Lessons from the Color Purple

 Shared with the Unitarian Universalists of Coastal Georgia on February 4, 2024.

 

What a wonderful book by Alice Walker! 

I loved the book when I first read it many, many years ago.  Then I also loved the movie starring Whoopi Goldberg as the main character – Celie – and so often that is not the case when one has read a book first.  But it was SO well down.  And more recently – I really loved the musical as well.  I did not see the Broadway Play – but I’m assuming the movie musical was based on that – so I would have loved it, too!  Yet – The Color Purple keeps showing up on Banned Books list – which is no surprise, because many of my favorite books are on these lists.

Today’s message is going to be twofold.  First, I want to explore the theology that underpins this work – and how the main character – Celie – changes her theology from thinking of the divine as the old white man in the sky to something very different, just as I did and maybe you as well.  And second – I will share some other lessons that this book teaches us all.  

Part One - The Theology

As you may remember, Alice Walker tells this story as a series of journal entries and letters written by Celie.  The first ones are all addressed to God. Then to her sister, Nellie, who is living in Africa with missionaries, then at the end – to God again, but a different God of her understanding.  In fact, she addresses it:  "Dear God. Dear stars, dear trees, dear sky, dear peoples. Dear Everything. Dear God."

Celie was introduced to thinking of God in a different way by a flamboyant blues singer – and Celie’s lover, Shug Avery.  I’m going to share this with you by reading that portion of the book – because it’s so beautiful and poignant.  These are Celie’s words – sharing about a conversation she had with Shug. (Note to reader:  Shug’s words are in italics and were shared with a different voice.)

Celie and Shug from 1985 film

“Here's the thing, say Shug. The thing I believe. God is inside you and inside everybody else. You come into the world with God. But only them that search for it inside find it. And sometimes it just manifest itself even if you not looking, or don't know what you looking for. Trouble do it for most folks, I think. Sorrow, lord. Feeling like shit.

It? I ast.

Yeah, It. God ain't a he or a she, but a It.

But what do it look like? I ast.

Don't look like nothing, she say. It ain't a picture show. It ain't something you can look at apart from anything else, including yourself. I believe God is everything, say Shug. Everything that is or ever was or ever will be. And when you can feel that, and be happy to feel that, you've found It.

Shug a beautiful something, let me tell you. She frown a little, look out cross the yard, lean back in her chair, look like a big rose. She say, My first step from the old white man was trees. Then air. Then birds. Then other people. But one day when I was sitting quiet and feeling like a motherless child, which I was, it come to me: that feeling of being part of everything, not separate at all. I knew that if I cut a tree, my arm would bleed. And I laughed and I cried and I run all around the house. I knew just what it was. In fact, when it happen, you can't miss it. It sort of like you know what, she say, grinning and rubbing high up on my thigh.

Shug! I say.

Oh, she say. God love all them feelings. That's some of the best stuff God did. And when you know God loves 'em you enjoys 'em a lot more. You can just relax, go with everything that's going, and praise God by liking what you like.

God don't think it dirty? I ast.

Naw, she say. God made it. Listen, God love everything you love? and a mess of stuff you don't. But more than anything else, God love admiration.

You saying God vain? I ast.

Naw, she say. Not vain, just wanting to share a good thing. I think it pisses God off if you walk by the color purple in a field somewhere and don't notice it.

What it do when it pissed off? I ast.

Oh, it make something else. People think pleasing God is all God care about. But any fool living in the world can see it always trying to please us back.

Yeah? I say.

Yeah, she say. It always making little surprises and springing them on us when us least expect.

You mean it want to be loved, just like the bible say.

Yes, Celie, she say. Everything want to be loved. Us sing and dance, make faces and give flower bouquets, trying to be loved. You ever notice that trees do everything to git attention we do, except walk?

Well, us talk and talk bout God, but I'm still adrift. Trying to chase that old white man out of my head. I been so busy thinking bout him I never truly notice nothing God make. Not a blade of corn (how it do that?) not the color purple (where it come from?). Not the little wildflowers. Nothing. Now that my eyes opening, I feels like a fool. Next to any little scrub of a bush in my yard, Mr. ____s evil sort of shrink. But not altogether. Still, it is like Shug say, You have to git man off your eyeball, before you can see anything a'tall.

