Cultural Skirmishes about Childhood: Banned Books Versus Classics

When my mother hinted that the books in the children’s section were too easy for me, it was time to find something in the adult section of the Manhattan Beach Public Library.  The authors’ names on the spines were unfamiliar, but “Wodehouse” on a top shelf looked interesting and I pulled down one of the misadventures of Bertie Wooster, complete with gaspers, cocktails, and morning-after cures.  I was allowed to check it out without incident. The next time I presented a book from the adult section to the checkout desk, Mrs. Brown was the supervisor and refused to let me have it until she cleared it with my mother, who coolly confirmed I had her permission. Mrs. Brown did not approve.  Now their  one-on-one confrontation over my reading selections sounds so quaint.

I am pretty sure that Mrs. Brown never had to implement a policy like the one now in effect at the Hamilton East Public Library in Indianapolis, where parents can ask that YA books they find sexually explicit be relocated in the adult section.   In last weekend’s Wall Street Journal, Daniel Lee looked at this “culture-war skirmish” in connection with the beloved Indianapolis writer John Green.  His acclaimed YA novels  Looking for Alaska and The Fault Is in Our Stars have been targeted for depicting teenagers struggling with class conflict, dysfunctional families, terminal illness, and chronic depression, who also chain-smoke, experiment with sex, binge-drink, and drive.  Green denounced  the move as “political theater of the lowest and most embarrassing order.”

Lee weighed in by comparing Green’s work with Penrod, the classic novel of Hoosier boyhood by Booth Tarkington.   Lee suggested that Penrod’s boyhood at the turn of the twentieth century was unmarked by any trauma more devastating than attendance at cotillions.  “He knew what bathroom to use, quips Lee, before continuing with:

Yes, some young people today are in terrible situations.  But it seems profoundly pessimistic—and ideologically loaded—to think most kids don’t live lives much like Penrod’s and worse, that they lack parents who are eager and competent to help when trouble comes.

Lee’s glib suggestions that yesterday’s classics still reflect the realities of young people’s lives did readers a disservice.  Yes, the characters in Penrod didn’t hook up, enjoy recreational chemicals in excess, or experience gender dysporia so superficially the novel looks more wholesome than Green’s Looking for Alaska.  Actually Penrod, a white middle-class eleven-year-old during the 1900s had something important in common with Green’s characters.  He was also left unsupervised to an extent unimaginable today and had no difficulty getting into serious trouble and with that freedom, he acted on ideas that made his mother worry that he was headed for the  penitentiary.   Certain families forbade their sons to associate with him. Adult tongues might wag at the Schofields’ inability to rein him in, but kids his age obviously took vicarious pleasure in his antics.  He could talk back to the teacher and manage temporarily to elude punishment with the claim he was exhausted from comforting his distraught aunt, staying with the Schofields to escape her drunken, abusive husband.  The tall tale was inspired by the silent film Penrod watched when he was supposed to be in Sunday school.

The cotillion episode, which Lee considered inoffensive, is a typical caper where Penrod acts on impulse for purely selfish reasons.  The day of the cotillion he discovers a basket of expired medicines, dentifrices, hair oil, condiments gone off, etc.put out in the stable to be hauled away with the trash.  After he and his friend Sam set up a drug store to fill prescriptions, pharmacist Sam mixes up some “small pox medicine” with the contents of the basket and part of a bottle of licorice water to make it look palatable.  Tester dog Duke can’t keep it down and the boys dream of administering a dose to Professor Bartlett, so the cotillion would be cancelled due to poisoning.  Instead their frenemy Maurice Levy saunters by (Maurice’s family is wealthier than either Sam or Penrod’s and the last name suggests that he is Jewish.)  Penrod decides on a desperate measure to take out Maurice, so he can squire the adored Marjorie Jones at the cotillion.  He will graciously transfer his partner Baby Rennsdale to Sam, whose fair lady has had to send regrets due to illness in the family.  Maurice is invited to drink as much licorice water as he can in one pull and the bottle of small pox medicine is substituted for the real one when he isn’t looking.   Maurice takes a deep breath and glugs it all down.  After a leisurely smoke, he heads home without exhibiting any ill effects to change for the dance.

Tarkington says nothing about how Penrod’s reputation was affected by his friendship with the Black brothers, Herman and Verman, who live in the nearby alley.  What strikes us now are the ambiguities of the power dynamics between the white boy and two “darkies.”  Verman suffers from ankyloglossia and his words have to be translated by his older brother Herman.  Herman is missing a forefinger, because his little brother chopped it off with an axe when told to as a joke. The boys’ father is in jail term for stabbing a man with a pitchfork.  Penrod finds Herman and Verman so fascinating that he immediately suggests to Sam the brothers could be the star attractions of a show to which the impresarios will charge admission.

Equally troubling  is the Rupe Collins episode.  An older white boy from the wrong side of town comes around to play, which means he bullies and tortures Penrod and Sam.  Verman whacks Rupe with a board to make him stop and gets called the N-word.  Herman tells Rupe to lay off his brothers and his friends, setting off a terrific fight, in which the rules of fair play are suspended, while Penrod and Sam watch on the sidelines. Verman opens hostilities by striking Rupe with a rake because in “his simple, direct, African way, he wished to kill his enemy…and to kill him as soon as possible.”  The brawl comes to an end when Herman grabs a scythe and threatens to cut out Rupe’s gizzard and eat it.  It was probably trash talk, but Penrod and Sam are too shaken by the brothers’ “unctuous merriment” after their victory to say thank you.

