literary selections which are read by the students in their English classes. If these demands are not met in a manner that satisfies some citizens, or if some of the citizens object to the inclusion of materials that reflect differing life-styles and codes of values, then public criticism is bound to occur. As Ahrens survey point out: . . . public criticism of local schools was wide- spread. While textbooks were among the common sub- jects of complaint, they were outranked in frequency of mention by school costs, policies, curricula, and teachers. English textbooks were outranked by those in social studies . . . more than one-tenth of the public school English teachers reported (over a two year period) they had been involved personally in at least one censorship incident. Regarding the type of communities most often con- taining elements of procensoring citizens, AhrenSrmade mention of teachers describing the political feeling of the 24Ibid., p. 88. 63 community as follows: 46.2 percent of the teachers who had experienced censorship problems described their community as "middle-of-the-road"; 42.3 percent saw their community as "conservative." Realizing of course that the reporting teachers had no scientific way of determining the political atmosphere of their community by which they might objectively label it correctly, the investigator might also have asked for each teacher to label himself to determine if the teacher felt he was an included member who would reflect the senti- ments of the community; or excluded member of the community who would possibly not reflect the sentiments of the com- munity, and thereby, open himself and his teaching to be questioned by the dominant objecting members of the community. Incidents have been reported from country schools, rural and isolated areas, fast-growing suburban areas, and in cities of all sizes ranging from small independent towns of a few hundred people to a vast megopolis. Therefore the size of a community is not a reliable factor in pre- dicting censorship problems. However, Ahrens did conclude that the majority of English teachers reporting censorship problems lived in the suburban areas (43.5%) with populations ranging from 50,000 to 249,999. School enrollment of students in which teachers reported censorship problems was moderately large: 1500-3499 pupil population.25 ZSIbido ’ pp. 41-890 64 Parents are generally thought of as being the most vocal and frequent objectors about the literary materials in the English curriculum. It has been shown that parents will most often complain about obscenity or vulgarity in novels that have been assigned or recommended to adolescents for their reading. There is no way of knowing for certain if parents are acting solely out of their own personal and moral code of ethics, or if they are representing group interests. It appears that occasionally, parents may be inspired by social, political, patriotic, or religious groups who contend that the "loose" morality of contemporary fiction serves to corrupt the youth's morals and provides the development of subversive and communistic attitudes within their children. As Hove states, "Frequently censor- ship is a cover for hidden motives."26 Teaching Methods and Amount of Experience as Factors Affecting the Censorshipjlssue Recent studies indicate that the teacher who exper- iences a confrontation with a censorship complaint is more likely using the individualized approach to reading literature, rather than confining the literary study to an anthology of literature. Ahrens showed that 90.9% of teachers reporting 26John Hove, Meeting Censorship in the School: A Series of Case Studies, (Champaign, Illinois: The National Council of Teachers of English, 1967), p. 2. 65 no problem with censorship were teachers who assigned their reading selections in a literature textbook.27 Teacher characteristics identified by Ahrens that lent themselves to become involved in censorship delimmas showed almost forty percent of the teachers (39.7%) had worked in their present position from two to five years, and when the scale was increased to ten years of length of service, the percentage rose to over sixty percent (60%). These figures would indicate that the teachers were young, but not inexperienced. Regarding highest degree held, 55.1% of teachers in the censorship group had obtained a M.A. or Ph.D. degree, or its equivalent in graduate credits.28 Donalson found similar results in his study with English teachers of Arizona, and indicated that the ages of teachers experiencing direct censorship problems fell within the range of 31-40 years of age.29 In a recent study of controversial novels in the schools, Katz states: Characters who come into contact with sex or vio- lence, who show disrespect to parents, or school, who lie and steal, or who go against the dictates of society are particularly suspect to censorship.30 27Ahrens, op. Cit., p. 57. 28Ibido' pp. 27-310 29Kenneth L. Donalson, "Censorship and Arizona Schools: 1966-1968." Censorship and the English Teacher, Vol. 11, No. 2 (February, 1969), pp. 30-31. 30John Stuart Katz, "Controversial Novels and Censor- ship in the Schools (unpublished doctoral dissertation, Har- vard University, 1967), p. 89. 66 Most teachers, librarians, and literary critics are thought to consider the merits and quality of the selection above any other criteria used in selecting a book for adolescents. But LaConte stated that they include refer- ence to sex, nonstandard language usage and life styles that contradict the middle class American norms of society as negative factors regarding literary merit and quality of the selection. Forty-two high school chairmen of English departments in New Jersey were questionsed. The results showed that about 75% indicated that they would not use a book which contained explicit descriptions of sex, regardless of the literary merits of the book. More than 50% would reject a book if it contained four-letter synonyms for feces or urine, or references to copulation or the genital organs. Less likely to cause rejection were oaths (hell and damn), implied relations, disparaging portrayal of American politics, disparaging portrayal of American society and values, and advocacy of the cause of a racial minority. Of the five controversial elements, sex was by far the most likely to cause rejection. Religion and language also were apt to lead to rejection, while politics and race relations were least likely to be grounds of censorship.31 31Ronald T. LaConte, "The English Department Chairman- Selector or Censor"? The Leaflet (Vol. LXVIII, No. 2 Burling- ton, Vermont: The New England Association of Teachers of English, May, 1969), pp. 42-44. 67 One other respected authority in the field of censor— ship in the English curriculum, Donelson, lists eight categories of potentially troublesome books: 1. Sex; 2. Politics or an attack on the American Dream; 3. War and Peace; 4. Religion; 5. Sociology and Race; 6. Language (profane or obscene) 7. Drugs; 8. Inappropriate adolescent behavior.32 The research reports and expository-type articles about the content and themes of adolescent literature reveal that one will not likely avoid the censor's attack if he uses modern fiction. For purpose of this study, the re- searcher has restricted the list from possible objectionable categories dealt with in fiction to three that are most prominently present in the literature and most frequently censored. These three topics and how they are dealt with in contemporary fiction by develOpment of characterization and interpersonal relationships are: (l) sexuality; (2) language; and (3) differing viewpoints of American society and values. Research reports pertaining to censorship problems for litera- ture dealing with these three categories are reviewed below. 32Ken Donelson, "Censorship in the 1970's: Some Ways to Handle It When It Comes (and it will)" English Journal, LXIII (February, 1974), p. 48. 68 Sexuality Based on the numerous junior novels that this researcher read when teaching junior high school students and teaching courses in children's literature to under- graduate and graduate teacher education students, one might justly conclude that in the past, junior novels seldom contained graphic descriptions of characters engaged in the sex act. But, there is an apparent and growing trend to make implied references to the act of sexual intercourse among the characters. Literary examples which refer to a heterosexual relationship between teen-agers might include titles as the following (although there are numerous others): Go Ask Alice (anonymous); I Never Loved Your Mind and My. Darling, My Hamburger (Zindel); or His Own Where (Jordan) 33 all of which were published within the last decade. The sex act referred to in the adolescent novel may also describe a homosexual relationship. This recent trend will undoubtedly give rise to much consternation by adults whose personal values will be challenged. Such novels dealing with a homosexual relationship are: I'll Get there. 33Anonymous, Go Ask Alice (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1971). Paul Zindel, I Never Loved Your Mind (New York: Harper & Row, 1970), and My Darling, My Hamburger (New York: Harper & Row, 1969). June Jordan, His Own Where (New York: Crowell, 1971). 69 It Better Be Worth the Trip (Donovan); Sticks and Stones (Hall); and The Man Without a Face (Holland).34 References pertaining to the heterosexual relationships far outnumbers the homosexual relationship as referred to in a junior fictional title. In the perusal of the selection aids for adolescent literature published between 1970 and 1973, the examples of homosexual relationships in the junior novels which were cited above are the only three junior titles referring to a homosexual relationship that the researcher is aware of to date. A great deal of debate among teachers, librarians, parents, and writers of adolescent literature exists today regarding the new trend in presenting sex as an ingredient in junior novels. On one end of the continuum is the thought that the current fiction is reflecting the "new realism" and a "sexual revolution", free of the traditional moralizing theme and didacticism so often found in older publications. On the other polarity is the thought that the "new realism" is causing moral breakdown of the values of American youth. With stories about early sexual exper- iences, out-of—wedlock pregnancies, abortion versus adoption, 34John Donovan, I'll Get There. It'd Better Be Worth the Trip_(New York: Harper & Row, 1968). Lynn Hall, Sticks and Stones (Chicago: Follett Publishing Co., 1972). Isabell Holland, The Man Without a Face (Philadel- phia: J. B. Lippincott Co., 1972). 70 unwanted marriages, and deviate sexual behavior, many concerned adults are taking time to consider the values and purpose in offering such stories to adolescents. Barbara Wersba, herself a noted author of juvenile novels, describes the "so-called New Liberalism in children's books . . .." as "the Old Morality disguised as the New Sex." From her argument, the issue of sexuality is still wrapped up in a cloak of Puritanical morality, although the incidents are contemporary and the dialogue may contain some profanities. She strongly denounced the control of adults over children on a "political basis" when the real isSue is not what the children should read about sex, but what should children do about sex. An advocate of more sex in children's books, Wersba sees this media as one way in which the mystery and confusion about sex can be clarified in our culture which places so much emphasis upon the physical aspects of sexuality and "The American Dream" which "has murdered our sensibilities with its insistence on material happiness." A contrast is offered to distin- guish between pornography and sexuality: I think it's typical of our culture that we have leapt directly from Puritanism into pornography: pornography being the meshing and interworking of parts rather than people. What we rarely find in American fiction is the meshing and interworking of minds. Sex in human beings is psychological, not genital. Sex in human beings either succeeds or fails because of mental response. Sex in 71 human beings is emotional. People respond to one another because of what is in their heads - and hearts.35 Presenting an opposing View to Wersba's argument, Frank admits to wanting to shield children from the "unnecessary, premature, unhealthy sexual stimulation, beyond their present maturity and capacity to manage." But she also admits that the capacity and maturity cannot be defined for all children. Some rather stringent criteria is suggested by Frank for acceptability of books that deal with a high level of sexual content: the integrity of their purpose, their authenticity, their moral and social validity, and most important, the resolutions they offer. A fatalistic appraoch with negative overtones is commonly not acceptable among critics of juvenile novels, but neither is the "happy ending." There must be a conclusive attitude' on the part of the reader that he will be able to cope if ever he, in real life finds himself in such a situation. Language Language is an all important factor to consider in the arena of censorship. Studies dealing with censorship named vulgar language as "gutter talk," dirty, obscenity, 35Barbara Wersba and Josette Frank, "Sexuality in Books for Children: An Exchange," Library Journal, XCVIII (February 15, 1973), p. 620. 36 Ibid., p. 623. 72 or profanity. Symula counted language as the most often cited offense by complainants of the novel, Catcher'In 37 the Rye. The dialogue written for characters in junior novels abounds with realistic language of today's adoles- cents. Examples of current slang and vernacular speech expressions can be found in such novels as: Dinky Hocker Shoots Smack! (Kerr); Teacup Full of Roses (Mathis); or Remove Protective Coating a Little at a Time (Donovan).38 Some censors find contempt for the slang or ver- naCular terms that refer to body excrement, swearing oaths, sexual organs and intercourse which are commonly used in all stratas of society and in all sections of the country. Usually it is assumed by the literary critic that the style of writing when the author used obscene words in fiction, his purpose is not to persuade the reader to imitate the language in his own daily speech habits, but to persuade the reader to believe that the character using such language in the novel is believable. In literature the veracity of a well developed character is provided by his speech patterns, dialect, and idiosyncratic expressions as it is used in the dialogue. 37Symula, op. Cit., p. 42. 38M. E. Kerr, Dinky Hocker Shoots Smack!(:New York: Harper & Row, 1973). Sharon Bell Mathis, Teacup Full of Roses (New York: Viking, 1972). John Donovan, Remove Protective Coating a Little at a Time (Harper & Row, 1973). 73 The reaction of some readers may be quite evident by their jolt at reading such eXpressions. There is a proposal by Corbett that the obscene language read in fiction may or may not be unfamiliar to young people or that it is even rougher than what they hear in the streets among their acquaintances. But he does say that without a question, the printed vulgar expression is much more forceful in print to adults, children or any aged reader than one that is spoken. Most students recover from the shock of seeing the vulgar expression in print. Sensitive and tactful teachers can aid students to recognize that the use of Obscenities constitutes a valid literary technique and when an author uses vulgarities in a sen- sational way or merely as an attention-getting device, it is not a valid literary technique.39 Linguistic expert Bergan Evans has provided the literature instructor with a better understanding of the Puritan influence on the stigma attached to the "four- letter" words used by our society. The repulsion of the human body's functions as seen by the Puritans has caused a communication deficiency and vast feelings of guilt because there are "no respectable words to express the daily acts of excretion and procreation upon which all life rests."40 39Edward P. J. Corbett, "Raise High the Barriers, Censor," America, CIV (January 7, 1961), p. 441 40James J. Lynch, "The Right to Read--and Not to Read," Modern Age, IX (Winter, 1964-65). p. 25. 74 The conflict of a vulgar expression when read by an objecting adult was clearly recognized by Katz in his study. When contrasting the views of censors with those of literary critics, in these four frequently censored novels, The Catcher in the Rye (Salinger); The Adventures of Huckleberry Finn (Twain); The Grapes of Wrath (Steinbeck); 1984 (Orwell) Katz found that: Many censors appear to react to words as things rather than as signs or symbols. They do not immediately object to the idea behind the word it seems, but principally to printed black marks on the paper and sound when the word is read or spoken. Diverse Values and Life Styles The study by Katz also examined the characters as portrayed in their development and considerations of social, political, and racial issues in thse four novels. J. D. Salinger's The Catcher in the Rye; Mark Twain's The Adventures of Huckleberry Finn; John Steinbeck's The Grapes of Wrath; and George Orwell's 1984. Katz does not always place censors and critics at polarized opposites, but places them along a continuum: In the middle are those censors and critics who agree on the edifying and entertaining role of the novel. At one end of the continuum there are certain censors who read the novel purely as a social document. In brief, they see the novel as non-fiction, a critical social essay or com— mentary. Many of these read the novel so literally 41Katz, op. Cit., p. 58. 75 that they believe the novel might have a definite detrimental effect on the reader. At the other end of the continuum are certain critics who read the novel as a work of art which mirrors human nature and is free to deal with any aspect in life. They see the possibility that the novel might offer the reader an aesthetic catharsis so that he will not act in anti-SOCial ways.42 Regarding characters and their vieWpoints toward life, Katz identifies the censor as being particularly sensitive to book characters who come into contact with sex, violence, or who are alienated against and rejecting of the accepted norms of society. The censors believe the characters too literally to be real people rather than representations of society as devised by the author. Whereas, most literary critics believe that if the character successfully portrayed, the reader can gain a catharsis from viewing the actions, no matter how degenerate the character is. Thus, instead of imitating the book char- acter's behavior, the reader would be relieved of the need to do so, and might gain insight and knowledge of various life styles from the action of the character. The four novels chosen by Katz are classic examples of fiction that deride the conventional mores of society and its attitudes regarding the perfect institutions of the American family; an unoppressed and nationally repre- sentative populace; the free enterprise economic system; 4ZIbid., p. 165. 43Ibid., p. 92. L‘! L” ‘V ‘l I" .F ‘- ‘9- (ll '- it (I: I \ d 1 76 and youth's freedom to realize his self-worth and identity. These controversial themes are becoming more prevalant in the adolescent's reading matter. It is not likely that censors will permit social criticism or the depiction of a morality that differs from their own in novels taught in the schools. The censor so often believes that the author's true purpose in writing such novels is to subvert the morals or the optimism of the young. Many contemporary junior novels depict diverse values and lift styles as pertaining to systems of govern- ment or society in general. In John Neufeld's satirical junior novel Sleep! Two, Three, Four the flaws present in the American system of government are emphasized and it is suggested that we are presently moving toward a totalitarian and fascist state. The imperfections of parents and the effects of a devestated home—life for an adolescent boy are present in Kin Platt's The Boy Who Could Make Himself Disappear. This same author dramatized in Hey, Dummy the consequences of a sensitive and compassionate friend- ship between a boy of normal intelligence and a mentally retarded boy. All of the junior novels by Frank Bonham allow the reader to witness the struggle for survival experienced by people who live in the ghetto.44 All of these 44John Neufeld, Sleep, Two, Three, Four (Philadelphia: Chilton Book, Co., 1971); Kin Platt, Hey, Dummy (Philadelphia: Chilton Book, Co., 1971) and The Boy Who Could Make Himself Disappear (Philadelphia: Chilton Book, Co., 1968); Frank Bon- ham, Cool Cat (New York: Dutton, 1971), Durango Street (New York: Dutton, 1965) and Viva Chicano (New York: Dutton, 1971). lfil '( 77 novels are well written, but because of the themes in each of them they would probably cause some parents, teachers or librarians to deny young people the privilege and right of reading them and reacting critically to their messages or themes. Katz predicted that the censor is not likely to cease in his attack upon teachers who want to recommend controversial novels for their students to read, and this researcher's experience tends to support that prediction. Therefore, the teacher must be familiar with the variety of objections that could arise from the aspects of language, characters, and the social, political, and racial views as dealt with in those novels. The teacher must be able to defend his choice of reading fare used in his instruc- tional program; he must be familiar with the professional literary criticism of the books, and he must be cognizant of the atmosphere of restraints within the community in which they are to be read and used. Summary The research included in Chapter II was divided into two parts. In the first part, regarding censorship practices, this researcher reviewed the reports of scien- tific studies about censorship problems and issues pertaining to aspects of the book selection policies and the curriculum. Special attention was given to the reports dealing with \ 78 reactions of concerned adults to contemporary fictional novels of a realistic nature as read by adolescents. Reports of studies identified internal acts of censorship and pressure as divulged by teachers and librar- ians. The studies revealed that school and public librarians implicitly controlled controversial novels by methods of book selection and book revaluation policies. More censor- ship problems were encountered by teachers using an individualized approach to reading than teachers who used an anthology textbook. Teachers voluntarily controlled classroom accessibility to potentially controversial novels by not requiring nor recommending such titles to their students. Librarians and teachers feared the threat of pressures from outside, so they actually performed more acts of self-censorship than was brought against them from objecting parents or patrons. Most teachers and librarians were successful in defending their choice of literary works against censors if a formal book selection policy had been made. Public and school librarians might subconsciously perform acts of censorship under the rubric of book selection policies. The public librarians who selected books according to a quality-oriented policy rationalized that the popular novels were lacking in literary merit and funds could not be provided for their purchase. The demand-oriented policies appeared more permissive for the 0»: ‘5 79 purchase of books regardless of quality or controversial nature. The rationale being that the taxpayer had a right to read what he wanted to read because his taxes were paying for the books. School librarians were more concerned about providing books that would best fit the curriculum. Quality was the main argument for the collection addition; however, seldom do school librarians seek the recommendations of teachers and/or students to fullfill book selection quotas. And seldom are the literary works of new and non-established authors chosen over the known works of an established writer. School librarians appear to be more concerned with the assumed traumatic effects of reading upon children than pub- lic librarians. This researcher could not find any sub- stantiating scientific evidence to support the position that normal children would take up anti-social behaviors because they read about sex or violence in stories. Book re-evaluation policies are seen as a form of internal censorship when the books are discarded because of propaganda or racist styles of writing. Some educators believe that books that have not kept pace with the changing times are effective and are appropriate material to develop critical reading and thinking skills; but many times they are viewed as inaccurate and discriminatory by librarians. External acts of censorship and pressure upon schools and libraries by individual parents and/or organized local groups composed of objecting citizens were reviewed. 