Man corrupt everything, say Shug. He on your box of grits, in your head, and all over the radio. He try to make you think he everywhere.  Soon as you think he everywhere, you think he God. But he ain't. Whenever you trying to pray, and man plop himself on the other end of it, tell him to git lost, say Shug. Conjure up flowers, wind,water, a big rock.

But this hard work, let me tell you. (That man God) been there so long, he don't want to budge. He threaten lightening, floods and earthquakes. Us fight. I hardly pray at all. (And) Every time I conjure up a rock, I throw it.”

Shug’s theology – imparted to Celie – is similar to what many of us espouse, seeing the Divine – or God if you will – in nature. 

But there is more to explore in this book than just that understanding.  Author Dan Cushing sees this entire novel as a type of theological writing.  He states:

“At first glance, most readers would not recognize Alice Walker's novel The Color Purple as a typical example of theological writing. After all, theological truths are usually revealed in ancient, often puzzling manuscripts which are neatly packaged and interpreted for us by doctrinal experts. Even some Sunday sermons take on an impersonal and other-worldly irrelevance which is a long way removed from the everyday earth-iness of Walker's novel. But whether they have been exposed to theology in its strictest, formal sense or not, many readers will finish The Color Purple with the suspicion that they have somehow been exposed to a deeply theological experience.”

In fact, Cushing sees it’s theological underpinning as the basic theme and structure of The Color Purple.  He summarizes it in the following passage.

“The central character, Celie, enslaved in a kind of physical, emotional and spiritual bondage, is led gradually to freedom (redemption, as the theologians would say) by her exposure to-and her response to-a kind of divine teacher (a redeemer), Shug Avery. The essential similarity to the Jewish experience in the Hebrew Scriptures or the Christian experience in the New Testament is not insignificant. The parallels are strong enough and real enough to qualify The Color Purple as a re-telling (a personal experience) of the basic Judeo-Christian understanding of redemption-in this case from the perspective of one particular black woman. Even more, in a broader and more prophetic way, it translates that traditional understanding into an experience of redemption for women in general.”

I’m glad that this man can see that this is a story of liberation for women.  Although, the book certainly addresses issues of race and colonialism – especially in the correspondence with Celie’s sister Nettie when she is in Africa – I see the primary theme as the liberation and empowerment of women (perhaps because I was previously in a church – and yes- somewhat in a marriage – in which I felt trapped by patriarchy and misogyny.)  And the interesting part of this theological story is that when the women are liberated – it leads as well to the liberation of men who perhaps felt bound to certain gender expectations.  Indeed, even Celie’s husband Mister – becomes more loving as he adopts what his society would see as more domestic, feminine traits. 

Part 2 – Other Lessons from The Color Purple.

There are loads of possibilities.  I’m going to share just four of these lessons that stood out to me. 

Slide

Lesson 1:  Stand up for yourself and what’s right. Here are some examples.

Quote – from Celie to Nettie:  “Don’t let them run over you, you got to fight.” 

Nettie offers Celie some sisterly advice, when she comes to live with her and Mister. She tells her that she has to stand up yourself, and can’t let Mister or the kids run over her.  Of course, this results in Nettie being forced to leave – thrown off the property in a agonizing passage.  But she doesn’t give in to Mister’s advances. 

Another example is when Celie finally stands up for herself and shares with Mister as she is leaving him:

Here’s a clip from the most recent movie.

Quote:  “I’m poor, Black, I may even by ugly, but dear God, I’m here! I’m here!”

And there are many more as Celie, Sofia, Mary Agnes (also known as Squeak), and Nettie all come to more self-realization and gain strength and resilience from their experiences and each other.

Lessons like these from The Color Purple and other books have helped me to lift up my own voice for what is right – even when the consequences of loss of the love of so-called friends and even family were inevitable. 

Lesson 2:  Make connections with people who understand and support you.

This was especially demonstrated in The Color Purple as Celie begins to connect and support other women who were abused and trapped in oppressive situations.  These women found strength in their numbers and were able to overcome their fears – or at least move with resilience through them. 

