Harper Lee's To Kill a Mockingbird, and What It Isn't

What 'To Kill a Mockingbird' Isn't

Allen Barra writes a critique of "To Kill a Mockingbird" in the Wall Street Journal that is worth reading. We've been having discussions in our school on whether this 50-year old book is appropriate for 7th graders with its inclusion of viciously racist language (the "N" word) and moreover how we choose the cannon that is read at our school. It's an important conversation and a most difficult one. I think that we must recognize the value of tradition while respecting the evolving landscape of our countries, cities, and schools - finding the balance is incredibly challenging but is the real goal of these conversations.

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The article doesn't criticize TKM for being 'viciously racist' or inappropriate for 7th-graders, but for being filled with candy-coated stereotypes and platitudes. It ends by quoting Flannery O'Connor, who called it a children's book. So do you cite the essay because you disagree with it, or because anyone who dislikes the novel is OK with you? I'm confused.
— ericmacknight
Neither the article nor I were criticizing the book for being "viciously racist" but I was commenting on language in the book being "viciously racist." Does that make sense? I think that reading the book with a class could easily be racist if the teacher were not able to put the book into context for the students. Without context reading the book is indeed hostile to young people who may not have the proper understanding for the language used in the book. I would go further to argue that even with context it would be easy to miss the mindset a 12 year old when trying to intellectualize racism.
The reason I cited the article is because it gave a nice balance to the overwhelming number of articles I've seen praising the book, particularly of late with the anniversary. Perhaps the question of teaching about racism isn't necessary if the question of the book's literary value is being debated.
Thanks for your comment. What I've been looking for is a strong rationale for teaching the book, particularly with younger students.

— arvind s grover
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