80 The most often heard complaintant was the individual parent. He often objected to the sexual implications or the language found in the books. Seldom was he satisfied to know that his own child would not have to read the book, whether it was assigned or not, but he often demanded that all children in the school not be allowed to read the book. The objecting parent usually wanted the book banned from the classroom and the library shelves. The demands of the parental groups were quite similar; however, the basis for their objections was usually built upon the content of a literary work that described a disparragement of the accepted norms of society. Various studies will show that censorship incidents can and do happen anywhere and in all types of communities. Literary selections once considered mandatory for study and reading in English classes may now open up whole new arenas for debate and consternation, even possible banning if those works are declared to be anti-religious, anti-democratic, subversive, racist, or discriminating. Critically acclaimed novels may be declared immoral if they contain obscentities, or portray youthful rejection of parental values, and especi- ally if there is detected a reference to a sex act. In the second part, Attitudes of Adults, the researcher examined the scientific reports and professional journal articles describing the attitudes of parents, teachers, and adolescents reading contemporary fictional novels of a realistic nature. Particular emphasis was given to the 'V" UV h‘v 1;; ".A an, (I) "3 ‘~ In 'I’ N 81 content of controversial novels identified as popular reading fare with adolescents. Three aspects of contro- versial novels were closely examined: the author's treatment of book characters and how they interacted with other book characters, especially in sexual relationships; the language of the characters as seen in dialogue and the narrative passages that might refer to the sex act or contain words potentially judged to be "obscene" and finally, the life- styles that might differ from the accepted norms of society when presenting social, political, and racial views con- sidered to be volatile topics and subject to possible censorship acts. The studies reviewed revealed that books were attacked if there were references made to social, political, or racial themes seen by the groups as being unacceptable to the American mainstream culture and values. Parents and citizens object more when they feel that the young people are exposed to life-styles and cultural values that differ from their own. Adults frequently felt that if children or adoles- cents read about sexual intercourse, it would encourage them to experiment likewise. The review of the literature re- veals that there existed a concern that literature portraying deviant behavior might lead to a breakdown in the moral fibre of the young and this in turn would lead to involvement 82 in subversive activities and the destruction of our society. Language was not seen as a referral symbol, but as the actual act itself. CHAPTER III DESIGN OF THE STUDY Adult Responses to Questionnaire This study is designed to assertain adult attitudes and reactions concerning their roles as parents, teachers, and school and public librarians to influence the accessi- bility of contemporary realistic junior novels to adoles- cents, ranging in age from twelve through fifteen years. The junior novels will reflect the adolescents' interest to read about aspects of interpersonal relationships and by some adult standard are thought to be inappropriate topics for the literature read by children within this age range. The interpersonal relationships will consist of three categories: peer relationships initiated and devel- oped by book characters of the same sex; peer relationships initiated and developed by book characters of the opposite sex; and non-peer relationships initiated and developed by book characters of a significantly younger or older age, or who exhibit mentally or physically handicapped char- acteristics. Sample The adults used in the sample to describe their attitudes and reactions to junior novels and labeled 83 84 potentially controversial are separated into four groups of adults: parents of adolescent children; teachers of adolescent children; school librarians of adolescent children; and public librarians who deal with adolescents. Some interesting and valuable correlations are anticipated when comparisons between and among the adult groups could be made regarding their aspects pertaining to accessibility of contemporary realistic fiction to adolescents as covered in this questionnaire. Parents of Adolescents Eighty-five parents of 1,599 adolescents were chosen as a sample to measure. All live in the same geographical community and the sampling was obtained from the school enrollment records. The community is a suburban annex and due to its rapid increase in population growth, it is not organized into a separate city unit under the juris- diction of locally elected politicians. The estimated population of the surburban community is approximately 30,000. It is on the perimeter of a large midwestern city which contains a pOpulation of about 151,000 people. In the area sampled there are ample facilities for shopping and entertainment. Higher educational opportunities are available with several small colleges and one large univer- sity. There exists a large public library in mid-town. The major city is a state governmental center. Occupational 85 opportunities exist in many fields, primary would be the expansive industrial activity of automobile manufacturing; office and clerical duties when employed by governmental agencies constitute the second largest employment factor. The occupations of parents exemplify a diversity. Job descriptions include the housewife, secretarial and office labor, factory worker, nursing, management, security investments, engineering, and clergy. The ages of the parents range from the early thirties to the late forties, with many households reporting more than one teen-aged child living in the home. Educational backgrounds are relatively high, the range is wide with a few completing only the junior high level and the majority earning a high school diploma, and about a third with college experience. Some at professional Master's degree level are indicated. Teachers of Adolescents The school district from which the teachers are chosen is situated in the same geographical location as that in which the parents live. The teachers, therefore, instruct the children of the sampled parents used in the study. Twenty teachers of grades six, seven, eight, and nine who teach the subjects of literature, develOpmental reading, language arts, and English were chosen from the population to sample. It was felt that these classroom f \ 2 u u‘l§ 86 teachers are in a convenient and ubiquitous position to influence their students' choice of reading material by either recommending or requiring specific titles to be read. Teachers also may be identified as holding an extremely powerful position of not making available those literary selections that he finds, for one reason or another, objectionable for adolescents to read. A wide diversity of ages, experience, and degrees are indicated by the teachers of the selected schools. All teachers are female and ages range from the early twenties to the late fifties. Their length of experience is as short as four months to as long as thirteen years in teaching the same subject or at the same grade level. The majority of degrees are baccalaurate, with some having attained the Master's Degree. None have obtained a special- ist or doctoral degree. The classroom organization of dealing with literature is overwhelmingly in favor of a combination approach whereby the students are exposed to an anthology of literature in conjunction with an individ- ualized approach. With such an emphasis upon such an approach, it is anticipated that the teachers would be a sound sample to measure for attitude and reaction to junior novels. The sampled teachers all teach in the same school district, but are assigned to two different buildings depending on the grade level. The East Building contains 87 786 sixth and seventh grade children, who range in age from about twelve to about fourteen years. The West Building houses 813 eighth and ninth grade children, who range in age from about thirteen to fifteen years of age. Approximately two miles separates the two buildings. Each building has its own principal and contains a library and media center which is directed by a certified school librarian. School Librarians In addition to the two school librarians serving in the selected junior high schools, a decision was made to include the district library co-ordinator. Since she serves in a supervisory capacity, it was assumed by the researcher that she would be instrumental in decisions regarding book selection criteria, book re-evaluation, and as well as censorship problems concerning library trade books, should they arise. Each of the librarians are tenured under the school system's tenure policy, are fully accredited by the state's educational librarianship policy, and hold the Master's Degree in Library Science. Recognizing that the opinions of only the three school librarians in this school system may not give reliable indications of attitudes that are even slightly tYpical of librarians working with adolescents, a broad Sampling of junior high school librarians, the investigator 88 decided to also select for the sample, school librarians serving in the junior high schools of the nearby urban school system. Five junior high school librarians serving adolescents, plus this urban school district's director of libraries are included in the sample. It was anticipated, that the close proximity of the two school systems might substantiate any significance .between the attitudes and reactions of librarians toward controversial novels, including some interesting compari- sons and contrasts might be highlighted. The suburban schools student population is composed mainly of white, middle-class students with only a nominal number of minority representation in the student body (about 5%) . Whereas, the urban school's study body is composed of about 22% of racial minority representation. Since the make-up of the Student body is often used by librarians as a basis for the criteria used in book selection policies, book re- eValuation policies, and the accessibility to literary Selections in the different junior high school libraries, no attempt will be made to compare the responses of the School librarians according to the community in which they reside. On the other hand, since the communities are so close together there may be no actual differences in their a"t'titudes about selecting and using this particular type Q E literature with adolescents. \ Information obtained from interviews with building E - 3:1 ncipals . 89 Public Librarians A sampling of twenty-five public librarians was judged eminent by the researcher for several reasons. The public library is a source of literary works that are available to the adolescent reader if he can not find the materials and books that interest him in his school library or if he does not have enough money to purchase them at the book store. The public library is a popular place for the adolescent reader to escape the confinements of home or the scflnool library and to pursue his scholastic studies and reading needs. And unless the school library is well- 611(30wed with funds to purchase a wide variety of materials t<> suit the needs and interests of adolescents, they f1I‘ézquently turn to the services of a near-by public library. The community under investigation has a well-organized 311Ci developed library system that is divided into two the major city system and the S‘3‘E36urate classifications: Not knowing c011l'lty system with its many branch libraries. which library system is more commonly used by the adoles- cents and citizens of the community, the researcher decided to Sample both systems, as each is readily accessible in one :6 (Ditnn or another. C. “£EJES§L_Librarians The city library is under the jurisdiction of the Q. ;1“:§{ school system and the results of the librarians' 9O questionnaires may give a skewed effect coinciding with the public school librarians' reports on the questionnaires. The library serves the entire community of about 151,000 citizens with a collection exceeding 176,00 volumes. Total number of library personnel employed is fifty-four. The Such a total circulation is 367,391 volumes annually. large library is certain to be used by adolescents of the community . Of the possible twenty-three librarians employed b3? the city system, the researcher was advised by the cx:-ordinator of public libraries to submit questionnaires tC) twelve librarians who serve children, adolescents, and YC>11ng adults for a more reliable sampling regarding their atZtLitudes and reactions to accessibility and the appropri- ateness of the popular junior novels. This was so done because they have had experience in working with children and adolescents . my Librarians The Branch libraries are scattered throughout the county. Convenience and proximity to them is not to be gnderestimated as factors determining a person's use of 1316511: services when reading and study demands are trying to be met. When transportation or time does not permit c>r1‘3' 'to venture into the large city library, one can easily tléaiktea advantage of the services found in the branch library 1'1 its modest collection, or the citizen can order from “Uh tc 91 the main library the materials desired, never having to leave his home area. Thus the researcher deemed it impor- tant to sample public librarians who might service the parents, children and teachers from the community included in the sample. Eleven branch librarians were sent questionnaires The questionnaires were distributed by the co-ordinator to the librarians whom he felt were most qualified to respond. Most of the branch librarians included in the sample are certified by the state library system, and all have had experience in servicing children and adolescents 111 a public library setting. The county library system Serves thirteen separate communities with a combined Population of 91,700 people. Total number of volumes available exceed 85,000, with an annual circulation of 294 ,033 volumes. The county system employs thirty-eight peJz‘sons. The researcher decided to include one other separate city library system situated in the community area in the Sal“EJZLe of public librarians. The smaller city library is extremely popular with children and adolescents of the Al- EiJTEEEi and is located in a large university setting. 1:}1<311gh it serves a population of about 47,000 people, it corl‘tains a collection of 60,295 available volumes. The a‘l-llilial circulation is placed at 227,181 volumes which 1!: Q:Elects the intense usage of the services of the library. The 0.. H; ‘09- I . fl) 1;) f (r a '14 (D 92 The investigator chose the children's librarian and the co-ordinator to respond to the questionnaire, both of whom share the responsibility of selecting adolescent literature. Measures A questionnaire was devised to measure the attitudes and reactions of adults to aspects of interpersonal relation- ships which might be considered objectionable when des- cribed or depicted in junior novels. The adults who were asked to respond to the questionnaires consisted of par- ents of adolescent children; teachers of adolescent Students in grades six, seven, eight, and nine; school librarians serving junior high school levels; and public librarians of a city or county library system. The attitudinal section of the questionnaire was CC31"“.‘90sed of fifteen statements designed to elicit responses of adults reflecting their personal and/or professional feE’—‘ling regarding their adult role as their "right" and privilege to control the literary selections which are In . ade access1ble to adolescents. The statements were to be 3: . . . esponded to on a five-scale Likert method ranging f er strongly approve to strongly disapprove. (See A . EbpeIldix C.) Two additional non—literary statements were e I”tpgsed to the parents' group to assess their right to con- t3:- Ql the choices of television programs and the choices of 93 This would give a their children's personal friends. fuller interpretation of their perspective of the parents right to control. Also measured in the attitudinal section of the questionnaire were two statements asking all the adults to indicate their attitudes to the appropriateness of adoles- cents reading about book characters who portray values and life-styles that differ from the "accepted norms" or "tzraditional norms" of society. Such book descriptions might consist of social, political, or racist views espoused or rejected by book characters found in junior .n<>\zels. Two statements included in the questionnaire were irltzended to measure adults' feelings about the appropri- ateness of adolescents being allowed to read in the liter- The sex acts ature references made to the human sex act. referred to in the junior novels describe both sexual lrltleaxcourse between book characters of either the opposite Sex or the same sex. Both acts of sexuality were stated 11‘ 1ihe questionnaire to elicit adult responses. A second section of the questionnaire was devised t I I I i <3 Imeasure adults' reactions to nine selected junior novels. It ‘Vvas not feasible to request each adult to read the novels iL 11 their entirety, therefore, each of the nine novels w ‘eairse annotated by a summary of the plot, including a (3. _ Ea:1—~.':I.neation of the main characters. Accompanying the 94 summary was a passage quoted directly from the novel. The passage of the author's narration and dialogue was exhibited to typify the general style, mood, and tone of the story, as well as the nature of incidents depicted in the novel. The addition of a theme was also included to provide the adults with an impression of the worthiness of the junior novel. No titles were given for the junior novels, but a rarians if objectional books were known explicitly by coE>yrcighted titles . The nine junior novels were selected by the researcher as fulfilling certain criteria. The junior novels were recent publications with copyright dates not prior to 1971. Inlea Zliterary genre of the novels were realistic and dealt with contemporary concerns of a social or personal nature (2 . . Onsldered to be important to the adolescent reader. By 51 . . . ruethod of content analysis, the researcher also identified V 6317}? specifically the potentiality of each novel to arouse e1 - (zeinsorious action. The nine novels were organized into 1: :h11:€3e categories regarding interpersonal relationships: 95 relationships with members of the same sex; 1. peer 2. peer relationships with members of the opposite sex; non-peer relationships with members of either sex, but who are of a significantly younger or older age, or who are mentally or physically handicapped. Three novels in each category were then weighted according to levels of intensity of interpersonal relationship: 1. Admiration/Trust 2. Love/Affection 3. Sex Act Each title and description of the story was followed b)? a five-point Likert item scale to measure the adult's reessponse of whether children should read such a novel. Fi.‘we points for strongly approve and one point for strongly di S approve . An open-ended statement was provided for the adults to describe their course of action if they had found the rnb"€all to be so objectionable as to cause them to mark "Strongly disapprove." Three different provisions were offered to the adults regarding situations of what they wotJ‘ld do if the adolescent had chosen such a novel Willffllly3 if the adolescent's teacher had recommended such a novel; a: rldi if the adolescent's teacher had required such a novel t: C) k3e read. Librarians and teachers were also encouraged to (34$: $311 Study Two groups were chosen to test the element of time Data needed by respondents to complete the questionnaire. w . as also gathered on the questionnaire items which might i. . IldiJL<2ate confusion on the part of the respondents. One 9:: . . . (3‘11: of eight parents living in Milwaukee, WisconSin were eh Osen to respond to the questionnaire. The time involved IT€3.05 In Table 11, the sum of squares, degrees of freedom, and the mean square (variance) are provided for the treat- ments between categories and the within-groups category for the eleven items measuring theoretical attitudes. A two- tailed, t-test value of 7.67 (greater than 1.99) indicated that parents' attitudes differed significantly from the two professional groups. TABLE ll.--Ana1ysis of Variance for Theoroctical Attitudes. .—--—- l-_. Source of Sum of Degrees Mecn Square F . Variance Squares of Freedom or Variance Statistic Between Categories 2,180.97 2 1,090.48 Within Categories 3,321.80 79 42.04 Total 5,502.78 81 25.93 128 Statistics for Junior Novels Data was collected on each of the nine junior novels indicating to what extent parents, teachers, and librarians approved or disapproved of such literary selections to be read by adolescents, aged 12-15 years. Excerpts from the literary selections were provided on the questionnaires to indicate the style of writing and to dramatize an incident that might reveal the mood or tone of the story. A brief summary, written by the :researcher, was provided to give some general idea about tflie story. A theme concerning the message was also provided tx: stress the value of the story. A five-point Likert item system were used to elicit reSponses from adults ranging from "strongly approve" to "Strongly disapprove" to the statement following each ~liizerary excerpt: Children should read such a story as this. Strongly approve (5); approve (4); indifferent (3); (iissaapprove (2); strongly disapprove (1), (why). The items ““31?€e weighted (unknown to the respondent) ranging in values firCDITIS for strongly approve to l for strongly disapprove. tvrii.t:ten comments regarding adults opinions to each story w e be encouraged . Each story was classified regarding the intensity 1. evel of the interpersonal relationships of book characters. CD 1)::EEEe intensity level classifications were identified: 129 (l) "Friendship/Admiration"; (2) "Love/Affection"; and (3) "Sex Act." Each classification contained three novels: "Friendship/Admiration" The 18th Emergency by Betsy Byars On Fire by Susan Terris Hey, Dummy by Kin Platt "Love/Affection" Bad Fall by Charles P. Crawford His Own Where by June Jordan Remove Protective Coating a Little at a Time by John Donovan "Sex Act" Sticks and Stones by Lynn Hall Go Ask Alice, anonymous The Man Without a Face by Isabelle Holland The novel's titles were not provided on the question- A code was used to identify each story, such as naire . It was thought that "Story I-A," "Story II-B," tflme anonymity of each title would prevent its being sub- (etc.). jeected to censorship if considered strongly objectionable by an adult. The data for each novel is presented in means and S1iéandard deviations. A multiple correlation coefficient ‘Véiss used to determine the linearity between the adult 931?c>ups. Each adult group was subjected to an F-test to (ie’tlermine if there was a significant difference between .tIISE: adult groups regarding their opinions about the novels. The nine novels, classified according to intensity 130 In the "Friendship/Admiration" category, adults approved the story Hey, Dummy with an overall mean of 3.95 and a standard deviation of 1.11 indicated very little variance. Teachers' mean of 4.2, was the only adult group above the mean. The F-test showed no significant difference between the adults in the response to the story.' HgyL 22mmy was the only story in which the librarians' mean 3.90, fell below the overall mean. Parents' mean of 3.88 ‘was slightly less than teachers and parents. The 18th Emergency was well received by all adults xvith a mean of 3.89, and a standard deviation of .753, ivhich indicated close agreement. The parents' mean 3.66, :Lndicated less approval than librarians with a mean 4.09, arnd teachers with a mean of 4.00. All standard deviations “mere below the 1.0 level. The F-test showed no significant diafference between the adult groups. Parents' with a mean of 3.05 were less accepting (lf ‘the novel, On Fire. The standard deviation for the parents' group was 1.28. The adult mean for On Fire was 3' 46 , with a standard deviation of 1.23. Parents and librarians were similar in their means of 3.8. The F- test indicated the adult groups approximated unity and there was no significant difference between the groups. In Table 12, mean scores and standard deviations are provided for the novels, The 18th Emergency, On Fire, a. I'ld EYL DummX- TABLE 12.--Adult Responses to Novels in the "Friendship/ Admiration" Level. Hey, Dummy, The 18th Emergency On Fire Category 2 Sx i Sx i Sx Parents 3.88 1.09 3.66 .75 3.05 1.28 Teachers 4.20 .41 4.00 .37 3.80 .77 Librarians 3.90 1.35 4.09 .83 3.77 1.23 Total 3.95 1.11 3.89 .75 3.46 1.23 Novels listed under the "Love/Affection" classifica- tion were somewhat less acceptable than novels that described a friendship/admiration relationship. Adults showed the nuost approval of the novel, Bad Fall with a mean score of 3.449 and a standard deviation of 1.02, indicating general agrreement. Teachers' and parents' means were quite similar With 3.86 and 3.80, respectively. The standard deviation Scores of .83 for the teachers and .80 for the librarians indicated very similar opinions. The parents mean of 3.08 ‘VéfS -—.40 below the category mean. The F-test indicated that there was a significant difference at the .05 level of pIKDIDEability for the parents' group. The parents did not approximate unity when compared to teachers and librarians. When adults were asked to respond to such a novel as Ee‘move Protective Coating a Little at a Time, the overall mean of 3.23 showed that adults considered the story S o :LJJQTrtly more than an indifferent value. The overall 132 standard deviation was 1.23. Parents were least accepting of the novel with a mean of 2.94 and a standard deviation of 1.24. The librarians and teachers obtained the same mean of 3.50 with very little variance of scores within the profeSsional ranks. The F-test showed no significant dif- ference between the adult categories. Adults showed the highest rate of rejection of His Own Where than any novel considered with a mean of 2.73, and a standard deviation of 1.33. Mean scores of parents: 2.1, and teachers: 2.66 were below the adult mean. Only librarians indicated a higher acceptance of the novel with ea mean of 3.48. There was little variation of the scores vmithin each adult group. The F-test proved that a signifi- caunt difference exists between the scores obtained by the adhilt groups when approximating unity. In Table 13, the mean scores for the adult groups, Viinfi the standard deviations are provided for the three nOVels listed as illustrating "love/affection" relation- Ships. Novels classified as describing the "sex act" were generally most objectionable; however no novel in this ca“begory received more disapproval points from adults‘ than EEEE§~_£2wn Where. 133 TABLE l3.--Adu1t Responses to Novels in the "Love/Affection” Level. Remove Protective Coating a Little His Own Category Bad Fall at a Time Where i Sx i Sx i Sx Parents 3.08 1.15 2.94 1.24 2.11 1.25 Teachers 3.86 .83 3.46 1.12 2.66 1.11 Librarians 3.77 .76 3.45 1.23 3.48 1.15 Total 3.48 1.02 3.23 1.23 2.73 1.33 The most acceptable novel in this classification was Go Ask Alice, as the adults' group mean was 3.07, and the standard deviation of 1.37 indicated a narrow spread Of scores. Librarians were more favorable to the novel With a mean 3.83, and a standard deviation of .86. Parents Were least favorable to the novel with a mean of 2.36 and a Standard deviation of 1.45. Teachers' scores indicated acCeptance with a mean of 3.20 and a standard deviation of 1- l4 . The F-test indicated that the ratio between the adult groups was significant at the .05 level of probability. The parents' group did not approximate unity with the pro- fesSional groups toward Go Ask Alice. The adults' mean SCOre of 2.91, and a standard deviation of 1.32 indicated an OVerall Opinion to The Man Without a Face as less than nantral. The parents' group found least acceptance, with 134 a mean score of 2.30, and the standard deviation of 1.28 indicated a wider spread of scores. The parents' mean of 2.93 was quite near the overall mean. The librarians' mean of 3.6 was more favorable to the story. The F-test showed a significant difference at the .05 level between the adult categories. The parents' group did not approximate unity with the professional groups. Sticks and Stones was the second most objectional novel according to the adults' overall mean of 2.85, and a standard deviation of 1.33. The parents' mean of 2.41, and the teachers' mean of 2.53 fell below the overall mean. The standard deviations' scores for parents and teachers ‘was quite similar at 1.25 and 1.24. The librarians' mean of 3.5 was much more favorable to the novel. The standard Ellrent: "Because I believe this is wrong and I teach my children it is wrong, I do not allow any such trash in my house." 