Now some of them were already strong. 

And the quote that exemplifies this is “Hell-no” shared by Sofia to her would be abusive husband – and explained to Celie in the cornfield as she confronts her about being accepting of men beating their wives and she uses the same phrase with the white mayor who demands that she come be their maid. They beat her, arrest her, and force her to serve the mayor for 12 long years.  But she becomes a role model to the other women.  The “Hell-no” quote is turned into a song for the play and musical.  I’ll play a bit of that.

I really felt the power of this lesson of connecting with others when I traveled to Washington, DC in January of 2017 – and participated in The Women’s March the day after Trump was elected.   

 

The Power of that solidarity was mind-blowing.  And women in the smaller marches around the country felt it too and some began to organize more – even here in Glynn County – where Women’s Voices of Glynn County meets in out building and works together for progress locally and nationally.  This was an outgrowth of the need to continue after many of these women traveled to Fernindina for the march there.

The Clergy for Equity – of which I and some others here are members was formed after the murder of Ahmaud Arbery and other local groups formed as well to make connections and help each other as we fight for justice.

And of course – our gathering here and working together as Unitarian Universalists is an example that I will always cherish.  Connections are so very important.

Lesson #3 –  (audio) - “You can’t always get what you want, you can’t always get what you want, but if you try sometimes – you just might find, you get what you can.”

This is exemplified by many of the characters.  Here is Sofia as a old woman.  Now – she would have liked to have raised her own kids.  When she got back home after 12 years of basically forced slavery that she had to do for the mayor and his wife, she realized that her kids didn’t know who she was and she really didn’t know them.  But in her old age, she softened and made the best of things – loving folks and taking them in – even the Mayor’s daughter she had raised who ended up cooking for her.  Her hearts longing as a young woman didn’t work out – but she had learned a good lesson and said – (click) “I try to teach my heart not to want what it can’t have.”

Celie also had to learn this lesson.  Celie and Shug had a complicated relationship – and passionate, steamy romance (that doesn’t really show up in the films – you have to read the book).  Celie loves only Shug.  But Shug was not made for one romantic partner.  And just as Mister had to give Shug up to Celie – Celie had to give her up as well.  In the end – Celie and Mister had a relationship of sorts – not a marriage – and not sexual, but caring.  She loved him because he had loved Shug – and he softened and they shared stories – and she even taught him to sew.  Later Shug did come back.  And so did Nettie, her husband and children – and Celie learned that she may be old in years – but there could still be happy. She said (click)”I don’t think us feel old at all.  And us so happy.  Matter of fact, I think this the youngest us ever felt.” – You may not get what you want – But if you try sometime, I think you’ll find – you get what you can.

Lesson #4– Pay attention.  If we rush by too fast, we may miss the forlorn, the forgotten, the lonely, and that which needs our love and care.  Of course, we may also miss the beautiful! Pay attention.

This is most famously demonstrated in the book by Shug’s declaration to Celie that “I think it pisses God off if you walk by the color purple in a field and don’t notice it.”

I think Sofia, Shug, Celie, and even Mister Albert would have agreed in the end with Mary Oliver who wrote:

Text of poem

I don't know exactly what a prayer is.

I do know how to pay attention, how to fall down

into the grass, how to kneel down in the grass,

how to be idle and blessed, how to stroll through the fields,

which is what I have been doing all day.

Tell me, what else should I have done?

Doesn't everything die at last, and too soon?

Tell me, what is it you plan to do

with your one wild and precious life?

Amen and Blessed Be

Wisdom of the Wizards: Lessons from the Harry Potter Series and what J.K. Rowling should have Learned!

 

Rev. Jane Page

When Greg and I were in London earlier this year, we toured lots of places in and around the city.  For most of these, we went on our own – but for others we took professionally guided tours.   We skipped what seemed to be a very popular tour – “The Harry Potter Tour.”  Neither of us are huge Harry Potter fans, though I was required to read all the books while in Keith Kron’s seminary class on Children’s Literature.  If I had known that I would be doing this sermon, I would have signed up for the tour.  I regret that.  Maybe next time.

