My grade and high schools must have had libraries, but I have little memory of them. I certainly don’t remember any controversies surrounding what books they should or should not shelve. On the other hand, I have many memories of the Mead Public Library, the facility that served the entire town of 45,000. I went there obsessively. It was a two-story building with the adult section on the entrance floor and the children’s books upstairs.

I gave little thought to who or how it was decided what books were in the children’s library. The decision, no doubt, was made by the librarians as to what was age appropriate. Appropriateness, I would guess, had to do with reading ability. Third graders were not ready for War and Peace or Descartes. Such books would be in the adult section.

Now, however, books are kept from children not just because of vocabulary, complexity, or length. Instead, the books in many places are segregated because the subject is not considered age-appropriate or, as an Arkansas statute says, because the book will be “harmful” to the young reader or even because it may make a reader “uncomfortable.”

Take Heather Has Two Mommies by Lesléa Newman. It has been frequently removed from shelves for being age-inappropriate, but it is written with a simple vocabulary and structure with innocent, colorful illustrations. It is not age-inappropriate for first and second graders because it is too difficult to read. Instead, some adults insist it is age-inappropriate because of its subject matter. The book readily accepts as normal a same-sex relationship, although nothing in the book states that Heather’s mothers have sex. Is this age inappropriate? The answer should be no.

If children are asking about a topic, a book in age-appropriate language is not inappropriate. It is only natural for curious kids to wonder why they have a mother and father while another child has two mommies or only one parent or only a grandmother. Books written at a suitable language level about divorce, single motherhood, and untimely death are appropriate for kids who wonder about such things. The same is true for a family with two mothers or fathers. Heather has been banned not because young’uns are not inherently interested in the topic but because adults are uncomfortable with it.

Some book removers go further when books for kids deal more directly with sexuality. They maintain that the goal of the authors and librarians is to groom or indoctrinate children. If the fear is that schoolkids will be transformed into  gay or trans or nonbinary people, it’s just plain silly…worse, ignorant. On the other hand, these books introduce the concept that gay, lesbian, trans, nonbinary, and other queer folk should be accepted into the community, should be free from legal and societal discrimination, should be treated with the same respect as we treat others. (I recall there being something in the Bible about loving thy neighbor as thyself.) However, if that’s the kind of dangerous indoctrination the censors fear, they may be right.  

Attacking books because of their sexuality might mask broader concerns than just gay sex.  What comes to mind is what Masha Gessen wrote about Vladimir Putin in The Man Without a Face: The Unlikely Rise of Vladimir Putin. When Putin feels politically vulnerable, he launches anti-gay attacks. He has produced his own version of don’t-say-gay laws by enacting legislation that bans “homosexual propaganda.” Putin has also anticipated those loyal Americans who don’t want topics taught that might make school kids uncomfortable. Russia under Putin “protects” kids not merely by eliminating reference to homosexuality. He has also banned “any mention of death, violence, suicide, domestic abuse, unhappiness, and, really, life itself.” In putting in place these restrictions, Putin has said that he is defending “traditional values.” As far as I am aware, however, he has not said that he was promoting “family values.” When he is criticized, Putin has been a master at diverting that criticism by attacking gays.

When I hear concerns that books are in the library for purposes of  “indoctrinating” children, I think back to what I recall of my elementary school reading. I remember few of the books I consumed except for a series which I labeled in my mind the “orange biographies” because they all had orange bindings. Of appropriate length and vocabulary for a third grader, they were hero books with an emphasis on the childhoods of the likes of Thomas Edison or Andrew Jackson, but they also contained enough about the subject’s adulthoods for me to learn a bit of history. These books have stayed with me on some level, forming some of my background knowledge about various personages and historical eras. Looked at another way, however, they were books that indoctrinated.

Although the spouse remembers an orange biography about the first woman doctor, almost all were about men. Although there might have been biographies about Booker T. Washington or Washington Carver, almost all were about whites. They were about “great” white men with little, if any, suggestion that “ordinary” people did important things. They were all about Americans as if “foreigners” could not or did not contribute to a better world. The books were a subliminal indoctrination into the American myth that any American child (at least any white male) could become a great person—just work hard and live right and, perhaps, be a little adventurous. The subliminal corollary to this belief, however, is that if you or your parents have not become rich, are not powerful, or are not important, it is your or their fault. (David Maraniss reports in A Good American Family: The Red Scare and My Family that the playwright Arthur Miller thought Americans had the tendency to blame themselves for economic shortcomings and not the economic system. He theorizes that this proclivity to blame oneself prevented America from ever facing a real challenge to the economic system.)

So yes. Reading indoctrinates. By using a much less charged synonym, however, we also know that reading teaches. That is, of course, why education should present all sorts of information and all sorts of views to children. Presentation of only one viewpoint might be indoctrination; presenting more than that gives a child a true opportunity to learn.

(The fear by conservatives of indoctrination in our schools is not new, but the concern over subject matter has not remained constant. I found it amusing when I read that William “Big Bill” Thompson ran for Chicago mayor in the 1920s on an America First platform charging that the English monarchy was planting pro-British propaganda in the Chicago schools. Sarah Churchwell, “America First” in Kevin M. Kruse and Julian E. Zelizer, Myth America: Historians Take the Biggest Legends and Lies About Our Past.)

Concluded June 19