137 Parent: "Poor way to introduce 12-15 year olds to the sub- ject of homosexuality. Better explained and dis- cussed between parent and child." Parent: "Anything that makes an abnormal sexual behavior seem right could confuse youngsters and I don't think it is proper reading material for this age." Teacher: "Try to divert him. Check with parents. Discuss general theme rather than just sex part." Teacher: "Let parents give approval first." Teacher: "Explain to her the ultra-conservatism of our district." Teacher: "Protest to the department chairman or curriculum coordinator on the grounds that it reinforces or glamorizes a life style that is socially unacceptable and could be emotionally damaging to impressionable young adults." Teacher: "Objection is not personal, but there is not a point in setting parent and child against each other. It happens often enough otherwise." fPeacher: "Age ll-12 aren't mature enough to read this and discuss in class. If they want to read this kind of material, they can with parental consent." Ikeacher:- "I approve of the subject. Love between persons of the same sex has had an unfair label for too long. It does occur, and I think young people grasping for maturity need to know that if they experience these kinds of feelings that they are not 'perverted.‘ Also, and equally important, they learn that when they see this in others they do not think ill of them." Teacher: "I strongly disapprove of homosexuality being so liberally accepted in our society, therefore, I reject it in literature and accordingly disapprove of it as reading matter for children." PEI1?en.t: "Our school does not have a sex ed. program. I find it hard to justify reading about "abnormal" sex unless students understand the "normal" act. IL'lJDIarian: "Suggest another book with a more positive approach. If child insists, I would let him take it, but I would never recommend these books. (Librarian applied above comment to all books considered in the study.) . 138 Story II-A, On Fire. Parent: "Just explain my disapproval." "Good theme, but again it is useless without offer- Parent: ing positive options." Story II-B, His Own Where. Parent: "Forbid it." JParent: "Discourage recurrence, but not with vehemence." :Parent: "Would send it back to the teacher." IParent: "Talk to the teacher, principal and look into his background, motives, etc., try to get him dismissed." Eflarent: "It's like encouraging immorality." Parent: "They didn't share love. They went to bed to- gether and used each other's bodies for security. Cross out "love" in theme and replace it with "sex." "Parents who love their children would not allow this to go on." Parent: "Do you mean to tell me that trash like this is Parent: in our school libraries?" Parent: "Transcription error?" (regarding quote) Teacher: "Object on the grounds that students aren't ready, to have this type of relationship accepted as OK by adult generation." Teacher: "I personally don't approve of books written for teen-agers that go into any details of making love. My reason is that I don't think they need that kind of encouragement. I wouldn't discourage anyone from reading it, but I'm sure I would not recommend it without having read it first." TeaCzher: "I shouldn't disapprove, but I do because I find the language too explicit." L1131':arian: "I would find the book a liability in the library. Not worth the chance of a lot of objection by parents." 139 "I would disapprove, but I guess children will Librarian: This is read this kind of thing if they can get it. a more modern age than I was raised in." Story II-C, Go Ask Alice "I doubt my children would take this story serious." Parent: Parent: "Gutter story, my daughter thinks higher than this." Parent: "Try to persuade him a book doesn't have to use 'gutter language' to make a point." Parent: "Try to get book removed from the library and have a discussion with my child." "I would let the teacher know that there is better literature on drugs than this type of phony, scare- tactic story which has very little effect on children of this age group." Parent: Parent: "Complain to principal." "Show them that this is not the best side of life. Parent: Some peOple will write anything to make a buck." "I would leave it up to my child, but express my Parent: true feelings to him about the book." FHarent: "Compalin to principal if that didn't work go to the school board." Parent: "Would send it back to the teacher." Parent: "Notify principal, withdraw child from the class." Parent: "Not for the too young-but high school level-for a lesson in telling it like it is!" (marked approve) Pa-rent: "Positive approach that challenges deeper thinking." Parent: "Kids and I already read it. Despite language given above there is a positive moral feeling engendered by this book." Pen:‘ent: "Not worthy of an answer." Teacher: "I would let the child know what to expect and ask if his parents approve of this kind of reading." 140 Teacher: "Young people need to know of the world and since we cannot safely 'try anything once', well written books can fill this void." Teacher: "I think there is better reading material than this for children." (marked strongly disapprove) Story III-A, Remove Protective Coating a Little at a Time. JParent: "Raise his level of thinking." IParent: "I see nothing to be gained by reading something like this." Izarent: "Sick story. Discuss it, forbid it." Pharent: "Seems like this would be a story to discuss in psychology classes. Such themes as: inability to relate to peer group, self image, abnormal dependency. Sounds like a real loser." Story III—B, Hey, Dummy. Parent: "Take it back and tell her or him that I do not allow this kind of book in my home and I think I am a better judge of what kind of books that I think my children should read." Parent: "Man's inhumanity is too prevalent. We need more teachings like this--not necessarily biblical." Parent: "Disapprove of above sentence (theme of story: 'it is sometimes necessary to reject the prevailing values of family and society'." Parent: "There are such things. They should know that they exist. Develop compassion." Story III-C, The Man Without a Face. 1 "Cannot consider homosexual relationships as normal and satisfying anymore than a story on stealing or killing. These stories stress 'do your own thing' and leave maladjusted people to reflect ideas and standards of more of the same. You could give the story the title 'The Quicksand of Dispair'." Pairwadnt: 141 Parent: "Parts of this story are good. However, why do authors feel they have to 'spice' their stories. Are they readying children for 'X' rated movies or for higher learning?" Parent: "With strong teacher guidance of normally healthy, nurtured youngsters, these probably could be a use- ful education." _Teacher: "Seems to be handled OK but perhaps still calls for a maturity that my students probably don't have. Nor would I have the backing of the parents." Teacher: "Young people of this age have enough problems and concerns adjusting to and understanding the nor- mal but complex roles of life without seeking to understand the perverse. However, it a young per- son has already been exposed to similar situation in real life then perhaps reading of such a situa- tion and its outcome would help him to sort out his own feelings and to realize that others have the same problems." The following remarks were included in correspondence tx: reflect individual philosophies regarding literature in General and not specific novels. Pkarent: "This literature sounds more like an adult book store." Parent: "I do think teenagers can read about other ways of life if they point out the dangers of setting that way of life as a way of life. PeOple have to learn that just because it’s written it doesn't make it fact." Pa3E‘ent: "There's but one word for all of them (stories herein) 'trash'." Pareant: "I would seriously think that (if a teacher recommended these titles) he or she was not fit to be a teacher and tell the person so." Parent: "I am sure I sound like an overprotective mother censoring their friends reading material, TV, etc., but I feel children need limits, guideline, abso- lutes and the schools have not provided these of late." Parent: 142 "Generally I approve of children selecting their own reading material and not having to seek my approval of the subject matter. This does not mean that I endorse a steady diet of perversion, porno- graphy, sex, morbidity, etc. An appreciation of well-written material should be cultivated by expo- sure to a full spectrum of material. Teacher: "I tell my students to pick reading material that their parents wouldn't disapprove." Teacher: "I recommend 'safe books'. I'm teaching 12 year old students. The destrict in which I teach is very conservative. I would never recommend a book I thought might be considered questionable. I do not inhibit their reading material in anyway. The only thing I tell them is not to read what they would feel ashamed of if their parents found out." treacher: "I believe that children should be exposed to and allowed to read all types of books, in this way they learn the difference between the worth- - while and the worthless." School Public librarian: "Novels, good novels, which deal with such relationships--even though out of the norm-- belong on library shelves. However, not every child could or should read all these novels. Personal and parental considerations must be kept in mind. I feel that such novels are a valuable form of reading guidance when used with understanding." librarian: "A child/young person must be aware of the multi-faced eXperience of others with whom he must live, if he is to grow to successful adulthood. With no exposure to other 'facts of life' he has no basis for developing his own philosophy and course of action. However, all realistic fiction being written for children and young adults does not qualify in my estimation. The examples you have selected happen to be among the best available." librarian: "Junior high school students need to be making decisions on their own. I cannot impose my beliefs on these kids. If asked, I can tell them that I didn't like a certain book, but I have no right to tell them they can't read it." librarian: "Whether I strongly disapprove or not (as to whether or not a child should be reading a book) is not the question. I can hardly force my values on anyone." 143 Public librarian: "I approve of including the above example in teen-age collections, especially in a city like this. These things happen, and people should realize it. It's not the thing I'd like my daughter (age 11) to read soon, but if she chooses to, I'll let her explore for herself. She can retain her innocence and lose her ignorance at the same time." .Public librarian: "Adults should be guiding our children in a positive way, and something is wrong with our sick society when adults let children tell them what they are going to do or read or such. We have sick adults writing sick books. What's wrong with the classics. Let's get back to the basic principles of God's words instead of listening to sin, sick people who are confused they don't know their own mind, let alone to guide someone else!!" FHJblic librarian: ". . . I select for library quality, timeliness, stroy line and value. If it has sex in it fine; if not fine. The books which have only sex and violence to recommend them loose out, because our money just doesn't go far enough to-buy all the other ones and them too. Discussion Data collected for the five hypotheses of this study illdticate that the parents samples were more restrictive than are teachers and librarians in their attitudes of determining what is appropriate and not appropriate reading material for adolescents, aged 12-15 years. Two additional statements pertaining to parental contllrol were submitted to further measure parents' control OVVEJT adolescent's choices of television programs and their choices of personal friends. Almost 85% of the parents recOgnized their right to control the types of television programs that their adolescent children are allowed to watch. Nearly 82% claimed their right to control the choice (3 if friends of their adolescent children. 144 Four statements on the questionnaire showed that 78% of the parents were concerned about keeping informed of what literary selections their children were reading, seeking children's recommendations for specific books for their personal collections, and suggesting books for school libraries and classroom use. Educational background does seem to have an influence on the parents attitude regarding their willingness to allow adolescent children to read about controversial topics. (Out of the twenty parents who had no education beyond the liigh school level, 65% indicated that they would disapprove (5f their children being allowed to read about controversial txbpics. On the other hand, out of the fifteen parents urith at least some college background, only 30% reported tfliat they disapproved of such reading fare for their child- ren, The parents' group mean score of 32.50 was consis- tlarrtly below the teachers' group mean of 38.26, and the librarians' group mean of 43.93 on a measure of eleven C"3rrtrol items. The overall adult mean score was 37.87. Teachers' mean scores on items measuring control and responding to stories that contained controversial elements aE’peared to be near the mean scores consistently. Librar- i . . ans' mean scores on the same items were con51stently above the mean score. This indicates that the professional ggtxbllps were more open and lenient regarding their con- trolling of adolescents reading material and in their 145 reactions to the actual literary selections than were the parents groups. Four items on the questionnaire were submitted to the teachers and librarians to elicit their responses regarding a measure on the application of their professional training and theory. A percentage of 58.5% of teachers and librarians approved of keeping informed about what an adolescent chooses for his free reading, soliciting recom- Inended titles from adolescents, and encouraging parents tn) suggest books for the school library and classrooms. On a cross-tabultation between the educational kmackground of the professional groups compared to their arttitudes toward control, 85% of the teachers were scored as indifferent; 58% of the librarians were in strong (aggreement that an adolescent has the right to choose his Own reading material . Teachers and librarians were quite different in their educational background. The baccalaurate degree -iE3 lield by 64% of the teachers, while 36% of them hold 5‘ blaster's degree. The number of Master's degrees held by librarians is 64%. The percentage of professionals who have taught at least four years, but not more than ten y‘aéilrs was 46.7%, while the librarians were similar in t11E5 number of years service with 52% of them in the same Cell. 146 All teachers and school librarians from the schools sampled were protected by a formal book selection policy, and all but one of the public librarians had written a policy as a guide to select trade books. Each of the professional groups had experienced some dealings with a censorship problem (23%). Four of the 'teachers related a censorship experience, while only one eschool librarian, and five (5) public librarians had ex- perienced complaints . By using a measure of multivariate analysis of ‘vwariance, data was collected about the adult groups con- cerning their reactions to seven variables recognized as potentially troublesome when found in literature. When asked for their approval or disapproval of Eiljlowing adolescents to read about specific references in 3d112erature to homosexual incidents, the parents mean score CDf’ 1.94 was much less tolerant than teachers with a mean C3f .2.3 or librarians with a mean of 3.7. Heterosexual references were somewhat more accept- akllea to all adult groups. The parents' group mean was mean was 2.8, and the librarians' 2 ‘ 6 the similar teachers' 0 mean was 3.8. The standard deviations of the adults' groups regarding both types of sexual references were 1.1, which i. . . lméildcates little variance among att1tudes of these trouble- 8. ome literary aspects . 147 When asked to respond to nine junior novel selections which ranged from a mild intensity level to a strong possi- bility to arouse an adult censor, the parents' group was less accepting of the literary selections. The parents' mean score of 25.80 reflects their written comments about each of the novels. The teachers were more accepting of the novels with a mean score of 30.7. The librarians exhibited the most acceptance when their mean was compared at 33.67. There was wider variance among the adults regarding their approval of the literary selections. In Table 15, the observed cell means and standard deviations on variable of homosexuality, heterosexuality, the sex act, and responses to nine literary selections are provided. TABLE 15.--Means on Controversial Literary Aspects. * Homo Standard Hetero :‘.2€crd Sex Standard Nine Standard Group Sexuality Deviation Sexuality ’ertation Act Deviation Novels Deviation parents 1.9 .8 2.6 1.3 4.7 1.7 25.8 6.9 'r eachers 2.3 1.3 2.8 1.3 5.5 2.4 30.7 4.9 L. 1brat-ians 3.7 1.0 3.8 1.2 7.6 2.1 33.7 6.8 \ 148 Content Analysis Hypothesis VI: The mean score on a measure of censorious aspects pertaining to the peer relationships of the same sex category will exceed that of the peer relationships of the opposite sex and the non-peer relationship category. To test this hypothesis, the researcher conducted an analysis of the content of nine junior novels to detect the amount of literary aspects judged as potentially censorious. Three qualifying aspects were investigated: objectionable language, references and descriptions of sex, and social behavior considered contradictory to the established values of society. Objectionable language was broken down into three .levels and weighted to indicate the less objectionable to tile most objectionable. Vulgar expressions were valued art one point, profane expressions were valued at two EPCxints, and obscene expressions were valued at three pOints. References and descriptions to matters of sex were Cglassified and weighted according to the type of sexuality. Sexual references were valued at one point. Heterosexual acts were valued at two points. Homosexual acts were Vaerd at three points. Anti-social behavior was identified and weighted Vvi‘tlfl a single point value. Such episodes considered <2C31'11:radictory to the established standards and principles (3 . . :E. Esociety were: lying, cheating, stealing, runnlng away 149 from home, using drugs and liquor, and cruelty to other persons. Acts of violence that were vividly portrayed in the novels were deemed more controversial and were valued with two points. The nine junior novels were further qualified as representatives of the literary selections that most appro- priately meet the criteria for three categories of inter- personal relationships. The novels selected for this aspect of the study emphasize relationships of adolescent characters of the same sex and opposite sex who would be judged as members of the same peer group, those who share the same environment, similar ages, and common .interests. The third category included stories that 2 " ((11.1 .91Iv yl‘ ).\ l “ VII). 5 .3. a H cox on 8 9000040404 4 4O4O4O4O4O.O.O.O.O . 000000000000000 mna -oEOL“ 4 suxpauxrnhanhxwmhxvn 3 n , 1 ea , m u n .3 a. a msxmm M f eptu nOumqu_ espHM _ xuaamsxmm n (l‘l'll I‘ll‘lll" )‘tllilllllll’.l1. 5 . 4 4 4 4 4 4 404 .0.0.0.0.0.0.0.0.0 0 4 404040 , .3 a 5620 9 .0000000000 000 0 0 0 0 000000000000000000 0 0 3 ,69????FPWMMNLKB???33¥?§9W n m n 0 0 e11 0 a. a... 3288. n c u e q.n .1.n a b a e nur.M 2 huaumma3> m 0 0 o 0 o o 0 o 0 o m 04 0 Novels. Junior Figure l.--Censor Points on Nine 191 but contained less than half as many censorious points as Go Ask Alice. TABLE 28.-~Censor Points and Means for Novels and Intensity Levels. Censor Book Points Mean Friendship/Admiration The 18th Emergency, 8 2.7 On Fire 15 5.0 Hey, Dummy 36 12.0 Total 57 6.5 Love/Affection Bad Fall 51 17.0 His Own Where 61 20.3 Remove Protective Coating a Little 65 21.7 at a Time Total 177 19.4 Sex Act The Man Without a Face 65 21.7 Sticks and Stones 77 35.0 Go Ask Alice 235 78.1 Total 377 45.1 Types of Relationships Peer-Relationships: Same Sex Category The lowest mean scores on sexuality, and social behavior factors were found in the category of peer rela- tionships involving members of the same sex. Although the novel Sticks and Stones referred to homosexuality and did contain the most censorious aspects when compared to The 18th Emergency and Bad Fall, the category mean score for same-sex relationships was the lowest of the three categories 192 of types of relationships. The category mean score for same sex relationship was 55. The book mean score for Sticks and Stones was 35; the book mean score for The 18th Emergency was 2.7; the book mean score for Bad Fall was 17. These results reject Hypothesis VI. These data indicate that when homosexuality is referred to in junior novels the topic is presented in an understated and implied fashion rather than explicitly described. Objectionable language was counted as the most fre- quently occurring censorious aspect. The more intense relationships resulted in an increase in use of objection- able language. Vulgar, and profane language received the most censorious points in the same sex category with a mean score of 36.7. There were no observations of obscene language in this category. In fact, The 18th Emergency contained no counts of objectionable language at all. Anti-social behavior mean score of 11.0 was the lowest in the same-sex category. The majority of anti- social behavior was described as cruelty and acts of violence committed against other persons. The novel,_§g§ £211, listed under the intensity scale of "love/object or devotion," received the highest rating of anti-social be- havior. Other novels under this intensity scale were not nearly as violent when described in other types of rela- tionship categories. \[f‘u‘l.|||l|.l"1lll.‘l[l ' 193 Sex was the aspect that scored the least censorious. The mean score in the same-sex category was only 7.3 points. And the treatment of sexual matters mean score was less in the other types of relationships. Although, the censor may highlight his argument by extracting a sexual encounter out of context as being more offensive, he will have an easier job of finding examples of offensive language and anti- social behavior about which to complain in the same-sex category. The novels written about the interaction of characters of the same sex are, as yet, not so sophisti- cated as to describe in detail a sexual encounter. Nor are sexual incidents as numerous as the language and social censorious aspects. Peer-Relationships: Opposite Sex The highest category mean score was found in novels that dealt with peer relationships of the opposite sex. .Almost twice as many points were assigned to censorious aspects of novels in the opposite sex category as were given to novels in the same sex category and the non-peer category. The mean score of 103.7 was recorded for the opposite sex category, a mean score of 55 for the same sex category and a mean.score of 55.1 for the non-peer relationship category. 'Fhis finding may be skewed by the results obtained in the contentLanalysis of Go Ask Alice which contained 235 cen— sorious points. This constitutes a total of more than lli‘l" 194 twice as many censorious points for objectionable aspects than the second most objectionable novel. A mean score of 53.7 for language, a mean score of 23.3 for sexuality and a mean score of 27.7 for social behavior, the mean scores obtained for peer relationships of members of the Opposite sex exceeded those obtained in the other two types of relationships, namely peer relationships of the same sex and non-peer relationships. Language deemed objectionable in the opposite-sex category classified under obscenity received the most objectionable points. However, the "friendship novel," On Fire, contained only five points for vulgar and profane language, while the "love/object" novel, His Own Where, and the "sex act" novel, Go Ask Alice carried majority of the objectionable points. Obscenities were included when- ever there were more explicit and intense portrayals of relationships. In the opposite-sex category the novel of "friend— ship" On Fire, seldom contained objectionable language and references to sex, but more than half of its censorious points were gathered for the description of cruelty and violence. His Own Where and Go Ask Alice also contained contexts of anti-social behavior, but the overwhelming per- centage of their objectionable points were allowed to the language and sexual factors. 