I have wondered why I did not gravitate towards these books when they first came out.  Well, the first one was published in the US in 1998.  That was the year of my divorce, and I was dealing with lots of transitions in my life.  In addition to this huge transition of being single for the first time in my life – (I married at 17), I was also in the midst of major decisions about my future - including my choice of a faith home, possible job transitions, and more.  The latest trend in reading literature for adolescents was not on my mind.  I didn’t think much about these books at all till Greg Brock started bringing his children over to my house.  Greg’s son Jimmy – and later his daughter Sarah – always seemed to be accompanied by a Harry Potter book.  This was in 2001 when the first Harry Potter movie was also released.  Now perhaps because I had these stepchildren and my grandson JD by that time – all enamored by fantasy and magical thinking – the light came on for me!  I went to see the movie and loved it.  And since the boy starring in the movie was a doppelganger for Jimmy Brock, I felt like Harry was in the house. 

But I still wasn’t a fan girl – and to be honest – I’m still not.  Must be something wrong with me.  But one doesn’t have to be a big fan to appreciate that the Harry Potter books changed the world and how young adult books are written, marketed, and more.  Before Harry Potter, many folks thought the YA market was diminishing.  In case you are not familiar with the category of YA – that stands for “Young Adult” – but it really means books written for people we would normally categorize as preteens and teenagers.  Before Harry Potter, publishers believed that children and adolescents would not read longer books – unless they were graphic comic book style novels.  Since the success of Harry Potter, the market for YA books has increased – perhaps because more adults have realized how good they are.  And the millennials who grew up with the Harry Potter series as well as Twilight and The Hunger Games and Divergent and all the rest that followed - are currently our biggest readers. Plus, these folks in their late 20’s to early 40’s are still big fans of young adult fiction, proudly participating in Cosplays and Cos-cons and more based on their favorite characters.

Since I’m not a huge fan, you may wonder why I’m preaching a sermon based on lessons from this series of books.  And the reason, of course, is because my sermon series is about lessons from banned books and Harry Potter shows up again and again on all those lists. These books have been challenged from the beginning, even with their extreme popularity. 

So first, I’ll address the primary reasons for the books being challenged or banned and then I’ll follow with some of the moral lessons we can learn from the series, followed by what I think J.K. Rowling should still learn from them. 

Constance Grady and Aja Romano, two members of the culture team for Vox Media, wrote an article about the series which included a good summarization of these challenges and bans.  They stated:

Part of what made Harry Potter such a literary phenomenon is that so many kids were reading the books despite an unprecedented number of attempts to get them to stop reading the books.

The Harry Potter series, like many works of fantasy, involves wizardry and witchcraft. The feeling that the books thus promoted the occult proved to be the basis for constant challenges to the series’ presence in school libraries and bookstores by concerned conservative parents. The books first topped the American Library Association’s list of the most banned books of the year in 1999, and remained in the top spot for most of the next decade.

In some regions, pressure to censor the series was so high it led to lawsuits: In 2003, a judge ordered an Arkansas school district that had removed the books from schools due to promotion of “the religion of witchcraft” to return them. Similar formal attempts at removal persisted into the latter half of the decade, and the books continue to rile up conservative religious leaders who warn of its “demonic” influence.  (I should add that in this recent rising tide of the religious right’s banning of books, Harry Potter books are always on the lists and the usual reasons given are related to witchcraft or the occult.)

But witchcraft wasn’t the only evil the books were accused of peddling. In 2007, after the series’ end, J.K. Rowling retroactively outed the powerful wizard Dumbledore as gay. The news prompted Christian scholars to declare the move “nonsense,” while queer fans were in turn angry that Rowling had done so little to make the queer subtext of Dumbledore’s character overt during the time he was actually being written (and alive). In recent years, Rowling has provoked controversy for her series’ lack of diversity, for denying queer sexuality of characters, and many, many more kerfuffles (including her more recent remarks which seem to be downright transphobic – and I’ll discuss these later.)

All this controversy speaks not only to concerns that Rowling’s work would negatively influence children, but to the reality that many of those children grew up to be arguably even more progressive than the books they grew up reading — which is, in a way, a confirmation of conservatives’ worst fears about the series. 