195 Sexual intercourse was most explicitely described in the opposite-sex category. His Own Where, the "love/ object" title, was more traditional in its sexual presen- tation, but due to the author's technique of writing in a black dialect and extensive use of figurative language, the reader may not recognize the implications of the actions that were being described. Go Ask Alice represents a pot pourri of sexual encounters, much of which could be classified as deviant and highly objectionable. A great. deal of vernacular expressions were used in the novel to describe the sexual activity which would have to be known by the reader to understand the gamut of sex acts referred to in the novel. Non-Peer Relationshipg The non-peer category of interpersonal relationships was represented by a story of "friendship/admiration", Hey, Dummy, of which the title refers to a mentally retarded boy. The story contained no references to sexuality and only six points were tallied for objectionable langauge. Eighty three percent (83%) of the censorious points were allowed for its vivid description of people's cruelty toward the retarded boy. Language once again was considered the most objec- tionable quality of the novels in this category as was evident in the other categories. The "love/object" title, 196 Remove Protective Coating_a Little at a Time, was the most censorious novel in this category because of profuse use of vulgar and profane language and references to sexual matters. The non-peer character was described as a 72 year-old lady who begs off the streets of New York City. There is no sexual activity between her and the protagonist, a young boy of fourteen, but he has sexually experimented with a girl and reference is made to masturbation. There are many vernacular terms and expressions used by the boy character to refer to sexual matters. Little violence is noted in this novel. In the "sex act" classification, The Man Without a F323 tells a compassionate story between a young boy and an older man, who is later identified as a homosexual. The violence and cruelty points are quite high in this book, while the language and sexual references are moderate enough to score the novel only as censorious at the "love/object" intensity level. Once again it appears that if the novel is lacking in explicitness and number of sexual encounters and vivid language, then it is more prone to graphic des— criptions of anti—social behavior. There is a sharp increase in the objectionable aspects found in novels that depict an intensely intimate relatjcmship in which the sex act is described. The least ‘number'of objectionable aspects occurs in the novels that describe a warm friendly attachment. The category of 197 characters portrayed as love/object may or may not contain references to sex, but references made to anti-social be- havior or dialogue containing objectionable language place these novels in mid-range. In Table 29, the points scored on censorious aspects is provided. TABLE 29.-~Types of Relationships. Censor Category Points Mean Mean SAME-SEX: PEER RELATIONSHIP Language 111 36.7 55.0 Sex 22 7.3 Social 33 11.0 OPPOS ITE-SEX: PEER RELATIONSHIP Language 161 53.7 103.7 Sex 67 22.3 Social 83 27.7 NON-PEER RELATIONSHIP Language 65 21.7 55.1 Sex 53 17.7 Social 48 16.0 In Table 30, the types of relationships are compared to the intensity levels of relationships. Frequencies and mean scores are provided for each novel in the peer and non—peer categories reading horizontally. The intensity level of relationships showing frequencies and mean scores is illustrated in Table 31. 198 wo.v~ ma ma.m m mm.mm om Hmaoom o.manx mm.mm mm wa.mv mm wo.o o xmm h.hauz 3.3 am $1.3 mm 3.3 p 066353 5.31... 006m 083. 6 D6 333 6 m usocuflz :62 one mmAumoo m>fluomuoum m>OEom NEESQ .>o: H.mm “muoom cmmz wmoomemu mHmmZOHqumm mmmmlzoz wn.wm mw ww.m~ NH wm.mm m Hmaoom n.>mnz wm.ma mv wm.mm om mm.ma N . xwm m.mmnz wo.vm SNH wm.nv mm mm.mm m mumsmcmq n.mmuE 032 xmd oo 30:2 5.6 ma: 85 to n.moa "whoom cmoz wxoomedo mHmmZOHqumm mmmm uxmmlmBHmOmmO mm.h m wm.mm NH wooa m Hmaoom o.Han mn.¢H Hm wo.m H o o xmm m.> “z mm.n> SH m>.vo mm o o mmmsmcmq n.mmnx mucoum pcm mxoaum Hash cmm Nucomumfim cbma ore ucmoumm mucflom ucmowom mucHom unmouom mucHom muoom Howsmo nemcwu HOmcmo cmmx mm "muoom cmoz meDMBéu mHmmZOHqumm mmmm "xmmnmfimm .mcacmcoflbmaom mo moauomoumuuu.om mamas 199 TABLE 31.--Intensity Levels of Relationships. Friendship/Admiration Mean Score: 6.5 Mean Score Percent M = 3.7 Language 16.6% M = .7 Sex 4.5% M = 15.3 Social 78.3% Love/Object Mean Score: 19.4 M = 32.3 Language 55.4% M = 16.3 Sex 25.9% M = 10.3 Social 18.7% Sex Act Mean Score: 45.1 M = 76 Language 54.8% M = 30.3 Sex 25.5% M = 25.7 Social 19.8% 200 Summary Adult Rgsponses to Questionnaires For the first section of the study, an analysis of variance was conducted on eighty-two adult respondents. A questionnaire was designed to measure the attitudes of thirty-six parents, fifteen teachers, and thirty-one librar- ians regarding their right to control the reading selections made available to adolescents, aged 12-15 years. Responses were also elicited from the adults to nine selected junior novels that contained various degrees of censorious literary aspects that were written for adolescents. The five hypotheses and the results of the statistical analyses for each are as follows: Null Hypothesis I: As measured by average test responses, no differences will be found between parents, teachers, and librarians to claim as their right regarding the privelege to control the literary selections made accessible to child- ren ranging in age from twelve to fifteen years. Research Hypothesis I: The mean score of the parents' group on a measure of authoritarian control will be less than that of the teachers' and li- brarians' groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers' group and the librarians' group. The mean scores for the parents' group was 14.11. The teachers' mean was 17.46 and the librarians' mean was 201 19.38. The F-test showed a significant statistical dif- ference at the .05 level for the parents' group. The null hypothesis was rejected. Null Hypothesis II: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their opposition to adolescents' desires to read contemporary realistic fictional novels about peer rela- tionships and non-peer relationships portraying values and life-styles that differ from the established norms of society. Research Hypothesis II: The mean score of the parents' group on a measure of opposition to anti-establishment norms of society will be less than that of teachers' and librarians groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers' and librarians' groups. The parents group mean was compared at a lower score of 9.86, than teachers' whose mean was 12.26, and the librarians' mean of 12.58. The F-test showed a significant statistical difference at the .05 level for the parents' group when compared to the teachers' and librarians' groups. The null hypothesis was rejected. Null Hypothesis III: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their opposition of allowing adolescents to read the literary selections dealing with peer and non-peer relationships that make reference to or des- cribe the sex act. 202 Research Hypothesis III: The mean score of the parents' group on a measure of Opposition to reading about the sex act will be less than that of teachers' and librarians' groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers' group and the librarians' group. The parents mean, 4.58 was different from the teachers' mean of 5.13 and the librarians' mean of 7.58. The F-test showed that the difference was statistically different at the .05 level between the adult groups. The null hypothesis was rejected. Null Hypothesis IV: As measured by average test responses, no differences will be found between parents, teachers, and librarians in their decisions regarding the apprOpriateness of allowing certain literary selections to be read by adolescents. Research Hypothesis IV: The mean score of the parents' group on a measure of deciding the appropriateness of certain literary selections will be less than that of the teachers' and librarians group. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers and the librarians. A mean of,25.83, was established for the parents' group. The teachers' group mean of 30.66, and the librarians' group mean of 33.45 was judged to be significantly different at the .05 level when computed by the F-test. The null hypothesis was rejected. 203 Null Hypothesis V: As measured by the scores on two tests, there is no relationship between the procensor atti- tudes of parents, teachers, and librarians and the objectionable reactions of parents, teachers, and librarians when reading litera- ture of a controversial nature. Research Hypothesis V: The sums of two tests of the parents' group on a measure of comparing procensor attitudes with objectionable reactions to controversial literature will indicate a more positive rela- tionship that exceeds that of the teachers' and the librarians' groups. The standard error of the parents' zr was 3.89, and the standard error of the librarians' group was 2.89. Each was greater than 1.96, thus, the null hypothesis was rejected. Teachers as a group did not show a significant correlation of what they professed theoretically as compared to their actual judgment of the selected novels. As indicated by the statistical analysis, parents indicated a much more authoritarian attitude regarding their adult right to control the literary selections for adoles- cents than did teachers and librarians. The professional groups were much more receptive to the junior novels that portrayed life-styles that contradict the established values of our society. When novels contained references to sexuality, parents were much more in opposition to these novels.than were teachers and especially librarians. Par- ents disapproved of more literary selections written expressly ftn: adolescents than professionals. The negative attitude of 204 of the parents sampled in this study were consistent. Teachers' responses appeared to be in closer agreement with, the parents' attitudes than were librarians. Librarians consistently indicated more willingness to accept all aspects of adolescent literature than were parents and teachers. Content Analysis In this section of the study, nine junior novels of the contemporary realistic fiction genre pertaining to aspects of peer and non-peer relationships were read and calibrated by the researcher. An attempt was made to identify literary aspects that might be considered as poten- tially censorious to adults. The aspects counted and qualified through the technique of content analysis were: (1) Objectionable language, (2) references to sexuality, and (3) descriptions to anti-social behavior. The nine junior novels examined in this section were the same literary selections exposed to parents, teachers, and librarians in their questionnaires. It was assumed that the researcher could classify and identify the same types of literary factors considered by some adults to be inappropriate for the reading fare of adoles- cents, aged 12-15 years. The hypothesis and results of the content analysis are as follows: 205 Hypothesis VI: The mean score on a measure of censorious aspects pertaining to the peer relationships of the same sex category will exceed that of the peer relationships of the opposite sex and the non-peer relationship category. The lowest mean scores on sexuality and social be- havior aspects were found in the category of peer relation- ships involving members of the same sex. The mean score for this category of novels was 55. The category of non- peer relationships was found to be quite similar with a mean of 55.1. The category of peer relationships involving members of the opposite sex category contained the novels identified as most censorious. The opposite sex category mean score was 103.7. Hypothesis VI was rejected. 1. Each of the three categories were determined as representative of three types of interpersonal relation- ships found in junior novels: (a) peer relationships of the same sex; (b) peer relationships of the opposite sex, and (c) non-peer relationships with members who are significantly older or who are characterized as mentally handicapped. 2. The three novels describing peer relationships Of the same sex contained the fewest censorious literary asPects regarding sexuality and social behavior. The mean for sexuality was 7.3, and the social behavior mean was 11-0. The objectionable language aspect had much higher mean of 36.7. The overall category mean was 55.0. 206 3. The three novels describing peer relationships of the Opposite sex were found to contain the most offensive literary aspects. The category mean was 103.7. The language factor was considered to be the most objectionable quality with a mean score of 53.7. The references to sexuality mean was 22.3. The anti-social behavior descriptions mean was 27.7. 4. The three novels describing non-peer relationships were found to be quite similar to the same sex category. The mean for the non-peer relationship category was 55.1. Objec- tionable language mean was 21.7, references to sexuality mean was 17.7 and the mean score for anti-social behavior was 16.0. 5. Each of the nine novels were determined represen- tative of three intensity levels of interpersonal relation- ships: (1) "friendship/admiration"; (2) "love/affection"; and (3) the "sex act." 6. The classification of novels according to the intensity level of interpersonal relationships may prove more adequate in qualifying novels as potentially censorious. 7. The three novels classified as illustrating an intensity level of "friendship/admiration" were judged to contain the fewest censorious literary aspects with a mean of 6.5. Only the descriptions of anti-social behaviOr were significantly high with a mean of 15.3. The objection— able language mean was 3.7, and the references to sexuality mean was 0.7. 207 8. The three novels examined as exmplary of the "love/affection" category contained more objectionable qualities with a mean of 19.4. The objectionable language factor scored highest with a mean of 32.3. References to sexuality was considered troublesome with a mean of 16.3, but the anti-social behavior mean was 10.3. 9. The three novels classified under the "sex act" label produced the most prevelant censorious literary aspects with a mean 44.0. Language containing vulgarities, profanities, and Obscenities resulted in a mean of 7.6 for the language factor. Frequent references to sexuality of a more graphic nature resulted in a sexual factor mean of 30.3. Episodes relating to anti-social behavior resulted in a mean score of 25.7. 10. In the nine novels examined, the researcher found that Objectionable language was counted as the most frequent censorious aspect. Vulgarities were found in all types of classifications with a frequency count 102. Pro- fanities were common to the more intense level of inter- Personal relationship with total censor points of 130. Obscenities were found primarily in the novels containing a sex-act with total censor points of 69. ll. Prevelant references to sexuality resulted in a tOtal censor points count of 50 for the nine novels. Graphic portrayal of heterosexual acts resulted in a fre- quency Count of 16. References to homosexuality were not 208 described as explicitely as heterosexual acts, but due to homosexuality being considered more objectionable, the total points score was 48. 12. Anti—social behavior was found in all novels; however, this aspect was not counted as prevalently in stories dealing with love and affection. The mean was 10.3. Episodes revealing usage of drugs and liquor was counted 57 times as the most frequently occurring factor in all classifications. Descriptions of violent behavior were scored at 52 which occurred more often in stories of pertaining to peer relationships of the opposite sex. Cruelty was counted 30 times as occurring in all novels. Lying, as an anti-cultural value, was Observed on 12 occasions. There were 5 descriptions relating a youngster running away from home. Anti-religious statements and references to theivery were each observed 3 times. 13. There appears to be some relationship to content analysis of the censorious literary aspects identified in the junior novels by the researcher to that which parents, teachers, and librarians claim as Objectionable aspects. By reviewing adult's written comments, and 56% were indif— ferent and disapproved of The Man Without a Face, it can be assumed that their support of allowing adolescents to read about references to homosexuality is negative. How- ever, the novel did not contain as many references to sex, nor did it contain as much Objectionable language as 99_ Ask Alice. 209 14. The adult mean score on the questionnaire to the nine novels was 29.59, indicating generally a less- than-approval score. The content analysis identified the novel most Objectionable as Go Ask Alice. However, 54.7 of the adults approved of the story's strong message against the drug culture even though the story contained the highest frequency of Objectionable language and the most graphic descriptions of sexuality. Adults agreed that His Own Whg£g_was the most objectionable novel with a mean of 2.73. Content analysis, however, identified the novel as mildly objectionable with a book mean of 20.3. 15. There was closer agreement, however, between the researcher and adults regarding novels that referred to friendships and admiration. These novels contained fewer censor aspects and emphasized the necessity to pro- mote humanness among the adolescent book characters. The researcher's analysis of this category resulted in a mean of 6.5 which was the lowest mean score for any category examined. Adults' mean for this category was 3.8, which ivas the most acceptable of any category. CHAPTER V SUMMARY AND CONCLUSIONS Introduction In Chapter I, the purpose of this study was set forth: to determine the reSponses of adults to contemporary realistic fiction depicting interpersonal relationships between peers and non-peers as read by children twelve through fifteen years of age. Chapter II provided a re- view of scientific studies and related professional journal articles that show how adults in a capacity to control the reading fare for adolescents may perform acts of censorship. The design of the study, as presented in Chapter III, described the sampling of eighty-two adults (parents, teachers, school and public librarians) by a questionnaire to measure their responses to adolescent literature. A second section of the study analyzed the content of nine novels containing potentially censorious literary aspects. The results of the study were presented in Chapter IV; Re5ponses of adults to the questionnaire showed that there was a significant difference between parents, teachers, and librarians regarding their attitudes of the right to control the reading materials and to their responses of particular 210 ‘ I I." . 211 contraversial literary aspects. Content analysis of junior novels revealed that objectionable language was the most frequently counted literary aSpect that would cause an act of complaint or censorship. Chapter V contains a summary of major findings and conclusions. Implications and suggestion for further research are provided. Purpose and Procedures The purpose of this study was to determine the responses of adults to comtemporary realistic fiction depicting interpersonal relationships between peers and non-peers as read by children twelve through fifteen years of age. This type of study would permit one to ascertain the extent of which adults might perceive it their responsibility, their inherent or assumed professional obligation, or their right to judge and control the literary selections that are made accessible to adolescents within this age range. The problem was considered signifi- cant because Of the wideSpread concern among educators and librarians regarding the growing threat of censorship due to the increasing number of literary pieces containing potentially censorious material and the recent Supreme Court ruling pertaining to local control of censorial media. Acts of censorship are viewed by this researcher as infringements upon the professional responsibilities and duties of educators and librarians who regard their 212 role as catalitic when guiding and fostering young peOple's growth in literary appreciation, the develOpment of critical reading skills, and the understanding of themselves and others. Literary selections contained in the genre of contemporary realistic fictional novels are deemed possible and worthy avenues for adolescents to attain these growth objectives. Frequently this genre of literature depicts problems of a personal and social nature which reflect the interests, needs and develOpmental tasks of today's youth. The realistic portrayal of these develOpmental problems Often reveals the existence of diverse life styles and codes of moral and ethical behavior and contain lang- uage and references to sexuality. It is this kind of content which some adults may deem as objectionable and inapprOpriate for adolescents to read. Attempts made by adult complainant to censor literary works and to ban them from being read by adolescents who are seeking answers to their questions and concerns must be dealt with by concerned educators and librarians. Since parents of adolescents, teachers working with adolescent students, and public and school librarians who serve the adolescent clientel are considered the prime influential factors in dealing with the censorship problem, the researcher attempted to determine the extent to which each of these adult groups would react to the parental or 213 professional theory of controlling literary works considered objectionable for adolescents. In the first section of the study a survey was con— ducted to elicit responses from parents, teachers, and school and public librarians who live and work in the same geOgraphical locale. A questionnaire was devised by the researcher for each particular group of adults. The ques- tionnaire provided for attitudinal reSponses to the basic concept of adults' rights to control the reading selections made available for adolescents. Scores were obtained to illustrate Specific literary aSpects or tOpics that adults would find apprOpriate or inapprOpriate. The controversial aspects emphasized references to sexuality or portrayals of life—styles contradictory to the established values of society. Nine literary selections that reflect the contem- porary publications of junior novels which contain poten- tially censorious literary aspects were exposed to the adult groups. An assumption was made by the researcher that adults would react in pro-censor ways to the actual novel in a manner that was comparable and which was reflected in their attitudes toward control. Data was computed from the questionnaires to deter- mine descriptive factors of the adult groups and to compare Significant differences between the adult groups. Scores deemed compatible to comparison were presented in various measures of mean scores, frequencies, percentages, and analysis of variance. 214 In the second section of the study, the researcher evaluated each of the nine novels that were eXposed to adults in the questionnaire. Content analysis was used as the data collection technique to identify potentially cen- sorious literary aSpects. The researcher designated three major literary aspects as most objectionable: Objectionable language, sexual references and episodes describing anti-social behavior. The extent to which these literary aspects may cause censorship reactions were classified according to the intensity level of interaction between book characters of the same sex and Opposite sex who are members of a peer group and mentally retarded or significantly older members of a non-peer group. Summary of Findings and Conclusions for Adult Responses to Questionnaires For this section of the study, an analysis of var- iance was conducted on eighty-two adult respondents. A questionnaire was designed to measure the attitudes of thirty-six parents, fifteen teachers, and thirty-one librarians regarding their right to control the reading selections made available to adolescents, aged twelve through fifteen years of age. Also elicited from the adults were their responses to nine selected junior novels that were written for adolescents and contained various degrees of censorious literary aSpects. 215 The five hypotheses and the results of the statisti— cal analyses for each are as follows: Null Hypothesis 1: As measured by average test responses, no differences will be found between parents, teachers, and librarians to claim as their right regarding the privilege to control the literary selections made accessible to children ranging in age from twelve to fifteen years. Research Hypothesis I: The mean score of the parents' group on a measure of authoritarian control will be less than that of the teachers' and librarians' groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers' group and the librarians' group. The mean scores for the parents' group was 14.11. The teachers' mean was 17.46 and the librarians' mean was 19.38. The F-test showed a significant statistical dif- ference at the .05 level for the parents' group. The null hypothesis was rejected. Null Hypothesis II: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their opposition to adolescents' desires to read contemporary realistic fictional novels about peer relationships and non-peer relationships portraying values and life-styles that differ from the established norms of society. Research Hypothesis II: The mean score of the parents' group on a measure of opposition to anti-establishment norms of society will be less than that of teachers' and librarians groups. 216 An analysis of variance was used to determine whether or not the parents group mean score did exceed the mean scores of the teachers' and librarians' groups. The parents group mean was computed at a lower score than teachers. The parents' mean score was 9.86, the teachers' mean score was 12.26, and the librarians' mean score was 12.58. The F—test showed a significant statistical dif- ference at the .05 level for the parents' group when com- pared to the teachers' and librarians' groups. The null hypothesis was rejected. Null Hypothesis III: As measured by average test responses, no difference will be found between parents, teachers, and librarians in their opposition of allowing adolescents to.read the literary selections dealing with peer and non- peer relationships that make reference to or describe the sex act. Research Hypothesis III: The mean score of the parents' group on a measure of opposition to reading about the sex act will be less than that of teachers' and librarians' groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers' groups and the librarians' group. The parents' mean of 4.58 was different from the teachers' mean of 5.13 and the librarians' mean of 7.58. The FHtest showed that the difference was statistically different at the .05 level between the adult groups. The Inill hypothesis was rejected. 217 Null Hypothesis IV: As measured by average test responses, no differences will be found between parents, teachers, and librarians in their decisions regarding the appropriateness of allowing certain literary selections to be read by adolescents. Research Hypothesis IV: The mean score of the parents' group on a measure of deciding the appropriateness of certain literary selections will be less than that of the teachers' and librarians groups. An analysis of variance was used to determine whether or not the parents' group mean score did exceed the mean scores of the teachers and the librarians. A mean of 25.83 was established for the parents' group. The teachers' group mean of 30.66 and the librarians' group mean of 33.45 was judged to be significantly dif- ferent at the .05 level when computed by the F-test. The null hypothesis was rejected. Null Hypothesis V: As measured by the scores on two tests, there is no relationship between the procensor attitudes of parents, teachers, and librarians and the objectionable reactions of parents, teachers, and librarians when reading literature of a controversial nature. Research Hypothesis V: The sums of two tests of he parents' group on a measure of comparing procensor attitudes with objectionable reactions to controversial literature will indicate a more positive relationship that exceeds that of the teachers' and the librarians' groups. 218 The standard error of the parents' zr was 3.89, and the standard error of the librarians' group was 2.89. Each was greater than 1.96, thus, the null hypothesis was rejected. Teachers as a group did not show a significant correlation of what they professed theoretically as compared to their actual judgment of the selected novels. For each of the hypotheses, the means tabulated for the parents' group were significantly different at the .05 level of probability than those means tabulated for teachers' and librarians' groups. F-test results showed that parents did not approximate unity with teachers and librarians toward measures of control and reactions to controversial literature. Implications Teachers and librarians appear to be less restric- tive than parents in claiming their right to control the reading materials for adolescents. However, teachers were in closer agreement to the parents' attitudes of control. Such a similarity of attitudes would imply that the teachers of this selected community closely reflect the parents' opinions on matters of deciding to what extent various types of literature are appropriate or not appropriate for adolescents to read. 219 Teachers sampled from this community may view their role as one of providing what the adults and parents of the community consider important, relevant, and appropriate as educational goals. It appears that the teachers do not look upon the school as an agent instrumental in changing the attitudes and behavior of its student body through the literary selections that are offered. Little acceptance by teachers was shown regarding novels that portray the pluralistic society in which we live today. Novels that described life-styles contrary to the established norms of the prevailing culture were not approved. Novels were unacceptable to teachers if sexual references were too eXplicitly described, or if suggestions or references were made to homosexuality. Thus, it appears that the teachers were not willing to expose, even vicariously their students to the paradoxes and ambiguities of life as presented in the literature. Assuming that the teachers of the community sampled were unwilling to use literature which was considered controversial because of a threat of censorship from parents, indicates a strong need on the part of the school to inform the parents as to the reasons why such literature was needed and exposed to students. The threat of being labeled unprofessional or as a pusher of obscene or porno- graphic literature can have a devasting effect upon the 220 freedom, methods, and literary selections used by educators. The same threat would apply to the school and public libra- rians regarding book selection policies. Professionals have a responsibility to use such means as necessary to enlighten the potential censor regarding the necessity of exposing adolescents to such literary works as might be classified objectionable. Community classes might be organized to discuss the professionals' theory of literary philos0phy to parents. NeWSpapers and television articles could also be used to inform the laity about the choices of literature used in the classroom or library. Attempts to clarify the controversial issues should be pursued to their fullest. Librarians indicated less inclination toward the control of the reading selections of adolescents. The more lenient attitudes of the librarian may be due, in part, to their working throughout the county and not being consen- trated in the one isolated locality from which parents and teachers were sampled. Librarians' leniency may also be a reflect of a philOSOphy of librarianship which calls for the provision of a variety of reading materials to match the interests and needs of a wider sector of the pOpula- tion. This would indicate that the librarians are adhering to a professional code of ethics and a theory of satisfying the reading demands of a diverse society. 221 Teachers and librarians may also consider informing the administrator with a list of books that may arouse a complaint. Parents indicated that many of them would inform the administrator or the school board if they found literary selections objectionable. The administrator would be in a stronger position to defend his teacher or librarian against such an attack were he alerted about the existence of potentially controversial books. Administrators have a responsibility to inform tea- chers and librarians about existing formal book selection policy coverning the institution. Several teachers and librarians in this study were unaware of the existence of a formal book selection book policy which was maintained by their administrators. Such a limitation would cause unnecessary concern among teachers and librarians and they would feel more comfortable about using these books in their teaching. Occasional in-service sessions provided for tea— chers and librarians would provide Opportunities for the professionals to discuss and aire their Opinions regarding specific literary works in existing book collections, recommendations for future additions, and the rationale for their use. The training schools for teachers and librarians should thoroughly prepare pre-service personnel with a theory and rationale for choosing a wide variety of reading 222 materials for the reading public so that books could be used more effectively by adolescents (or any aged reader) to accomplish develOpmental tasks and meet other reading needs, and interests. Pre-service personnel should be adequately prepared and alerted to the ways of defending their literary selections when confronted by a censorship action. Disregarding a topic as eXplosive as censorship solves nothing. Suggestions for Further Research Returns of teacher questionnaires might have been improved had the researcher met personally with the teachers. As originally planned, the principals were to have dis- tributed the questionnaires during a department meeting; however, this was not done. The task was relegated to the secretary who was not informed about the purpose of the questionnaire. This might have resulted in the teachers distrust about the purpose of the questionnaire and their subsequent reluctance or refusal to complete it. When sampled subjects are small in number, a personal interview would probably provide more insight and objectivity into the reasons and attitudes espoused by the teachers employed in a single school district. Parent questionnaires need to be more concise and non-threatening in appearance than this questionnaire was. 223 Several parents raised some questions regarding the nature and purpose of the study. Thus, the researcher should have provided fuller and more explicit information in the cover letter. It is a satisfactory procedure to have the adminis- trators distribute the questionnaires when the sampling consists of personnel from one particular library system. The same high results might have been obtained from teachers, had the researcher allowed the principal to distribute the questionnaire and cover letter. Further surveys of comparisons may provide inter- esting results by measuring groups of rural, urban, and suburban teachers, librarians, or parents. It is suggested here that one topic of controversality be examined in depth; i.e., objectionable language factors or book characters who diSparage of the "American Dream". Greater amounts of knowledge are required by educators and librarians to know the exact extent by which an issue or tOpiC might be con- sidered unsuitable for children's reading. Content Analysis This second section of the study is concerned with analysis of censorious aSpects contained in nine junior novels, these same novels were also subjected to parents, teachers and librarians for their responses of approval 224 or disapproval in consenting that such literary selections should be read by adolescent children, aged twelve through fifteen. Purpose and Procedure 1. Each novel was placed in a time of relationship category dependent upon the type of interpersonal relation- ship. Three categories for the types of interpersonal relationship were provided and three novels were designed for each category. The three categories were: relationships that emphasized peer group members of the same sex, relation- ships that emphasized peer group members of the Opposite sex; and non-peer group members of either sex, but who were significantly older persons or who were mentally handicapped. 2. The novels were then classified according to levels of the intensity of the relationships among the book characters. Three levels of intensity were listed and each level contained three novels. The three levels of intensity were listed as: "friendship/admiration" in which there is a warm friendly attachment between characters; the "love/ affection" level in which there was a character who served as an object of devotion for another character; and the "sex act" level in which the ultimate degree of intensity of relationship resulted in the act of sexual intercourse. 225 3. All aspects of objectionable language were qualified and counted for each novel. The Objectionable language was then weighted with values of one to three points according to its degree of offensiveness: "vulgarity" (one point) refers to common vernacular slang expressions; "profanity" (two points) refers to terms Spoken out of disreSpect for the religious or clergy; "obsenity" (three points) refers to base or repulsive language that connotes bodily excrement or sexual functions. Mean scores were obtained for each novel regarding the amount and intensity of Objectionable language and for each intensity level classification in which the novel was placed. 4. All aSpects of references to sex were scored. Three levels of intensity regarding sexual episodes and their ability to incense adults were provided for more accurate record keeping. The three levels of sexual intensity were the following: "sexual" (one point) which alludes to sex in a very general or suggestive manner without being eXpliCit, or refers to biological functions of the body; "heterosexuality" (two points) refers to the more explicit and graphic descriptions of the sex act between members of the Opposite sex; "homosexuality" (three points) refers to the more explicit and graphic descrip- tions of the sex act between members of the same sex. Mean scores were Obtained for each novel and intensity level classifications. 226 5. A record was kept of social behavior on the part of the book characters that were considered potentially objectionable. Anti-social descriptions were labeled as cruelty, the use of drugs or liquor, lying, theivery, or running away from home, each worth one point. Violence was valued at two points because of its stronger shock quality. Total counts and mean scores of anti-social behavior portrayed by characters were tallied for each novel and for each intensity level classification. Summary_of Findings and Conclusions for Content Analysis The following hypothesis was tested. Hypothesis VI: The mean score on a measure Of censorious aspects in nine novels pertaining to peer relationships of the same sex category will exceed that of the peer relationships of the Opposite sex and the non-peer relationship category. The hypothesis was rejected. The same sex peer relationship category with a mean score of fifty-five (55) was indicative Of illustrating novels that contained the fewest censorious aSpects. The non—peer relationship category contained novels with a mean score of 55.1 tallied for censorious aspects. The Opposite sex peer relationship category mean of 103.7 listed novels that contained the highest mean score of censorious aSpects. 227 Content analysis on nine junior novels were as follows: 1. Content analysis is a viable technique used to investigate and ascertain the qualifiable and quantifiable literary aspects considered objectionable and potentially censorious to adults. 2. Listing potentially censorious novels in terms of the ultimate level of intensity of relationship rather than listing the books according to the more general cate- gory Of a peer or non-peer relationship may be more benefi- cial in accurately detecting objectionable literary aspects. 3. Junior novels classified as referring to a "sex act" for the ultimate level of intensity of interper- sonal relationships were judged to possess more censorial (406) points than novels classified as the "love/affection" (177) or as the "friendship/admiration" type (59). 4. Interpersonal relationships portrayed in novels between members of the Opposite sex within the same peer groups contain more censorious aspects than relationships between members of a non-peer group or persons of the same sex. 5. Objectionable language was rated as the most prevelant censorious aSpect across all levels of categories and all novels with a mean 100.3. Vulgarities (f=102) were more often found in junior novels than profanities (f=65) and Obscenities (f=23). 228 6. Profanity and obscenity as types of Objection- able language became more prolific as the degree of the intensity level develOped among the interpersonal relation- ships. No Obscenities were found in the novels listed under the "friendship/admiration" classification. 7. Incidents involving book characters in sexual matters were notated as being much less prevelant in the total number of censorial aSpects (ll4 frequency). Most references to sex were made in general, non-involving or suggestive situations concerning the sexual fantasies of the book characters, biological functions of the sex organs, or masturbation. 8. The sex act, described as either heterosexual or homosexual, was referred to in two-thirds of the junior novels. The heterosexual sex act (mean 16) was always more graphically described than the homosexual act, (mean 48) but the latter will be found more objectionable. However, in neither sexual situation was the sex act vividly described in eXplicit detail that it might be classified as pornographic. Generally, the sex act was referred to as a past eXperience or was described by the author stylistically by analogy. 9. Anti-social behavior was counted slightly more prevelant than sexual matters in the novels. However, anti- social behavior descriptions are generally (with a mean of 23.1, thought of as being less apt to provoke a censor's 229 reaction than objectionable language (mean 100.3) or sexual episodes (mean 38). Frequently counted aspects of anti- social behavior would include the characters using drugs or liquor; running away from their homes; showing cruelty or violence toward animals or other persons; lying, or stealing, or cheating for one's own personal gain. 10. Novels classified as depicting "friendship/ admiration" relationships between book characters were judged to be more offensive regarding anti-social behavior aSpects (78.3%) than aSpects of objectionable language or references to sexuality. Implications The results obtained from the content analysis implies that the professional, as an educator or librarian respon- sible for providing guidance and direction to children regarding their literary selections, had best prepare him- self for a continuation of complaints from objecting adults about realistic contemporary trade books. The trend of presenting objectionable aspects appears to be increasing; not only in terms of realistic fictional titles that are published yearly, but also, regarding the amount of poten- tially censororious aspects contained in such titles. The professional needs to acquaint oneself with all available techniques to defend his choice or recommendation of literary works. Complaining adults who would ban such selections 230 will probably increase as the presentation of graphic des- criptions and objectionable language in novels increases. Content analysis is an effective method of determin- ing the controversial factors within literary selections. Quantitative measurements and qualitative weights can be assessed to aSpects considered objectionable that would possibly cause a censorship problem. With such information at hand, educators and librarians will be in a stronger position to determine the number and type of offensive factors rather than merely making as estimation. Such a thorough analysis will provide professionals more sufficiently with needed information so that wise decisions can be made about book selections and as well as recommending or re- quiring the reading of specific titles. Content analysis will provide a valuable and sturdy foundation for the defense of such preferred books against attacks to ban the books. The analysis of a literary se— lection's content will place in precise perspectivethe rationale for the author's purpose in using such volitile aSpects as objectionable language, offensive sexual refer- erces and descriptions or vivid display of anti-social behavior and life-styles that contradict the established norms of society. . By making oneself thoroughly familiar with the content so one knows the content in which the objectionable asPect 231 appears, if one knows why one should include possible controversial literary aspects and tOpics in the reading fare of children, adults can more intelligently discuss the selection. Communication, facilitated by compassion and understanding about the reading needs and interests of adolescents can be established more effectively. Adults must realize that the needs and challenges of con- temporary youth may be met to an extent by their reading contemporary realistic fiction. Classification according to type of interpersonal relationships can be facilitated by content analysis. Adolescents desire to learn about how other adolescents initiating and develOping relationships by reading literary selections in which those relationships are portrayed. Educators and librarians can identify specific titles that tell about various types of relationships that would interest the adolescent reader. Thus, the reader will better understand himself and others. Such a class- ification system can also provide the professional with a systematic and reliable method of determining the con- troverSial and objectionable qualities found in adolescent literature. The system of classification is arbitrary. The results obtained by this researcher would indicate that a system based generally on categories such as peer members of either sex or members Of a non-peer group will 232 not be as candid in pointing out censorious aspects as would a classification system based upon the degree of intensity level of interpersonal relationships. Such a classification system might identify the relationship as merely "friends" without too much fear of arousing complaints. Higher, more intense levels of relations described as "love" or relation- ships that ultimately develOp into a consumate "sex act" probably would not place the professional in such a vulner- able position when and if complaints should arise. Further attempts concerned with content analysis of realistic fiction that deals with interpersonal relation- ships might pertain to an investigation of the influence that the family or sibling situation has upon the behavior of adolescent book characters. Many of the contemporary fictional selections rely heavily upon the intensity of familiar trust and rapport that has exerted an influence upon the behavior of the preadolescent. In real life the young adolescent reader is still very much a part Of the family environment and by reading about the experiences of others will view his own situation with a clearer per- spective. Familial pressures upon adolescents and situations that describe imperfect parents or portray adolescent delinquent behavior as a result of unpleasant home life may lend itself well to content analysis. 233 Being exposed to such literary situations will aid the adolescent to realize his Opportunity to contribute to better family relations in real life. Contemporary realistic fiction that describes the disparagement of the democratic system of government and/or the economic system of free enterprise is a considerable tOpic for censorship. Content analysis would encourage the librarians and educators to use these tOpics in activities designed to develOp such critical thinking and reading powers among students. Such profound skills help the young person to be objective and to withhold conclusions until all facts have been investigated and weighed impartially. The poten- tial censor may not see the use of such novels in this perspective, however. The educator could be better prepared by analyzing such political novels in case an attack by a censor should arise. As an implication for extensive research, it would be advisible that one restrict his research to a thorough analysis of one censorious faction. This depth study of one area censorship contained in adolescent literature would call for a large sampling of literature containing that one censorious faction. Content analysis used as a technique for data collec- tion may be used to indicate a growth or decline of various trends. Such suspected trends as deemed important by a 234 researcher could be managed by collecting pertinent data on literary aSpects that were not suspected of being prevelant in past years. Collection of the data could be gathered from the literature on the basis of time periods; such as over a ten year span. Comparisons could then be made on the aSpects found in literature with COpyrighted dates representing the extremes of the decade. Content analysis would also provide insights into the literary works of a specific author. The more prolific authors offer a vast array of literature from which to measure such factors as values, themes, or characterization. Studies which pertain to the favorite literary selections named by children possess inumerable possibilities for content analysis. Depending on such factors as the children's ages, ethnic backgrounds, or regional preferences, an investigator could Offer his results and implications to all persons concerned with meeting the reading interests of children. BIBLIOGRAPHY 235 BIBLIOGRAPHY A. Books Burton, Dwight L. Literature Study in the High Schools. New York: Holt, Rinehart, and Winston, Inc., 1970. Carlsen, G. Robert. Books and the Teen-Age Reader. New York: Harper and Row, 1971. Chambers, Aidan. The Reluctant Reader. London: Pergamon Press, 1967. Clor, Harry M. Obscenity and Public Morality. Chicago: The University of Chicago Press, 1969. Donovan, John. I'll Get There. It'd Better Be WOrth the Trip. New York: Harper and Row, 1968. Fader, Daniel N. Hooked on Books. New York: Berkeley Publishing Company, 1966. ., The Naked Children. New York: The Macmillan Company, 1971. Fiske, Marjorie. Book Selection and Censorship: A Study of School and Public Libraries in California. Berkeley: University of California Press, 1959. Hove, John. Meeting Censorship in the SchoolzlA Series of Case Studies. Champaign: National Council of Teachers of English, 1967. Kronhausen, Eberhard and Phyllis. Pornography and the Law: The Psychology of Erotic Realism and Porno- graphy. New York: Ballentine Books, 1959. Mathis, Sharon Bell. TeacupFull of Roses. New York: The Viking Press, 1972. Merritt, LeRoy Charles. Book Selection and Intellectual Freedom. Bronx, N.Y.: The H. H. Wilson Company, 1970. 236 237 Neufeld, John. Sleepy_Twoy Three, Four. Philadelphia: Chilton Book, Company, 1971. Platt, Kin. The Boy Who Made Himself Disappear. Phil- adelphia: Chilton Book Company, 1968. Sorensen, Robert C. Adolescent Sexuality in Contemporary America: Personal Values and Sexual Behavior, Ages Thirteen to Nineteen. New York: World Publishing Company, 1973. Squire, James R. (ed). Response to Literature. Champaign: National Council of Teachers of English, 1968. Rosenblatt, Louise M. Literature as Exploration. New York: Noble and Noble, Publishers, Inc., 1968. Wheeler, Joseph L. and Herbert Goldhor. Practical Admin- istration of Public Libraries. New York: Harper and Row, 1962. Zindel, Paul. MXSDarling, My Hamburger. New York: Harper and Row, 1969. B. Publications of the Government, Learned Societies and Other Organizations American Library Association. Proceedings of the 87th Annual Conference, Kansas City, Mo. Chicago: American Library Association, 1968. Burress, Lee A. Jr. Special Bulletin No. 8 How Censorship Affects the School. Wisconsin Council of Teachers of English. October, 1963. Donalson, Kenneth L. "Censorship and Arizona Schools: 1966-1968," Censorshipgand the English Teacher. Tempe, Arizona: Arizona English Teachers Associa- tion, XI (February, 1969), pp. 30-31. LaConte, Ronald T. "The English Department Chairman - Selector or Censor?" The Leaflet. Burlington, Vermont: The New England Association of Teachers of English, LXVIII (May, 1969). pp. 42-43. New Jersey Committee for the Right to Read. A Survey of New Jersey Psychiatrists Pertaining to the Proscrip- tion by the Legislation of Sexually Oriented Publica- tions for Persons Under 18 Years. Trenton, N.J. The New Jersey Committee for the Right to Read, 1967. 238 C. Periodicals Bader, Barbara. "What (If Anything) is a Children's Book?" Wilson Library Bulletin, XLVI (December, 1971), 322—323. Busha, Charles H. "Intellectual Freedom and Censorship: The Climate of Opinion in Midwestern Public Libraries,‘ The Library Quarterly, XLII (July, 1972), 283-301. Cianciolo, Patricia J. "Discriminating Readers Are Critical Thinkers," Reading Horizons, IX (Summer, 1969), 174-180. Corbett, Edward P. J. "Raise High the Barriers, Censor," America, CIV (January 7, 1961), 441-443. Crush, Marion. "Deselection: How to Exclude Everything," Wilson Library Bulletin, XLV (October, 1970), 180- 181. Dempsey, David. "Teaching Librarian to Fight Back," Saturday Review, XLVIII (February 27, 1965), 20-21 and 40. Donelson, Ken. "Censorship in the 1970's: Some Ways to Handle It When It Comes (And it Will)," English Journal, LXIII (February, 1974), 47-51. Gard, Robert R. "Censorship and Public Understanding," Egglish Journal, LX (February, 1971), 255-259. Harvey, James A. "Acting for the Children?" School Library Journal, XCVIII (February 15, 1973), 602-605. Krug, Judith F. "The Book Banners," Newsweek, LXXXI (March 26, 1973), 64. Levine, Alan H. "'Impressionable Minds' . . . 'Forbidden Subjects': A Case in Point," School Library Journal, XCVIII (February 15, 1973), l9-25. Lynch, James J. "The Right to Read -- And Not to Read," Modern Age, IX (Winter, 1964-65), 18-33. Schigmann, Jean A. "New Novels for Juniors," Newsweek, LXXXII (March 4, 1974), 83. 