I think the real fear of conservatives is not witchcraft – but that children will grow up to be more inclusive, more progressive, more open to ideas that are different than what their parents may have believed to be true. 

What lessons ARE taught in these books?  First, let me share that I do not think J.K. Rowling wrote the books to be a sacred text of morals.  She wrote books that are entertaining AND that do present characters in all kinds of moral dilemmas, that are wrapped up with bows of fantasies, with good doses of magical thinking and thrills and chills -- but are similar in many ways to dilemmas that we all face in our lives. And Harry, Ron, Hermione and all the rest must figure out what is the right thing to do. 

Of course, I’m not the first person to look at the moral and ethical lessons of Harry Potter.  Some UU congregations (and maybe others) have used the books for Religious Education.  Indeed, instead of Vacation Bible School, some UU congregations invite the children and youth to Hogwarts for some summer instruction. 

For a more scholarly exploration of the topic, I read a book by Edmund M. Kern, who is an associate professor of history at Lawrence, University in Appleton, Wisconsin.  I wondered why a history professor was writing about morality in Harry Potter books, so I looked him up.  Since joining the history department at Lawrence in 1992, a staple of Kern’s teaching has been the popular course, Religion, Magic, and Witchcraft in Early Modern Europe. In the late 1990s, when students in that class began questioning him about a certain literary boy-wizard, Kern applied his scholarship in witchcraft and witch hunts in bringing a historic sensibility to the cultural phenomenon that is Harry Potter.  The book especially points out that Rowling’s uses medieval history at Hogwarts combined with a setting that could be placed as London in the 1990’s. 

I assumed his background was in philosophy, though, not history, because of all the connections he makes with the morals he sees in the Harry Potter books with the philosophical writings of those we identify as Stoics and Neo-Stoics.  Stoics emphasize that it is important to accept what is necessary (No use crying over spilt milk) without denying what is possible (wipe it up).  Harry Potter strikes the Stoic balance.  Kern notes that striking the balance is difficult because life is so full of uncertainties.  Kern’s book is full of examples from the Potter series and provides some heavier lifting than I have time to do in this sermon.  But he does try to show that Rowling develops an updated Stoic moral system in her books, a “contemporary neo-Stoic view,” if you will.  As in real life, context does matter in how Harry and his friends address their problems.  For example, they can realize the importance of rules generally, but sometimes see the need to break them.   (I will put this book with others in our Free Little Library of Banned Books.) 

I found one other UU sermon on the lessons we learn from Harry Potter books.  It’s called, “It’s our Choices, Harry…” by Chrissy Bushyager.  The title is taken, of course, from the words of wisdom provided by Dumbledore when he says, “It’s our choices, Harry, that show what we truly are, more than our abilities.”  Bushyager points to three nuggets of truth that UU’s can learn from: Listen to the outcasts, Love is Everything, and Community is Key.

And there are lots of blog posts and other articles with folks sharing lessons they have learned – but I don’t have time to share all of those. 

For my own analysis, I tried to see how our proposed shared values as identified by the Article two Study Commission are exemplified or not in the Harry Potter books.  And after doing all this other reading I thought – “I don’t have time to go through those books and find examples and such related to that.”  SO – folks, I used artificial intelligence.  And I figured it’s not cheating if you share that’s how you got it.  So here are how our seven shared values are exemplified in the Harry Potter series.

Equity

One of the main themes in the Harry Potter series is the treatment of different blood statuses in the wizarding world.  The concept of blood purity is a central conflict, as some wizards, such as the Malfoy family, believe that only those with pure wizarding blood are worthy of respect and power.  Other characters, including Hermione Granger and Lily Potter, challenge this belief and advocate for equity and acceptance of all individuals, regardless of their blood status.  The series also shows Dumbledore’s Army organizing a campaign to fight against the enslavement of house-elves and push for their emancipation.  Another theme that promotes equity in the Harry Potter series is the power of friendship and teamwork, especially when individuals have differing talents, skills, knowledge and more. 