239 Staneck, Lou Willett. "The Maturation of the Junior Novel: From Gestation to the Pill," School Library Journal, XCVII (December, 1972), 34-39. Stewig, John Warren. "They Can - But Do They? Read, That is!” Elementary English, L (September, 1973), 921- 924, 970. Wersba, Barbara and Josette Frank. "Sexuality in Books for Children: An Exchange," Library Journal, XCVIII (February 15, 1973), 620-623. Essays and Articles in Collections Broderick, Dorothy. "Censorship - Reevaluated," Issues in Children's Book Selection, Lillian Gerhardt, editor. New York: R. R. Bowker Company, 1973. . "A Study of Conflicting Values," Book Selection and Censorship in'the Sixties, Eric Moon, editor. New York: R. R. Bowker Company, 1969. Frank, Judge Jerome. "Selections from the Concurring Opinion of Judge Jerome Frank in U.S. vs. Roth," Censorship and Freedom of Expression; Essays on Obscenity and the Law, Harry M. Clor, editor. Chicago: Rand McNally and Company, 1971. McNeil, Elton B. "Early Adolescence - Fact and Fantasy," Readings in Human Socialization, Belmont, Calif: Brooks/Cole Publishing Company, 1971. Unpublished Materials Farley, John J. "Book Censorship in the Senior High School Libraries of Nassau County, New York." Unpublished Doctoral dissertation, University of New York, New York City, 1964. Katz, John Stuart. "Controversial Novels and Censorship in the Schools," Unpublished Doctoral dissertation, Cambridge, Massachusetts, 1967. McKay, James William. "A Summary of Scientific Research and Professional Literature on Reading Interests of Secondary School Students -- Grades 7-12, 1889-1965." Unpublished Doctoral dissertation, University of Pittsburg, Pittsburg, 1968. 240 Mott, John Horner. "Reading Interests of Adolescents: A Critical Study of Fifty Years of Research." Unpublished Doctoral dissertation, University of Northern Colorado, Greeley, 1970. Symula, James Francis. "Censorship of High School Litera- ture: A Study of the Incidents of Censorship Invol- ving J. D. Salinger's 'The Catcher in the Rye'." Unpublished Doctoral dissertation, State University of New York, Buffalo, 1969. F. Newspapers Gilroy, Harry. "In Juvenile Books It's Not All Fantasy," The New York Times, April 3, 1969, p. C49. APPENDICES 241 APPENDIX A DOCUMENTS 242 LIBRARY BILL OF RIGHTS The Council of the American Library Association reaffirms its belief in the following basic policies which should govern the services of all libraries. I. As a responsibility of library service, books and other library materials selected should be chosen for values of interest, information and enlightenment of all the people of the community. In no case should library materials be excluded because of the race or nationality or the social, political, or religious views of the authors. II. Libraries should provide books and other materials presenting all points of view concerning the problems and issues of our times; no library materials should be proscribed or removed from libraries because of partisan or doctrinal disapproval. III. Censorship should be challenged by libraries in the maintenance of their responsibility to provide public information and enlightenment. IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas. V. The rights of an individual to the use of a library should not be denied or abridged because of his age, race, religion, national origins or social or political views. VI. As an institution of education for democratic living, the library should welcome the use of its meeting rooms for socially useful and cultural activities and dis- cussion of current public questions. Such meeting places should be available on equal terms to all groups in the community regardless of the beliefs and affiliations of their members, provided that the meetings be open to the public. AdOpted June 18, 1948 Amended February 2, 1961, and June 27, 1967 by the ALA Council 243 SCHOOL LIBRARY BILL OF RIGHTS The American Association of School Librarians re- affirms its belief in the Library Bill of Rights of the American Library Association. Media personnel are con- cerned with generating understanding of American freedoms through the development of informed and responsible citizens. To this end the American Association of School Librarians asserts that the responsibility of the school library media center is: To provide a comprehensive collection of instruc— tional materials selected in compliance with basic written selection principles, and to provide maximum accessibility to these materials. To provide materials that will support the curricu- lum, taking into consideration the individual's needs, and the varied interests, abilities, socio-economic backgrounds, and maturity levels of the students served. To provide materials for teachers and students that will encourage growth in knowledge, and that will develop literary, cultural and aesthetic appreciation, and ethical standards. To provide materials which reflect the ideas and be- liefs of religious, social, political, historical, and ethnic groups and their contribution to the American and world heritage and culture, thereby enabling students to develop an intellectual integrity in forming judgments. To provide a written statement, approved by the local Boards of Education, of the procedures for meeting the challenge of censorship of materials in school library media centers. To provide qualified professional personnel to serve teachers and students. Approved by American Association of Librarians Board of Directors, Atlantic City, 1969 244 CITIZEN'S REQUEST FOR RECONSIDERATION OF A BOOK Author Hardcover Paperback Title Publisher (if known) Request initiated by Telephone __ Address City Zone Complainant represents himself (name organization) (identify other group) 1. To what in the book do you object? (Please be specific; cite pages.) 2. What do you feel might be the result of reading this book9 3. For what age group would you recommend this book? 4. Is there anything good about this book? 5. Did you read the entire book?___ __"_ What parts? 6. Are you aware of the judgment of this book by literary critics? 7. What do you believe is the theme of this book? 8. What would you like your school to do about this book? do not assign it to my child withdraw it from all students as well as from my child send it back to the English department office for reevaluation 9. In its place, what book of equal literary quality would you recommend that would convey as valuable a picture and perspective of our civilization? Signature of Complainant 245 APPENDIX B CONTEMPORARY REALISTIC FICTION ABOUT ASPECTS OF PEER AND NON-PEER RELATIONSHIPS 246 CONTEMPORARY REALISTIC FICTION ABOUT ASPECTS OF PEER AND NON—PEER RELATIONSHIPS (for Children Twelve Through Fifteen Years of Age) RELATIONSHIPS WITH PEERS OF THE SAME SEX. Armstrong, Richard. The Albatross. New York: David McKay Company, Inc., 1970. Arundel, Honor. The Girl in the Opposite Bed. Camden, N.J.: Thomas Nelson, Inc., 1971. Bach, Alice. They'll Never Make a Movie Starring Me. New York: Harper & Row, 1973. Balducci, Carolyn. Is There Life After Graduation, Henry Brenbaum? Boston: Houghton Mifflin, 1971. Blume, Judy. Then Again, Maybe I Won't. Scarsdale, N.Y.: Bradbury, 1971. Bonham, Frank. Cool Cat. New York: E. P. Dutton & Company, Inc., 1971. . Viva Chicano. New York: E. P. Dutton & Company, Inc., 1970. Bradbury, Bianca. The Loner. Boston: Houghton Mifflin Company, 1970. Branscum, Robbie. Me and Jim Luke. New York: Doubleday & Company, Inc., 1971. Byars, Betsy. The 18th Emergengy. New York: The Viking Press, Inc., 1973. Calhoun, Mary. It's GettingBeautiful Now. New York: Harper & Row Publishers, 1971. Cone, Molly. You Can't Make Me If I Don't Want To. Boston: Houghton Mifflin Company, 1971. Crawford, Charles P. Bad Fall. New York: Harper & Row Publishers, 1972. 247 248 Francis, Dorothy. Laugh at the Evil Eye. New York: Julian Messner, Inc., 1970. Garden, Nancy. What Happened in Marston. New York: Four Winds Press, 1971. Greene, Constance. The Good-Luck Boogie Hat. New York: The Viking Press, Inc., 1971. . The Unmaking of Rabbit. New York: The Viking Press, Inc., 1972. Hall, Lynn. Sticks and Stones. Chicago: Follett Publishing Company, 1972. Griffith, Valeria. Runaway. Abelard-Schuman, Ltd., 1971. Hamilton, Dorothy. Charo. New York: Herald Press, 1971. Hamilton, Virginia. The Planet of Junior Brown. New York: Macmillan Company, 1971. Harris, Marilyn. The Peppersalt Land. New York: Four Winds Press, 1970. Herman, Charoltte. The Three of Us. Chicago: J. Phillip O'hara, 1973. Hinton, S. E. That Was Then, This Is Now. New York: New York: The Viking Press, Inc., 1971. Hodges, Margaret. The Making of Joshua Cobb. New York: Farrar Straus & Giroux, Inc., 1971. Lawrence, Mildred. Walk a Rocky Road. New York: Har- court, Brace and Jovanovich, Inc., 1971. Morgan, Alison. A Boy Called Fish. New York: Harper & Row, Publishers, 1973. Norris, Gunilla. If You Listen. New York: Atheneum Publishers, 1971. Norton, Browning. Johnny/Bingo. New York: Coward, McCann & Geoghegan, Inc., 1971. Pick, Richard. Dreamland Lake. New York: Holt, Rinehart & Winston, Inc., 1973. 249 Rhodin, Eric. The Good Greenwood. Philadelphia: The Westminister Press, 1971. Rinkoff, Barbara. Headed for Trouble. New York: Alfred A Knopf, Inc., 1970. . I Need Some Time. New York: Seabury Press, 1970. Rosenberg, Sondia. Will There Never be a Prince? New York: St. Martin's Press, Inc., 1970. Scism, Carol. Secut Emily. New York: The Dial Press, 1972. Towne, Mary. The Glass Room. New York: Farrar, Straus & Giroux, Inc., 1971. Wallace, Barbara. Victoria. Chicago: Follett Publishing Company, 1972. Winthrop, Elizabeth. Walking Away. New York: Harper &.Row, Publishers, 1973. Woods, George. Vibrations. New York: Harper & Row, Publishers, 1970. RELATIONSHIPS WITH PEERS OF THE OPPOSITE SEX Anonymous. Go Ask Alice. Englewood Cliff, N.J.: Prentice- Hall, Inc., 1971. Armer, Alberta. Runaway Girl. New York: World Publishing Company, 1970. Baker, Elizabeth. This Stranger, My Son. Boston: Houghton Mifflin Company, 1971.‘ Baldwin Anne. Sunlight Valley. New York: Four Winds Press, 1971. Bennett, Jay. Masks: a Love Story. New York: Franklin Watts, Inc., 1971. Bonham, Frank. Hey, Big Spender. New York: E. P. Dutton & Company, Inc., 1972. . Chief. New York: E. P. Dutton & Compnay, Inc., 1971. 250 Bosworth, J. Allan. A Darkness of Giants. New York: Doubleday & Company, Inc., 1972. Boylan, Rowena. Better Than the Rest. Chicago: Follett Publishing Company, 1971. Bradbury, Bianca. A New Penny Boston: Houghton Mifflin Company, 1971. Buchard, Peter. A Quiet Place. New York: Coward, McCann & Geoghegan, Inc., 1972. Butterworth, W. E. Susan and Her Classic Convertible. New York: Four Winds Press, 1970. Campbell, Hope. Meanwhile Back at the Castle. New York: Norton/Grossett, 1970. Capizza, Michael. Getting It All Together. New York: Delacorte Press, 1972. Childress, Alice. A Hero Ain‘t Nothin' But a Sandwich. New York: Coward, McCann & Geoghegan, Inc., 1973. Coleman, Hila. Chicano Girl. New York: William Morrow & Company, 1973. . Daughter of Discontent. New York: William Morrow & Company, 1973. . The Family and the Fugitive. New York: William Morrow & Company, 1972. Corcoran, Barbara. Don't Slam the Door When You Go. New York: Atheneum Publishers, 1972. . The Long Journey. New York: Atheneum Publishers, 1970. . This is a Recording. New York: Atheneum Pub- lishers, 1971. Crane, Caroline. Don't Look at Me That Way. New York: Random House, Inc., 1970. . Stranger on the Road. New York: Random House, Inc., 1971. Dizengo, Patricia. Phoebe. New York: McGraw-Hill Book Company, 1970. 251 Duncan, Lois. A Gift of Magic. Boston: Little Brown & Company, 1971. Ellis, Ella Thorp. Celebrate the Morning. New York: Atheneum Publishers, 1972. Embry, Margaret. Shadi. New York: Holiday House, Inc., 1971. Emery, Anne. The Sky Is Falling. Philadelphia: The Westminister Press, 1970. Engebrecht, P. A. Under the Haystack. Camden, N.J.: Thomas Nelson, Inc., 1973. Eyerly, Jeannette. Bonnie Jo, Go Home. Philadelphia: J. B. Lippincott Company, 1972. . The Phaedra Complex. Philadelphia: J. B. Lippincott Company, 1972. . Radigan Cares. Philadelphia. J. B. Lippincott Compnay, 1970. Fiedler, Jean. A Break in the Circle. New York: David McKay Company, Inc., 1971. 'Garden, Nancy. The Loners. New York: The Viking Press, Inc., 1972. Goffstein, M. B. The Underside of the Leaf. New York: Farrar, Straus & Giroux, Inc., 1972. Guy, Rosa. The Friends. New York: Holt, Rinehart & Winston, Inc., 1973. Green, Constance. Leg_the Lioness. New York: The Viking Press, Inc., 1970. Hamilton-Paterson, James. The House in the Waves. 8. G. Phillips, 1970. Harnden, Ruth. Next Door. Boston: Houghton Mifflin Company, 1970. Harrison, Deloris. Journeys All Alone. New York: The Dial Press, 1971. Hill, Margaret. Time to Stgp Running. New York: Julian Messner, Inc., 1970. 252 Holland, Isabelle. Amanda's Choice. J. B. Lippincott Company, 1970. Horgan, Paul. Whitewater. New York: Farrar, Straus & Giroux, Inc., 1970. Huntsberry, William. The Big Hang-Up. New York: Lothrop, Lie & Shepard Company, Inc., 1970. Jordan, June. His Own Where. New York: Thomas L. Crowell Company, 1971. Kendall, Wallis. Just Gin. New York: The Viking Press, Inc., 1973. Kerr, M. E. If I Love You, Am I Trapped Fgrever. New York: Harper & Row, Publishers, 1973. . Dinky Hocker Shoots Smack. New York: Harper & Row, Publishers, 1972. Kingman, Lee. The Peter Pan Bag. Boston: Houghton Mifflin Company, 1970. Knudeson, R. R. Jesus Song. New York: Delacorte Press, 1973. Kwolek, Constance. Loner. New York: Doubleday & Com- pany, Inc., 1970. Laklan, Carli. Migrant Girl. New York: McGraw-Hill Book Company, 1970. Langton, Jane. The Boyhood of Gragg Jones. New York: Harper & Row, Publishers, 1972. Lawrence, Mildred. Gateway to thg Sun. New York: Harcourt, Brace, Jovanovich Inc., 1970. Lee, Mildred. Fog. New York: Seabury Press, 1972. Lyle, Katie. I Will Be Barefoot All Summer for Ygg. Philadelphia: J. B. Lippincott Company, 1973. Madison, Winifred. Max's Wonderful Delicatessan. Boston: Little, Brown & Company, 1972. Maxwell, Edith. Just Dial a Number. New York: Dodd, Mead & Company, 1970. 253 Mazer, Harry. Snow Bound. New York: Delacorte Press, 1973. McKay, Robert. The Troublemaker: A Story About Now . . . And . . . Then . . . And Always. Camden, N.J.: Thomas Nelson, Inc., 1972. McNeill, Janet. The Other Pegple. Boston: Little, Brown & Company, 1970. Mills, Donia. A Long Way Home from Troy. New York: The Viking Press, Inc., 1971. Nelson, Margaret. One Summer in Alaska. New York: Farrar, Straus & Giroux Inc., 1971. Norris, Gunilla. Take My Waking Slow. New York: Atheneum Publishers, 1970. Offit, Sidney. Only a Girl Like You. New York: Coward, McCann & Geoghegan, Inc., 1972. Oppenheimer, Joan L. Run for Your Lunch. New York: Haw- thorn Books, Inc., 1971. . The Coming Down Time. New York: Hawthorn Books, Inc., 1972. Peck, Richard. Don't Look and It Won't Hurt. New York: Holt, Rinehart & Winston, Inc., 1972. Peyton, Kathleen. The Beethovan Medal. New York: Thomas Y. Crowell Company, 1972. Pfeffer, Susan. Better Than All Right. New York: Double- day & Company, Inc., 1972. . Just Morgan. New York: Henry Z. Walck, 1970. Prince, Marjorie. The Chees Stands Alone. Boston: Houghton Mifflin, 1973. Rabin, Gil. Changes. New York: Harper & Row, Publishers, 1973. Renken, Aleda. Never the Same Again. Philadelphia: West- minister, 1971. Richoux, Pat. Follow the Leader. New York: William Morrow & Company, Inc., 1971. 254 Rinkoff, Barbara. A Guy Cap Be Wrong. New York: Crown Publishers, Inc., 1970. Rosenberg, Sondra. Are There Anprore at Home_Like You? New York: St. Martin's Press, Inc., 1973. Rydberg, Ernie. Footsy. New York: Bobbs-Merrill Company, Inc., 1973. Schraff, Anne. North Star. Philadelphia: Macrae Smith Company, 1972. Sherburne, Zoa. Leslie. New York: William Morrow & Company, 1972. Shotwell, Louisa. Maggalena. New York: The Viking Press, Inc., 1971. Skullicz, Matthew. Right On, Shane. New York: G. P. Putnam's, 1972. Sleator, William. Run. New York: E. P. Dutton & Com- pany, 1973. Stolz, Mary. By the Highway Home. New York: Harper & Row, Publishers, 1971. . Lands End. New York: Harper & Row, Publishers, 1973. . Leap Before You Look. New York: Harper & Row, Publishers, 1972. Summers, James. Changes of Focus. Philadelphia: The westminister Press, 1972. . Don't Come Back a Stranger. Philadelphia: The Westminister Press, 1970. Tanner, Louise. Reggie and Nilma. New York: Farrar, Straus & Giroux, Inc., 1971. Terris, Susan. A Plague of Frogy. New York: Doubleday & Company, Inc., 1973. . On Fire. New York: Doubleday & Company, Inc., 1972. VanLeeuwen, Jen. I Was a 98 Pound Duckling. New York: The Dial Press, 1972. 255 Victon, Ann. Yesterdayfs Child. Philadelphia: J. B. Lippincott Company, 1970. Walker, Mary Alexander. Year of the Cafeteria. New York: Babbs Merrill Company, Inc., 1971. Walter, Mildred. Lillie of Watts Takes a Giant Stgp. New York: Doubleday & Company, Inc., 1971. Weber, Lenora. Hello, My Love, Good-bye. New York: Thomay Y. Crowell Company, 1971. . How Long is Always? New York: Thomas Y. Crowell Company, 1970. . Somethimes a Stranger: A Stacy Belfgrd Story. New York: Thomas Y. Crowell Company, 1972. Wells, Rosemary. The Fog Comes on Little Pig Feet. New York: The Dial Press, 1972. Wersba, Barbara. Run Softly, Go Fast. New York: Atheneum Publishers, 1970. Whitney, Phyllis. Nobody Like Trina. Philadelphia: The Westminister Press, 1972. Windsor, Patricia. The Summer Before. New York: Harper & Row, Publishers, 1973. Wood, Phyllis. Andy. Philadelphia: The Westminister Press, 1971. . I've Missed a Sunset on Three. Philadelphia: The Westminister Press, 1973. . Your Bird is Here. Philadelphia: The Westmin- ister Press, 1973. Woody, Regina. Dance to a Lonely Tune. Philadelphia: The Westminister Press, 1973. . Second Sight for Tommy. Philadelphia: The Westminister Press, 1972. Zindel, Paul. I Never Loved Your Mind. New York: Harper & Row, Publishers, 1970. 256 RELATIONSHIPS WITH NON-PEERS. Aaron, Chester. Better Than Laughter. New York: Harcourt, Brace & Jovanovich, Inc., 1972. Berry, B. J. Just Don't Bug Me. Chicago: Follett Publishing Company, 1971. Bosworth, J. Allan. A Wind Named‘Anne. New York: Double- day & Company, Inc., 1970. Bradbury, Bianca. Nancy and Her Johnny-O. New York: Ives Washburn, Inc., 1970. Butter, Beverly. Gift of Gold. New York: Dodd, Mead & Company, 1972. Butterworth, William. The Narc. New York: Four Winds Press, 1972. Byars, Betsy. The Summer of the Swans. New York: The Viking Press, Inc., 1970. Cone, Molly. Number Four. Boston: Houghton-Mifflin Company, 1972. Cresswell, Helen. The Night Watchmen. New York: Mac- millan Company, 1970. Curry, Peggy. A Shield of Clover. New York: David McKay Company, 1970. Donovan, John. Remove Protective Coating a Little at a Time. New York: Harper & Row, Publishers, 1973. Dunska, Herbert. The Street Kids. New York: Alfred A. Knopf, Inc., 1970. Embry, Margaret. My Name is Lion. New York: Holiday House, Inc., 1970. Grossman, Martin. A Rage to Die. Philadelphia: The Westminister Press, 1973. Hall, Lynn. The Siege of Silent Henry. Chicago: Follett Publishing Company, 1972. . Sticks and Stones. Chicago: Follett Publishing ACompany, 1972. 257 Harris, Marilyn. The_§unaway's Diary. New York: Four Winds Press, 1971. Hartman, Lou. The Monstrous Leather Man. New York: Atheneum Publishers, 1970. Hentoff, Nat. In the Country Of Ourselves. New York: Simon & Schuster, Inc., 1971. Holland, Isabelle. The Man Without a Face. Philadelphia: J. B. Lippincott Company, 1972. Jackson, Jesse. The Sickest Don't Always Die the Quickest. New York: Doubleday & Company, 1971. Little, Jean. Kate. New York: Harper & Row, Publishers, 1971. Madison, Winifred. Maria Louisa. Philadelphia: J. B. Lippincott Company, 1971. Morey, Walter. Canyon Winter. New York: E. P. Dutton & Company, Inc., 1972. Miklowitz, Gloria. Turning Off. New York: G. P. Putnam's Sons, 1973. Platt, Kin. Hey, Dummy. Philadelphia: Chilton Book Company, 1971. Randall, Florence. The Almost Year. New York: Atheneum Publishers, 1971. Rinkoff, Barbara. The Watchers. New York: Alfred A. Knopf, Inc., 1972. Stein, Sol. The Magician. New York: Delacorte Press, 1971. Terris, Susan. The Drowning Boy. New York: Doubleday & Company, Inc., 1972. Warwick, Dolores. Learn to Say Good-bye. New York: Farrar, Straus & Giroux, Inc., 1971. White, Robb. Deathwatch. New York: Doubleday & Company, Inc., 1972. Wilkes, Alfred. Little Boy Black. New York: Charles Scribner's Sons, 1971. 258 Wojciechowska, Maia. Don't Play Dead Before You Have To. New York: Harper & Row, Publishers, 1970. . The Rotten Years. New York: Doubleday & Company, Inc., 1971. ' Woods, George. Catch a Killer. New York: Harper & Row, Publishers, 1972. York, Carol. Nothing Ever Happens Here. New York: Hawthorn Books, Inc., 1970. . Takers and Returners: A Novel of Suspense. Camden, N.J.: Thomas Nelson, Inc., 1972. APPENDIX C QUESTIONNAIRES USED IN ADULT SURVEY 259 QUESTIONNAIRE: PARENTS OF ADOLESCENTS Mother ____ Father ___ Other Age Number of teen-aged children Occupation Religion Educational background: Elementary ___; Junior High ___; High School diploma: Yes ___ No ___; College B.A. _ M.A. __ Ph.D. How long have you lived in your present community? Check the types of communities in which you have lived: Country ___; Small town ___; Suburban ___; City ___. How often do you use the public library? Frequently (once a week) ___, Often (once a month) ___. Some (twice a year) ___. Almost never (once a year or less) ____. Never . Please describe your favorite reading material. Did you read to your children regularly when they were small? Frequently (once a week) . Often (once a month) . Some (twice a year) . Almost never (once a year or less) . Never . 260 261 Do you read to your teen-ager regularly now? Frequently (once a week) ___. Often (once a month) ___. Some (twice a year) ___. Almost never (once a year or less) ___. Never . ****‘k******************************************************* Please read carefully the following statements. After each statement you will have the opportunity to mark one response that comes closest to your own personal feelings regarding the reading interests and needs of adolescent children, age 12-15 years Old. 1. Parents should know what their children have chosen for free-choice reading. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 2. Parents should be involved when helping to select children's book for school libraries. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 3. Parents should be involved when helping to select children's books for use in the classroom. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 4. Parents should not control their children's reading material. - Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 5. The 1973 ruling of the United States Supreme Court allows each community to determine what is obscene and pornographic reading material. Parents should not use this ruling to control the children's reading of the books that he finds objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 10. 11. 12. 262 Parents should allow their children to read stories which make reference to sexual acts between persons of the same sex. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should allow their children to read stories about characters who think and live in a manner dif- ferent than the accepted ways of society. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should allow their children to read stories which make reference to sexual acts between persons of the opposite sex. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should allow school libraries to make avail- able to children those books that they, as parents, find personally objectionable. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should allow their children to read stories that describe close personal relationships between children and much older persons who live a life that differs from the accepted ways of society. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should allow their children to read about stories that describe close personal relationships between normal children and either physically or mentally handicapped children. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . Parents should seek their children's recommendations of specific books to be purchased for the child's own reading. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 263 13. Parents would be pleased to read the book selection policies of school and public libraries. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 14. Parents should allow public libraries to make avail- able to children those books that they, as parents, find personally objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 15. Parents should allow school classrooms to make avail- able to children those books that they, as parents, find personally objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 16. Parents should not control their children's choice of friends. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 17. Parents should not control their children's choice of television programs. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . ************************************************************* Excerpts from junior novels follow that contain a brief summary, the theme of the story, and some selected quotes that exemplify the style of writing. Please read the following excerpts and mark one response following each excerpt which best answers how you feel regarding children's reading such stories. Story I-A Summary: Twelve-year old Mouse insults the local bully, Marv Hammerman who threatens to beat Mouse into a pulp. A terror-filled week passes when nobody can help Mouse -- not his best friend Ezzie, nor his 'non-believing' Mother, or his busy Father. Finally, Mouse must face the consequences alone and settle the problem with Marv. Theme: Quotes: Response I-A: Summary: Theme: Quotes: 264 True courage can come only when one has to face fear and terror alone. "Mouse kept walking down the crowded sidewalk. He knew a lot of these people, but nobody seemed to be speaking to him today. It was as if every- body in the world knew what he was going to do, and everybody knew that if they gave him any sympathy at all, if they even patted his shoulder or took his hand, he would not be able to do it. He would just fold up on the sidewalk, curled forward like a shrimp." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Story I-B When school begins in the fall of the ninth-grade, Sean meets a new boy from the city, Wade Sabbat. Wade is uniquely different because of his incred- ible charm and self-confidence and the ability to persuade Sean to participate in cruel and crim- inal acts. It is sometimes quite easy to be drawn into immoral acts by somebody you greatly admire, but whom you do not really know. "It was strange how already my stock was going up with the other kids. I guess they figured here's this pretty impressive-looking new guy in class and who does he hook up with right away but Sean Richardson who's been around for about thirty years but no one's really paid much attention to before. Maybe it was the way we joked around and all. Anyway, even the girls were looking at me as if they'd noticed me for the first time. Besides the fact that Wade was a funny guy to be with, this new development made me feel luckier than ever." Response I-B: Summary: Theme: Quote: Response I-C: 265 Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story I-C Tom, a talented pianist in high-school, begins losing his friends and the townspeople make the principal force Tom out of the music scholar- ship competition. The people have unjustly accused Tom of entering into a homosexual affair with Ward, an ex-service man who had been dis- charged from the Army because of a "homosexual involvement." Narrow-minded peOple are quick to draw conclusions based on gossip that can result in crippling con- sequences for the innocent person. "So, I've gone out with girls, and I've even made love to a couple. But by now I've learned that what I need is real love, not just sex, and it's hard for me to find what I need with girls. May- be someday I'll meet a woman who understands my needs, and if she'll have me, we'll get married. But in the meantime . . . Tom, I believe very firmly that any genuine love is a good and neces- sary thing, whether it comes from a man, woman, child, pet, or whatever. I believe every indi- vidual should try to find the kind of love that fills his needs, no matter what society says." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: HHH -A -B -C What 266 would you do if a child's teacher has recommended a book that you strongly disapprove: I-A: I-B: I-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: I-A: I-B: I-C: Summary: Theme: Quote: Response II-A: Story II—A Nina, who is twelve and too shy to face the real- ities of life meets Paul. He is fifteen and tough but too frightened about the world, which he would like to destroy with fire. These two young people share a common love of painting in an abandoned house and seeking ways to give comfort and under- standing when nobody else is available. When rebelling against unacceptable conditions of life, there is solace in finding one to share the burden. "He reached back into his pocket again. Nina was afraid he was about to pull out the matches, but he didn't. He came up with a short, stubby pencil. Whistling softly to himself, he turned away from Nina and began to draw on the wall. He worked as swiftly and tensely as he had the day before. Now, while he was busy, would be a good time to sneak out, she reasoned; but she sat without moving." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Summary: Theme: Quote: Response II-B: Summary: Theme: Quote: 267 Story II-B This is a story of teen-aged Buddy and Angela's love for one another. They seek refuge in a cemetary to escape the harshness of the ghetto and Angela's parents who object to their intended purpose of living together. Sharing love enables one to draw strength and com- fort from one another in order to survive in a hostile environment. "Cemetary let them lie there belly close, their shoulders now undressed down to the color of the heat they feel, in lying close, their legs a strong disturbing of the dust. His own where, own place for loving made for making love, the cemetary where nobody guard the dead." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II-C Alice, fifteen and the daughter of a college pro- fessor, tells her story to a diary Of becoming involved with drugs. She runs away from home, becomes acquainted with many aspects of sex and eventually seeks help from drug addiction in a hospital. The plans she once had for a normal life are shattered when her unshakable drug hab- it leads to her death. A strong reliance upon drugs may prevent one from developing trust and true affection with one's friends. "Last night was the night, friend! I finally smoked pot and it was even greater than I expected! Last night after work, Chris fixed me up with a college friend of hers who knew I'd been on acid, etc., but who wanted to turn me on to hash. I remember why they were getting high when they had just set us out on this wonderful low, and it wasn't until later I realized that the dirty-son- of-bitches had taken turns raping us and treating 268 us sadistically and brutally. That had been their planned strategy all along, the low-class shit eaters." Response II-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: II-A: II-B: II-C: Story III-A Summary: Harry's lack of communication with his young parents force him to accept the warm overtures of another lonely person, an elderly 72 year- old lady named Amelia. She lives in a condemmed building, eats pigeons and panhandles from strangers. But a trusting and deeply confiding friendship helps each to openly reach each other in humanistic measures. Theme: Quote: Response III-A: Summary: 269 Age is not determining factor to the establishment of building a mutually satisfying interpersonal relationship. "I've ruined it for you, haven't I?" Amelia said after a minute. "You were an ordinary screwed-up young man with more than your share of family problems, dull though they may seem to me, when you met me. I'm sorry." "Stop it, Amelia." "Don't speak to your elder that way," she said. She finished her tea. "I'm a bum, Harry. A good and honorable bum. Bums don't have anything to do with lives like yours. Got it?" Harry walked around Amelia's place. She tossed aside the towels covering her head and started to pull at her hair. Whatever was left of the bun that she kept at her neck disappeared. Her hair fell to her shoulders and down her back. "I've got a feeling," she said, "that Miss America I ain't." "If you're OK," Harry said, "I guess that I'll go to school." "I'm fine." "I'll see you," Harry said. "Harry, come here." Amelia got off the matress and stood next to it. Harry went to Amelia. She put her arms around him, and he put his around her. They stayed close for a minute, and another minute, and longer. Harry could feel Amelia crying, as he cried, too. Eventually the weaving of their bodies stopped and the tears that covered their faces dried. They waited for a while before letting go of each other. "Leave the keys," Amelia said as Harry was going, "OK? fl "OK," he answered. Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III—B Neil Comstock, a sensitive boy, befriends mentally retarded Alan Harper, better known as "Dummy". In —. ' Theme: Quote: Response III-B: Summary: ' Theme: Quote: 270 trying to help Alan adjust to a world of hostile children and adults, Neil learns of the emotional stress that one must endure when coping with humanity and retardation. To offer compassion and concern for less fortunate persons, it is sometimes necessary to reject the prevailing values of family and society. "I decided there were worse things than being poor. Not being able to talk or say what you wanted to say, for instance. Not being able to even think of what you wanted to say. That was another. Nor to understand what peOple were saying to you. Being helpless when they teased or took advantage of you. Feeling dumb and stupid and unable to do anything about it. Feeling not wanted or even liked." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-C In order to pass the boarding school entrance exams Charles who is fourteen and fatherless, seeks the tutoring of McLeod, 47 and a retired teacher. McLeod has been disfigured in an automobile acci- dent and is considered the recluse of the summer resort area. A mutually meaningful relationship between Charles and McLeod, based upon admiration, respect, and understanding develops into a final scene of homosexuality and death. Warm and personally satisfying friendships are possible between persons of different ages and' life-styles when cultural limitations are trans- cended. "Except for Joey I'd never had a friend, and he was my friend; I'd never really, except for a shadowy memory, had a father, and he was my father; I'd never known an adult I could communicate with or trust, and I communicated with him all the time, whether I was actually talking to him or not. And I trusted him, which doesn't mean to say that he 271 i ever let me get away with anything, and he didn't“‘ ‘ like excuses as to why I didn't do something right." Response III-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent _; Disapprove Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: III-A: III-B: .III-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: III-A: III-B: III-C: *************************‘k**'k******‘k‘k'k*********************** 272 QUESTIONNAIRE: FOR TEACHERS OF ADOLESCENT STUDENTS Highest degree held: B.A. , M.A. , Specialist , Ph.D. 0 Sex: M F Age: Subject and grade now teaching: How long: Are you under tenure? Yes ___ NO ___ How do you teach literature: Individualized Program ___; Anthology Program ___; or a Combination Program ___. Does your school have a central litrary? Yes ___; No . Does your school have a full-time librarian? Yes ___ No . Does your school have a part-time librarian? Yes ___ No . What is the organizational pattern of your school? Departmental ___; Teams ___; Self-contained ___; Other (please explain) . How are trade books selected for use in your classroom? Departmental decision ; Administration ; Librarians ; You ; or Others (please explain) Has your school developed a written book selection policy? Yes No If so, please explain who wrote the policy: ************************************************~k*********** Please read the following statements carefully. After each statement you will mark one response that comes closest to your own feelings. 1. Teachers should know what their students are reading in free choice situations. Strongly approve ; Approve ' ; Indifferent ; Disapprove ; Strongly disapprove . 273 Teachers should be involved when helping to select children's books for the school library. Strongly approve ; Approve ; Indifferent ; Disapprove ; trongly disapprove . Teachers should enlist the aid and suggestions of parents of students to help in the selection of books for use in the classroom. Strongly approve, ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Teachers should not control their students reading ma- terial. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . The 1973 ruling of the United States Supreme Court allows each community to determine what is Obscene and porno- graphic reading material. Teachers should not use this ruling to control the children's reading of the books that they find objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Teachers should allow their students to read stories which make reference to sexual acts between persons of the same sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Teachers should allow their students to read stories about characters who think and live in a manner different than the accepted ways of society. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Teachers should allow their students to read stories which make reference to sexual acts between persons of the opposite sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 274 9. Teachers should still allow school libraries to make make available to students those books that he, as a teacher, finds personally objectionable. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 10. Teachers should allow their students to read stories that describe close personal relationships between children and much older persons who live a life that differs from the accepted ways of society. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 11. Teachers should allow their students to read stories that describe close personal relationships between normal children and either physically or mentally handicapped children. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 12. Teachers should seek the recommendations from children regarding specific titles of books for classroom use. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 13. Teachers should devise a written statement regarding the book selection policy of his classroom collection and usage of books. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 14. Teachers should still allow public libraries to make available to students those books that he, as a teacher finds personally objectionable. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . 15. Teachers should still allow school classrooms to make available to students those books that he, as a teacher finds personally objectionable. Strongly approve ; Approve ; Indifferent Disapprove ; Strongly disapprove . ************************************************************ 275 Excerpts from junior novels follow that contain a brief summary, the theme of the story, and some selected quotes that exemplify the style of writing. Please read the following excerpts and mark one response following each excerpt which best answers how you feel regarding children's reading such stories. Story I-A Summary: Twelve-year old Mouse insults the local bully, Marv Hammerman who threatens to beat Mouse into a pulp. A terror-filled week passes when nobody can help Mouse -- not his best friend Ezzie, nor his 'non-believing' Mother, or his busy Father. Finally, Mouse must face the consequences alone and settle the problem with Marv. Theme: True courage can come only when one has to face fear and terror alone. Quotes: "Mouse kept walking down the crowded sidewalk. He knew a lot of these people, but nobody seemed to be speaking to him today. It was as if every- body in the world knew what he was going to do, and everybody knew that if they gave him any sympathy at all, if they even patted his shoulder or took his hand, he would not be able to do it. He would just fold up on the sidewalk, curled forward like a shrimp." Response I-A: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; UisapprOVe ; Strongly disapprove . Story I-B Summary: When school begins in the fall of the ninth-grade, Sean meets a new boy from the city, Wade Sabbat. Wade is uniquely different because of his incred- ible charm and self-confidence and the ability to persuade Sean to participate in cruel and crim- inal acts. Theme: It is sometimes quite easy to be drawn into immoral acts by somebody you greatly admire, but whom you do not really know. Quotes: Response I-B: Summary: Theme: Quote: 276 "It was strange how already my stock was going up with the other kids. I guess they figured here's this pretty impressive-looking new guy in class and who does he hook up with right away but Sean Richardson who's been around for about thirty years but no one's really paid much attention to before. Maybe it was the way we joked around and all. Anyway, even the girls were looking at me as if they'd noticed me for the first time. Besides the fact that Wade was a funny guy to be with, this new develOpment made me feel luckier than ever." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story I-C Tom, a talented pianist in high-school, begins losing his friends and the townspeople make the principal force Tom out of the music scholar- ship competition. The people have unjustly accused Tom of entering into a homosexual affair with Ward, an ex-service man who had been dis- charged from the Army because of a "homosexual involvement." Narrow-minded people are quick to draw conclusions based on gossip that can result in crippling con- sequences for the innocent person. "So, I've gone out with girls, and I've even made love to a couple. But by now I've learned that what I need is real love, not just sex, and it's hard for me to find what I need with girls. May- be someday I'll meet a woman who understands my needs, and if she'll have me, we'll get married. But in the meantime . . . Tom, I believe very firmly that any genuine love is a good and neces— sary thing, whether it comes from a man, woman, child, pet, or whatever. I believe every indi- vidual should try to find the kind of love that fills his needs, no matter what society says." 277 Response I-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: What would you do if a child's teacher has recommended a book that you strongly disapprove: I-A: I-B: I-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: I-A: I-B: I-C: Story II-A Summary: Nina, who is twelve and too shy to face the real- ities of life meets Paul. He is fifteen and tough but too frightened about the world, which he would like to destroy with fire. These two young people share a common love of painting in an abandoned house and seeking ways to give comfort and under- standing when nobody else is available. Theme: When rebelling against unacceptable conditions of life, there is solace in finding one to share the burden. Quote: Response II-A: Summary: Theme: Quote: Response II-B: Summary: 278 "He reached back into his pocket again. Nina was afraid he was about to pull out the matches, but he didn't. He came up with a short, stubby pencil. Whistling softly to himself, he turned away from Nina and began to draw on the wall. He worked as swiftly and tensely as he had the day before. Now, while he was busy, would be a good time to sneak out, she reasoned; but she sat without moving." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II-B This is a story of teen-aged Buddy and Angela's love for one another. They seek refuge in a cemetary to escape the harshness of the ghetto and Angela's parents who object to their intended purpose of living together. Sharing love enables one to draw strength and com- fort from one another in order to survive in a hostile environment. "Cemetary let them lie there belly close, their shoulders now undressed down to the color of the heat they feel, in lying close, their legs a strong disturbing of the dust. His own where, own place for loving made for making love, the cemetary where nobody guard the dead." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II—C Alice, fifteen and the daughter of a college pro- fessor, tells her story to a diary of becoming involved with drugs. She runs away from home, becomes acquainted with many aspects of sex and eventually seeks help from drug addiction in a 279 hospital. The plans she once had for a normal life are shattered when her unshakable drug hab- it leads to her death. Theme: A strong reliance upon drugs may prevent one from developing trust and true affection with one's friends. Quote: "Last night was the night, friend! I finally smoked pot and it was even greater than I expected! Last night after work, Chris fixed me up with a college friend of hers who knew I'd been on acid, etc., but who wanted to turn me on to hash. I remember why they were getting high when they had just set us out on this wonderful low, and it wasn't until later I realized that the dirty-son- of-bitches had taken turns raping us and treating us sadistically and brutally. That had been their planned strategy all along, the low-class shit eaters." Response II-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: 280 II-A: II-B: II-C: Story III-A Summary: Harry's lack of communication with his young Theme: Quote: parents force him to accept the warm overtures of another lonely person, an elderly 72 year- old lady named Amelia. She lives in a condemmed building, eats pigeons and panhandles from strangers. But a trusting and deeply confiding friendship helps each to openly reach each other in humanistic measures. Age is not determining factor to the establishment of building a mutually satisfying interpersonal relationship. "I've ruined it for you, haven't I?" Amelia said after a minute. "You were an ordinary screwed-up young man with more than your share of family problems, dull though they may seem to me, when you met me. I'm sorry." "Stop it, Amelia." "Don't speak to your elder that way," she said. She finished her tea. "I'm a bum, Harry. A good and honorable bum. Bums don't have anything to do with lives like yours. Got it?" Harry walked around Amelia's place. She tossed aside the towels covering her head and started to pull at her hair. Whatever was left of the bun that she kept at her neck disappeared. Her hair fell to her shoulders and down her back. "I've got a feeling," she said, "that Miss America I ain't." "If you're OK," Harry said, "I guess that I'll go to school." "I'm fine." "I'll see you," Harry said. "Harry, come here." Amelia got off the matress and stood next to it. Harry went to Amelia. She put her arms around him, and he put his around her. They stayed close for a minute, and another minute, and longer. Harry could feel Amelia crying, as he cried, too. Eventually the weaving of their bodies stopped and the tears that covered their faces dried. They waited for a while before letting go of each other. "Leave the keys," Amelia said as Harry was going, "OK? It "OK," he answered. Response III-A: Summary: Theme: Quote: Response III-B: Summary: 281 Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-B Neil Comstock, a sensitive boy, befriends mentally retarded Alan Harper, better known as "Dummy". In trying to help Alan adjust to a world of hostile children and adults, Neil learns of the emotional stress that one must endure when coping with humanity and retardation. To offer compassion and concern for less fortunate persons, it is sometimes necessary to reject the prevailing values of family and society. "I decided there were worse things than being poor. Not being able to talk or say what you wanted to say, for instance. Not being able to even think of what you wanted to say. That was another. Nor to understand what people were saying to you. Being helpless when they teased or took advantage of you. Feeling dumb and stupid and unable to do anything about it. Feeling not wanted or even liked." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-C In order to pass the boarding school entrance exams Charles who is fourteen and fatherless, seeks the tutoring of McLeod, 47 and a retired teacher. McLeod has been disfigured in an automobile acci- dent and is considered the recluse of the summer resort area. A mutually meaningful relationship between Charles and McLeod, based upon admiration, respect, and understanding develops into a final scene of homosexuality and death. 282 Theme: Warm and personally satisfying friendships are possible between persons of different ages and life-styles when cultural limitations are trans- cended. Quote: "Except for Joey I'd never had a friend, and he was my friend; I'd never really, except for a shadowy memory, had a father, and he was my father; I'd never known an adult I could communicate with or trust, and I communicated with him all the time, whether I was actually talking to him or not. And I trusted him, which doesn't mean to say that he ever let me get away with anything, and he didn't like excuses as to why I didn't do something right." Response III-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: III-A: III-B: III-C: *************************************‘k****~k****************** 283 Has a citizen of your community ever lodged a complaint against a book (or books) that was required reading by your students? Yes No If the response is yes, then briefly explain when the in- cident occured; what title(s) were involved; how complaint was made and handled; and if the book was banned or allowed to remain on your required reading list. Has a citizen of your community ever lodged a complaint against a book (or books) that was recommended reading by your students? Yes NO If the response is yes, then briefly explain when the in- cident occured; what title(s) were involved; how the com- plaint was made and handled; and if the book was banned or allowed to remain on your recommended reading list. 284 QUESTIONNAIRE: SCHOOL LIBRARIANS Highest degree: B.A. ___, M.A. ___, Specialist ___, Ph.D. _. Sex: M ___ F ___ Age: Are you certified as a librarian? Yes ___ No ___ Are you under tenure? Yes ___ No ___ Are you a paraprofessional librarian? Yes ___ No ___ Does you school have a central library? Yes ___ No ___ Are you a full-time librarian? Yes No How are junior fictional novels selected for your library? Coordinator of School Libraries ___; School Administrators ___; Librarians ___; Others . Has your school developed a written book selection policy? Yes No If so, please explain who wrote the policy: Do you provide the administration with a list of books that might cause controversy? Yes No ************************************************************ Plaese read the following statements carefully. After each statement mark the one response that comes closest to your own feelings. 1. School librarians should know what the adolescent is choosing to read for recreational reading situations. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 285 School librarians should enlist the aid and suggestions of teachers within the school to help in the selection of books for the school library. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should enlist the aid and suggestions of parents within the community to help in the selection of books for the school library. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should not control their students free choice of reading material. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . The 1973 ruling of the United States Supreme Court allows each community to determine what is obscene and porno- graphic reading material. School librarians should not use this ruling to control books that the citizens find objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should allow children to read stories which make reference to sexual acts between persons of the same sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should allow children to read stories about characters who think and live in a manner different than the accepted ways of society. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should allow children to read stories which make reference to sexual acts between persons of the Opposite sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 10. ll. 12. 13. 14. 286 School librarians should make available to students those books that he, as a librarian, finds personally objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should allow adolescents to read stories that describe close personal relationships between children and much older persons who live a life-style that differs from the accepted ways of society. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should allow children to read about stories that describe close personal relationships between normal children, and either, physically or mentally handicapped children. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should consider children's recommenda- tions for specific titles to add to the library collec- tion. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should devise a written statement regarding the book selection policy of the library. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . School librarians should conform to a parents' demand to remove a book. Strongly approve ; Approve ; Indifferent ; Disapprove ; trongly disapprove . ************************************************************* Excerpts from junior novels follow that contain a brief summary, the theme of the story, and some selected quotes that exemplify the style of writing. Please read the following excerpts carefully and mark one response following each excerpt which best answers how you feel regarding children's reading such stories. 287 Has a parent ever made a complaint about a book(s) read by an adolescent (aged 12-15) that deals with personal relationships among peers or non-peers because of a re- ference to, or a description of a sexual act? Yes No If yes, briefly explain when the complaint occured; the title(s) involved; who initiated the complaint; and how the problem was resolved. Summary: Theme: Quotes: Response I-A: Summary: Story I-A Twelve-year old Mouse insults the local bully, Marv Hammerman who threatens to beat Mouse into a pulp. A terror-filled week passes when nobody can help Mouse -- not his best friend Ezzie, nor his 'non-believing' Mother, or his busy Father. Finally, Mouse must face the consequences alone and settle the problem with Marv. True courage can come only when one has to face fear and terror alone. "Mouse kept walking down the crowded sidewalk. He knew a lot of these peOple, but nobody seemed to be speaking to him today. It was as if every- body in the world knew what he was going to do, and everybody knew that if they gave him any sympathy at all, if they even patted his shoulder or took his hand, he would not be able to do it. He would just fold up on the sidewalk, curled forward like a shrimp." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Uisapprove ; Strongly disapprove . Story I-B When school begins in the fall of the ninth-grade, Sean meets a new boy from the city, Wade Sabbat. Wade is uniquely different because of his incred- ible charm and self-confidence and the ability Theme: Quotes: Response I-B: Summary: Theme: Quote: 288 to persuade Sean to participate in cruel and crim- inal acts. It is sometimes quite easy to be drawn into immOral acts by somebody you greatly admire, but whom you do not really know. "It was strange how already my stock was going up with the other kids. I guess they figured here's this pretty impressive-looking new guy in class and who does he hook up with right away but Sean Richardson who's been around for about thirty years but no one's really paid much attention to before. Maybe it was the way we joked around and all. Anyway, even the girls were looking at me as if they'd noticed me for the first time. Besides the fact that Wade was a funny guy to be with, this new development made me feel luckier than ever." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story I-C Tom, a talented pianist in high-school, begins losing his friends and the townspeople make the principal force Tom out of the music scholar- ship competition. The people have unjustly accused Tom of entering into a homosexual affair with Ward, an ex-service man who had been dis- charged from the Army because of a "homosexual involvement." Narrow-minded people are quick to draw conclusions based on gossip that can result in crippling con- sequences for the innocent person. "So, I've gone out with girls, and I've even made love to a couple. But by now I've learned that what I need is real love, not just sex, and it's hard for me to find what I need with girls. May- be someday I'll meet a woman who understands my needs, and if she'll have me, we'll get married. But in the meantime . . . Tom, I believe very firmly that any genuine love is a good and neces- 289 sary thing, whether it comes from a man, woman, child, pet, or whatever. I believe every indi- vidual should try to find the kind of love that fills his needs, no matter what society says." Response I-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (wh ) Open-ended response: If you ckecked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: I-A: I-B: I—C: What would you do if a child's teacher has recommended a book that you strongly disapprove: I-A: I-B: I-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: I-A: I-B: I-C: Story II-A Summary: Nina, who is twelve and too shy to face the real- ities of life meets Paul. He is fifteen and tough but too frightened about the world, which he would like to destroy with fire. These two young people share a common love of painting in an abandoned house and seeking ways to give comfort and understanding when nobody else is available. Theme: When rebelling against unacceptable conditions Of life, there is solace in finding one to share the burden. Quote: Response II-A: Summary: Theme: Quote: Response II-B: Summary: 290 "He reached back into his pocket again. Nina was afraid he was about to pull out the matches, but he didn't. He came up with a short, stubby pencil. Whistling softly to himself, he turned away from Nina and began to draw on the wall. He worked as swiftly and tensely as he had the day before. Now, while he was busy, would be a good time to sneak out, she reasoned; but she sat without moving." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II-B This is a story of teen-aged Buddy and Angela's love for one another. They seek refuge in a cemetary to escape the harshness of the ghetto and Angela's parents who object to their intended purpose of living together. Sharing love enables one to draw strength and com- fort from one another in order to survive in a hostile environment. "Cemetary let them lie there belly close, their shoulders now undressed down to the color of the heat they feel, in lying close, their legs a strong disturbing of the dust. His own where, own place for loving made for making love, the cemetary where nobody guard the dead." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II—C Alice, fifteen and the daughter of a college pro- fessor, tells her story to a diary of becoming involved with drugs. She runs away from home, becomes acquainted with many aspects of sex and eventually seeks help from drug addiction in a 291 hospital. The plans she once had for a normal life are shattered when her unshakable drug hab- it leads to her death. Theme: A strong reliance upon drugs may prevent one from developing trust and true affection with one's friends. Quote: "Last night was the night, friend! I finally smoked pot and it was even greater than I expected! Last night after work, Chris fixed me up with a college friend of hers who knew I'd been on acid, etc., but who wanted to turn me on to hash. I remember why they were getting high when they had just set us out on this wonderful low, and it wasn't until later I realized that the dirty-son- of-bitches had taken turns raping us and treating us sadistically and brutally. That had been their planned strategy all along, the low-class shit eaters." Response II-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove - Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: II-A: II-B: II-C: Story III-A Summary: Harry's lack of communication with his young Theme: Quote: parents force him to accept the warm overtures of another lonely person, an elderly 72 year- old lady named Amelia. She lives in a condemmed building, eats pigeons and panhandles from strangers. But a trusting and deeply confiding friendship helps each to Openly reach each other in humanistic measures. Age is not determining factor to the establishment of building a mutually satisfying interpersonal relationship. "I've ruined it for you, haven't I?" Amelia said after a minute. "You were an ordinary screwed-up young man with more than your share of family problems, dull though they may seem to me, when you met me. I'm sorry." "Stop it, Amelia." "Don't speak to your elder that way,‘ she said. She finished her tea. "I'm a bum, Harry. A good and honorable bum. Bums don't have anything to do with lives like yours. Got it?" Harry walked around Amelia's place. She tossed aside the towels covering her head and started to pull at her hair. Whatever was left of the bun that she kept at her neck disappeared. Her hair fell to her shoulders and down her back. "I've got a feeling," she said, "that Miss America I ain't." "If you're OK," Harry said, "I guess that I'll go to school." "I'm fine." , "I'll see you,‘ Harry said. "Harry, come here." Amelia got off the matress and stood next to it. Harry went to Amelia. She put her arms around him, and he put his around her. They stayed close for a minute, and another minute, and longer. Harry could feel Amelia crying, as he cried, too. Eventually the weaving of their bodies stopped and the tears that covered their faces dried. They waited for a while before letting go of each other. Response III-A: Summary: Theme: Quote: Response III-B: Summary: 293 "Leave the keys," Amelia said as Harry was going, fl OK? II "OK," he answered. Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-B Neil Comstock, a sensitive boy, befriends mentally retarded Alan Harper, better known as "Dummy." In trying to help Alan adjust to a world of hostile children and adults, Neil learns of the emotional stress that one must endure when coping with humanity and retardation. To offer compassion and concern for less fortunate persons, it is sometimes necessary to reject the prevailing values of family and society. "I decided there were worse things than being poor. Not being able to talk or say what you wanted to say, for instance. Not being able to even think of what you wanted to say. That was another. Nor to understand what people were saying to you. Being helpless when they teased or took advantage of you. Feeling dumb and stupid and unable to do anything about it. Feeling not wanted or even liked." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (wh ) Story III-C In order to pass the boarding school entrance exams Charles who is fourteen and fatherless, seeks the tutoring of McLeod, 47 and a retired teacher. McLeod has been disfigured in an automobile acci- dent and is considered the recluse of the summer 294 resort area. A mutually meaningful relationship between Charles and McLeod, based upon admiration, respect, and understanding develops into a final scene of homosexuality and death. Theme: Warm and personally satisfying friendships are possible between persons of different ages and life-styles when cultural limitations are trans- cended. Quote: "Except for Joey I'd never had a friend, and he was my friend; I'd never really, except for a Shadowy memory, had a father, and he was my father; I'd never known an adult I could communicate with or trust, and I communicated with him all the time, whether I was actually talking to him or not. And I trusted him, which doesn't mean to say that he ever let me get away with anything, and he didn't like excuses as to why I didn't do something right." Response III-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: III-A: III-B: III-C: ******************'It'k************'k**************************** 295 QUESTIONNAIRE: PUBLIC LIBRARIANS Highest degree held: B.A.___J M.A.___, Specialist ___, Ph.D. ___. Sex: M ____ F ___ Age: Are you certified as a librarian? Yes ___ No ____ Are you under Civil Service? Yes ___ No M How long have you worked in a public library? Are you a paraprofessional Librarian? Yes No What is your exact title in the library? '0 How long have you held this position? years. How are junior fictional novels selected for your library? Coordinator of State Libraries ___; County Head Librarian ___; Branch Head Librarian ___; Committee of local librarians ___} Yourself ___; Other(s) . Has your library developed a written book selection policy? Yes No If so, please explain who wrote the policy: Do you provide your administrator with a list of books that might cause controversy? Yes No *********************************************************** Please read the following statements carefully. After each statement you will mark one response that comes closest to your own feelings. l. Librarians should know what the adolescent is choosing to read for recreational purposes. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 296 Librarians should enlist the aid and suggestions of citizens within the community to help in the selection of books for the library. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Librarians should inform citizens regarding the book selection policy of the library by using the newspaper and radio media. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Librarians should not control an adolescent's free choice of reading material. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . The 1973 ruling of the United States Supreme Court allows each community to determine what is obscene and pornographic reading material. Librarians Should not use this ruling to control books that the citizens find objectionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Librarians should allow adolescents to read stories which make reference to sexual acts between persons of the same sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Librarians should allow adolescents to read stories about characters who think and live in a manner different than the accepted ways of society. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Librarians should allow their students to read stories which make reference to sexual acts between persons of the opposite sex. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 297 9. Librarians should make available to children those books that he finds as a librarian personally objec- tionable. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 10. Librarians should allow adolescents to read stories that describe close personal relationships between children and much older persons who live a life-style that differ from the accepted ways of society. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . ll. Librarians should allow adolescents to read about stories that describe close personal relationships between nor- mal children, and either, physically or mentally handi- capped children. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . 12. Librarians should consider adolescent's recommendations for purchase of specific titles to add to existing young adult collections. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . l3. Librarians should devise a written statement regarding the book selection policy of the library. Strong approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . l4. Librarians should conform to a citizen's demand to remove a book. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . **************9:********************************************* Excerpts from junior novels follow that contain a brief summary, the theme of the story, and some selected quotes that exemplify the style of writing. Please read the following excerpts carefully and mark one response following each excerpt which best an- swers how you feel regarding children's reading such stories. Summary: Theme: Quotes: Response I-A: Summary: Theme: Quotes: 298 Story I-A Twelve-year old Mouse insults the local bully, Marv Hammerman who threatens to beat Mouse into a pulp. A terror-filled week passes when nobody can help Mouse -- not his best friend Ezzie, nor his 'non-believing' Mother, or his busy Father. Finally, Mouse must face the consequences alone and settle the problem with Marv. True courage can come only when one has to face fear and terror alone. "Mouse kept walking down the crowded sidewalk. He knew a lot of these people, but nobody seemed to be speaking to him today. It was as if every- body in the world knew what he was going to do, and everybody knew that if they gave him any sympathy at all, if they even patted his shoulder or took his hand, he would not be able to do it. He would just fold up on the sidewalk, curled forward like a shrimp." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . Story I—B When school begins in the fall of the ninth-grade, Sean meets a new boy from the city, Wade Sabbat. Wade is uniquely different because of his incred- ible charm and self-confidence and the ability to persuade Sean to participate in cruel and crim— inal acts. It is sometimes quite easy to be drawn into immoral acts by somebody you greatly admire, but whom you do not really know. "It was strange how already my stock was going up with the other kids. I guess they figured here's this pretty impressive-looking new guy in class and who does he hook up with right away but Sean Richardson who's been around for about thirty years but no one's really paid much attention to before. Maybe it was the way we joked around Response I-B: Summary: Theme: Quote: Response I-C: Open—ended for any of questions. 299 and all. Anyway, even the girls were looking at me as if they'd noticed me for the first time. Besides the fact that Wade was a funny guy to be with, this new development made me feel luckier than ever." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove Strongly disapprove . (why) 0 I Story I-C Tom, a talented pianist in high-school, begins losing his friends and the townspeople make the principal force Tom out of the music scholar- ship competition. The people have unjustly accused Tom of entering into a homosexual affair with Ward, an ex-service man who had been dis- charged from the Army because of a "homosexual involvement." Narrow-minded people are quick to draw conclusions based on gossip that can result in crippling con- sequences for the innocent person. "So, I've gone out with girls, and I've even made love to a couple. But by now I've learned that what I need is real love, not just sex, and it's hard for me to find what I need with girls. May- be someday I'll meet a woman who understands my needs, and if she'll have me, we'll get married. But in the meantime . . . Tom, I believe very firmly that any genuine love is a good and neces- sary thing, whether it comes from a man, woman, child, pet, or whatever. I believe every indi- vidual should try to find the kind of love that fills his needs, no matter what society says." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) response: If you checked "strongly disapproved" the above excerpts complete the following 300 What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: HHH -A -B -C What would you do if a child's teacher has recommended a book that you strongly disapprove: I-A: I-B: I-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: Story II-A Summary: Nina, who is twelve and too shy to face the real- ities of life meets Paul. He is fifteen and tough but too frightened about the world, which he would like to destroy with fire. These two young people share a common love of painting in an abandoned house and seeking ways to give comfort and under- standing when nobody else is available. Theme: When rebelling against unacceptable conditions of life, there is solace in finding one to share the burden. Quote: "He reached back into his pocket again. Nina was afraid he was about to pull out the matches, but he didn't. He came up with a short, stubby pencil. Whistling softly to himself, he turned away from Nina and began to draw on the wall. He worked as swiftly and tensely as he had the day before. Now, while he was busy, would be a good time to sneak out, she reasoned; but she sat without moving." Response II-A: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Summary: Theme: Quote: Response II—B: Summary: Theme: Quote: 301 Story II-B This is a story of teen-aged Buddy and Angela's love for one another. They seek refuge in a cemetary to escape the harshness of the ghetto and Angela's parents who Object to their intended purpose of living together. Sharing love enables one to draw strength and com- fort from one another in order to survive in a hostile environment. "Cemetary let them lie there belly close, their shoulders now undressed down to the color of the heat they feel, in lying close, their legs a strong disturbing of the dust. His own where, own place for loving made for making love, the cemetary where nobody guard the dead." Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story II-C Alice, fifteen and the daughter of a college pro- fessor, tells her story to a diary of becoming involved with drugs. She runs away from home, becomes acquainted with many aspects of sex and eventually seeks help from drug addiction in a hospital. The plans she once had for a normal life are shattered when her unshakable drug hab- it leads to her death. A strong reliance upon drugs may prevent one from develOping trust and true affection with one's friends. "Last night was the night, friend! I finally smoked pot and it was even greater than I expected! Last night after work, Chris fixed me up with a college friend of hers who knew I'd been on acid, etc., but who wanted to turn me on to hash. I remember why they were getting high when they had just set us out on this wonderful low, and it wasn't until later I realized that the dirty-son- Of-bitches had taken turns raping us and treating us sadistically and brutally. That had been their 302 planned strategy all along, the low-class shit eaters." Response II—C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: II-A: II-B: II-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: II-A: II-B: II-C: Story III-A Summary: Harry's lack of communication with his young parents force him to accept the warm overtures of another lonely person, an elderly 72 year- old lady named Amelia. She lives in a condemmed building, eats pigeons and panhandles from strangers. But a trusting and deeply confiding friendship helps each to openly reach each other in humanistic measures. Theme: Quote: 303 Age is not determining factor to the establishment of building a mutually satisfying interpersonal relationship. "I've ruined it for you, haven't I?" Amelia said after a minute. "You were an ordinary screwed-up young man with more than your share of family problems, dull though they may seem to me, when you met me. I'm sorry." "Stop it, Amelia." "Don't speak to your elder that way,‘ she said. She finished her tea. "I'm a bum, Harry. A good and honorable bum. Bums don't have anything to do with lives like yours. Got it?" Harry walked around Amelia's place. She tossed aside the towels covering her head and started to pull at her hair. Whatever was left of the bun that she kept at her neck disappeared. Her hair fell to her shoulders and down her back. "I've got a feeling," she said, "that Miss America I ain't." "If you're OK," Harry said, "I guess that I'll go to school." "I'm fine." "I'll see you,‘ Harry said. "Harry, come here." Amelia got off the matress and stood next to it. Harry went to Amelia. She put her arms around him, and he put his around her. They stayed close for a minute, and another minute, and longer. Harry could feel Amelia crying, as he cried, too. Eventually the weaving of their bodies stopped and the tears that covered their faces dried. They waited for a while before letting go of each other. "Leave the keys," Amelia said as Harry was going, "OK? ll "OK," he answered. Response III-A: Summary: Theme: Quote: Response III-B: Summary: 304 Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-B Neil Comstock, a sensitive boy, befriends mentally retarded Alan Harper, better known as "Dummy". In trying to help Alan adjust to a world of hostile children and adults, Neil learns of the emotional stress that one must endure when coping with humanity and retardation. To offer compassion and concern for less fortunate persons, it is sometimes necessary to reject the prevailing values of family and society. "I decided there were worse things than being poor. Not being able to talk or say what you wanted to say, for instance. Not being able to even think of what you wanted to say. That was another. Nor to understand what people were saying to you. Being helpless when they teased or took advantage of you. Feeling dumb and stupid and unable to do anything about it. Feeling not wanted or even liked." Children Should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Story III-C In order to pass the boarding school entrance exams Charles who is fourteen and fatherless, seeks the tutoring of McLeod, 47 and a retired teacher. McLeod has been disfigured in an automobile acci- dent and is considered the recluse of the summer resort area. A mutually meaningful relationship between Charles and McLeod, based upon admiration, respect, and understanding develops into a final scene of homosexuality and death. 305 Theme: Warm and personally satisfying friendships are possible between persons of different ages and life-styles when cultural limitations are trans- cended. Quote: "Except for Joey I'd never had a friend, and he was my friend; I'd never really, except for a shadowy memory, had a father, and he was my father; I'd never known an adult I could communicate with or trust, and I communicated with him all the time, whether I was actually talking to him or not. And I trusted him, which doesn't mean to say that he ever let me get away with anything, and he didn't like excuses as to why I didn't do something right." Response III-C: Children should read such a story as this. Strongly approve ; Approve ; Indifferent ; Disapprove ; Strongly disapprove . (why) Open-ended response: If you checked "strongly disapproved" for any of the above excerpts complete the following questions. What would you do if a child has willfully chosen a book from the library collection that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has recommended a book that you strongly disapprove: III-A: III-B: III-C: What would you do if a child's teacher has required the reading of a book that you strongly disapprove: III-A: III-B: III-C: ****************************‘k******************************** 306 Has a citizen ever made a complaint about a book(s) read by an adolescent (aged 12-15) that deals with personal relation- ships among peers or non-peers because of a reference to, or a description of a sexual act? Yes No If yes, briefly explain when the compleint occured, the title(s) involved; who initiated the complaint; and how the problem was resolved. APPENDIX D CONTENT ANALYSIS FORM 307 APPENDIX D CONTENT ANALYSIS FORM Author: Title: Publisher: Main character; story told from whose viewpoint: Girl ; Boy ; non-peer . Age . Interpersonal relationships existing between main characters as members of: Same sex ; Opposite sex_____; Non-peer relations . Intensity classification of meaningful interpersonal relationships: Admiration/trust (a friendly warm attachment) Love/affection (an Object of devotion) Sex act (consumating in copulation) Identify a deviation of interpersonal relationships that differ from the accepted norms Of society: Probable censorious aspects of junior novels identified: Language (profanity, vulgarity, obscenity) Sexual intercourse (heterosexual, homosexual) Drugs, liquor Runaway Communal living Anti-religious Anti-government (democratic/free enterprise) Violence Cruelty Other 308