Transformation

The series traces the personal growth of many characters, particularly Harry, Ron, and Hermione, as they face various challenges and obstacles throughout the books.  These characters undergo transformation and evolve from being naïve children to mature young adults, gaining new insights along the way.  For example, Ron learns to overcome his insecurities and face his fears, Hermione learns to balance her intelligence with her emotions, and Harry learns to cope with loss and take responsibility for his actions. 

Pluralism

The wizarding world depicted in the Harry Potter books is diverse and multicultural with characters from various ethnic and cultural backgrounds.  For example, the Patil twins are of Indian descent, while Cho Chang is Chinese descent.  This diversity is not only represented in the characters themselves, but also in their customs and traditions, such as the Yule Ball, which incorporates elements from different cultures.  The series also teaches the value of different talents and skills.  Hermione is praised for her intelligence and academic abilities, while others, like Harry and Ron, are recognized for their bravery and loyalty.  The series promotes tolerance and acceptance of differences, particularly through the character of Dumbledore, who advocates for respecting and protecting minority groups such as werewolves and giants.  The series also highlights the dangers of prejudice and intolerance, as seen in the conflict between the Death Eaters’ belief in pure-blood supremacy and the pluralistic values of Hogwarts.

Generosity

Many characters in the series demonstrate generosity by helping others without expecting anything in return.  They often put themselves at risk to help others, such as when Harry saves Ginny from the Chamber of Secrets or when he sacrifices himself to destroy the Horcrux inside him.  The series also stresses the need for giving back to others and supporting those in need.  Characters like Dumbledore and Molly Weasley demonstrate this by providing a home and support to those who are orphaned or have been abandoned, such as Harry and Hermione.  Whether it is through helping others, fostering friendships, or giving back to the community, the series encourages readers to be generous and selfless in their actions. 

Justice 

The main characters in the series demonstrate a strong commitment to justice by fighting against the forces of evil and standing up for what is right, even when it is difficult.  For example, Harry and his friends stand up against Lord Voldemort and his followers who promote pure-blood supremacy and seek to oppress those who are different from them.  Also, many magical creatures, such as house-elves and centaurs, are treated as inferior and discriminated against by certain characters.  However, the main characters challenge these prejudices and attempt to create a more just society.  The series also teaches that justice requires accountability for one’s actions.  Characters who act unjustly, such as Lucius Malfoy. face consequences in the form of imprisonment or loss of their position of power. 

Interdependence

The series emphasizes the importance of friendship and teamwork in overcoming obstacles.  Harry, Hermione, and Ron work together to solve problems and rely on each other’s strengths to accomplish their goals.  The series promotes the idea that no one can succeed on their own and that we all need support from others.  Characters in the series frequently rely on each other for emotional support, counsel, and encouragement.  

Love

Overall, the Harry Potter series emphasizes the importance of love and its many different forms, including sacrificial love, familial love, and romantic love.  By promoting the idea that love involves sacrifice, selflessness, and mutual respect, the series encourage readers to reflect on their own relationships and interactions with others, and to work towards building strong, supportive relationships based on love and respect. 

Now, I stated that I would also address what J.K. Rowling should learn from her own series.  I don’t want to be too hard on this author.  Most of the authors of books I love have said things that I found objectionable or even deplorable.  And I don’t have as much concern about her being more progressive and diverse in terms of issues related to sexuality and gender in her books – for they perhaps were written before she became more enlightened – and decided to release Dumbledore from the closet.  My concern is related to her more recent remarks and tweets made in 2020, seen as transphobic by many, for which she has not apologized and even doubled down on. I’ll leave it to you to read and determine your own thoughts on her opinion.  But I would ask her to look at the opposition to those at Hogwarts who were not accepted by some because they were muggle-born.  (For those who are not familiar with the series, all of us who are not in the wizarding world are muggles.)  Hermione may have been born as a muggle – but there was something that told her that she was not a muggle – that she was destined to be a witch.  And she was accepted into Hogwarts and excelled – often pulling others through with her excellent magical knowledge and skills.  She did not let the identification of her birth origin determine who she felt that she was.  Hermione may be muggle-born.  But she’s a witch.  And a transwoman may have been assigned as male at birth, but she’s a woman.   And she is welcome to be in the bathroom stall next to me. 

Amen and Blessed Be

 

 

Read Banned Books

Editor:

In support of the right to choose books freely for ourselves, the American Library Association and libraries across this nation are celebrating Banned Books Week, October 1-7, an annual recognition of our right to access books without censorship. Since its inception in 1982, Banned Books Week has reminded us that while not every book is intended for every reader, each of us has the right to decide for ourselves what to read.  Thanks to the wonderful libraries in my schools and in this community, I have been doing that my whole life.

When I was a preteen, I was old enough to walk from my home in Statesboro on Woodrow Avenue to the Statesboro Regional Library on South Main, a much smaller building than it is now, but in the same location.  I would check out all the books my arms would allow me to carry from the Young Adult section of the library.  I could usually carry seven or eight, unless one of them was a book like Gone with the Wind.  I’m not sure why I didn’t have a backpack or bookbag in the 50’s and early 60’s.  Most of us just carried our books in our arms.  Then every night and on the weekends, I would lose myself in these precious works with settings very unlike mid-century Statesboro.  Books from other time periods like To Kill a Mockingbird and Grapes of Wrath, and those from other cultures like The Good Earth helped me to connect and empathize with people in a different place and time.  And fantasy novels like A Wrinkle in Time encouraged my own imagination.  All of them helped nurture my growth and development.

I was also introduced to a lot of good literature in school.  I can remember Mrs. Marsh reading Shakespeare’s A Midsummer Night’s Dream every Friday afternoon in the 8th grade and being introduced by Mrs. Roach to Norse Mythology in the 9th Grade.  Of course, the schools had libraries as well and we were encouraged to check out the books or read them when we visited. 

I fear that our young folks today will not have these same opportunities. Reading is a foundational skill, critical to future learning and to exercising our democratic freedoms. Books are tools for understanding complex issues, and limiting young people's access to books does not protect them from these complex and challenging issues. Additionally, young people deserve to see themselves reflected in a library's books. 

Of course, the banning of books is as old as printed material itself, but there has been a huge increase in the last few years.  From July 2021 to June 2022, PEN America found 2,532 instances of individual books being banned, affecting 1,648 unique book titles. The bans occurred in 32 states, with Texas and Florida leading the nation, according to PEN America’s landmark 2022 Banned in the USA report.  Sadly, many of the books listed are books that target children, teens, and young adults.  Often the books that are banned are the very kind of books that helped us all see something bigger than our own families and hometowns when we were growing up.  The bans target books that highlight varying cultures, family structures, as well as different races and ethnic groups. Especially targeted in recent years are any books that help children and young adults understand more about LGBTQ+ folks. 

In addition to book banning, laws are being passed to narrow the curriculum and prohibit teachers from reading many books.  One teacher in Cobb County, Georgia was fired in 2023 for reading the book My Shadow is Purple last year to her 5th Grade class.  My Shadow is Purple by Scott Stuart is a lovely book for young children about being true to themselves.  So, this is a great book for letting non-binary children know that they aren't alone and for helping others to be more accepting.  The teacher contended that the new Georgia law is not specific enough for her to know what is not appropriate for her to read.  But she’s fired.  The message to other teachers is BEWARE!

Parents do have a right to guide their own children’s reading.  But they do not have the right to guide everyone else’s children’s reading.  A more appropriate thing for a parent to do would be to read the book themselves and discuss the reasons with their child why they did not agree with the book’s premise. 

Books that I read as a young person have also shown up on these banned books lists, many that we would consider classics.  But according to Georgia Law, if a single parent complains, it must be investigated.  And the decision about whether it remains on the shelves and/or part of the curriculum has been removed from professional media specialists and teachers and put into the hands of building administrators, who are more likely to bend to parental complaints.

It is the contention of the American Library Association and many other groups that removing and banning books from our libraries is a slippery slope to government censorship and the erosion of our country's commitment to freedom of expression. I implore your readers to reject any efforts to ban books and also to commit to reading some of these books themselves.  Hopefully, you can still check them out at our library!

Jane Altman Page

Statesboro