Daniel Lee’s pronouncement that Tarkington’s Penrod is a book written back in the good old days when children were still children sounds as if he relied on a Wikipedia plot summary instead of reading it.  Classic books should have a place alongside contemporary problem YA novels, but let’s not kid ourselves that they are a retreat into nostalgia, especially ones like Penrod, which belong to the all-American genre of novels about bad boys.  Growing up I reread Penrod multiple times and nobody tried to fool me into it was an anodyne story.  My mother assumed I was more than capable of realizing that emulating the boys (or girly girly Marjorie) would be ridiculous because Tarkington’s Indiana was a different time and place.

Looking at Penrod now made me wonder if critics took down Tarkington for crossing a line in the scenes between the white and black boys…  Were they transgressive by the standards then?  Were some children made uncomfortable or angry reading about them?  Now the lines are drawn in the sand at different places. George M. Johnson’s manifesto-memoir All Boys Aren’t Blue is notorious as an account of a young Black’s search for a meaningful, fulfilled life as a gay man.  What the book’s critics  are quick to point out that it includes a chapter about Johnson’s coming of age sexually, they neglect to note that the memoir is also a  loving tribute to the Black family that had his back while he was growing up painfully conscious of being different and unsure where he belonged.  (Penrod certainly doesn’t express comparable feelings about his long-suffering mother and sister.)  All Boys is worth reading just for the portrait of his Nana, with whom he was very close, or his memories of jumping Double Dutch with the girls, to mention just two passages. How many would-be censors and commentators actually take the time to read carefully the books they write about instead of cherry-picking from the contents?  One problematic passage shouldn’t be enough to damn a book: all authors deserve a chance to make their case with readers.  Regardless of when a book was written, it is probably more complex (and mixed) than its reputation: when a cultural commentator brings books front and center of cultural skirmishes, he or she owes the author and readers a considered opinion, not glib characterizations.

The King of Hide-and-Seek: A Chinese Picture Book about Mental Disability by Zhang Xiaoling and Pan Jian

The King of Hide-and-Seek [躲猫猫大王] / written by Zhang Xiaoling 张晓玲; illustrated by Pan Jian 潘坚. Jinan, China: Ming tian chu ban she, 2008. (Cotsen N-000732)

When I first came to the United States and lived in a campus town, I was struck by how often I encountered people in wheelchairs—maneuvering coolly on the street, wheeling onto buses that knelt gracefully before letting down a ramp, shopping in the store, and studying in classrooms and libraries. “Why is there a higher rate of disability in the US than in China?” I wondered for a moment before realizing my mistake. The accessibility-compliant public facilities and educational services in the university allowed more people with disabilities to carry on active, and visible, social and academic lives.

When I think back to the rural town in China where I grew up, I can recall hearing bits and pieces about children who were physically or mentally “different”—family members of a distant relative or of an acquaintance whom my parents knew. I hardly ever met those children, who might or might not have been hidden in the same manner as Ariana Dumbledore has been by her family in Godrics Hollow. When children with disabilities appear in Chinese literature and media, they fall into tropes. As Melissa A. Brzycki observed about Chinese children’s stories from the early 1970s, first, there is a scarcity of mental disabilities represented in them. Second, books that are primarily concerned with physical handicaps model how disabled children should be strong and how “normal kids” should extend kindness and support to them. Thirdly, people with disabilities who have made extraordinary achievements are portrayed as role models for the rest of the population to look up to and emulate. In stories published during the Cultural Revolution, Maoism is the spiritual source of strength for children, who overcome danger, fear, and disabilities to contribute to the revolution. Yet those empowering messages can be just as endangering for children with hero dreams. In several nonfiction accounts of real-life heroines, heathy young girls were maimed as a result of following the Communist slogan “Fear Neither Hardship nor Death,” thrusting themselves into perilous circumstances in order to protect communal property or save lives (Brzycki, “Fear”). These resolute girls came from a long line of self-sacrificial female figures, who, in feudal China, practiced the Confucian virtue of placing the interests of their fathers, husbands, and sons above their own; and, in Communist China, submitted themselves to Chairman Mao Zedong, to the Party, and to communes.

The King of Hide-and-Seek, unpaged.

Given the sobering history of representing disabilities in Chinese children’s materials, The King of Hide-and-Seek, a picture book published in 2008, is a refreshing take on the topic. Written by Zhang Xiaoling and illustrated by Pan Jian, the warm yet poignant story tells about a rural Chinese boy named Xiaoyong and his playmates. An unnamed girl, his neighbor and best friend, is the first-person narrator of the story. Xiaoyong lives with his grandfather, a fish seller who is out in the market all day, and the boy is often at home by himself. He and a bunch of preschoolers love to play hide-and-seek around the house, but he is terrible at the game and always the first one to be found.

One day, the girl comes up with a clever plan to help Xiaoyong, making sure that neither of them will become “it” and giving her just enough time to conceal the boy in ingenious spots. Xiaoyong’s happiness from winning the game for once is palpable. His playmates make a crown out of grass and twigs and call him “the King of Hide-and-Seek.” Left to his own devices, however, Xiaoyong is as easy to be found as ever.

One by one his playmates start school. For reasons unknown to the girl narrator, Xiaoyong doesn’t. He can’t help his grandfather in the market either, because he cannot tell one-yuan bank notes from ten-yuan ones. It is at the funeral of Xiaoyong’s grandfather that the girl overhears a comment on the boy, “This is a dim-witted child. Grandpa is dead and he doesn’t even know to cry.”

A few days later, a man who introduces himself as Xiaoyong’s father comes looking for the boy. Xiaoyong is supposed to leave the village with him, but is nowhere to be seen. The boy’s old playmates form a search party. They look around the house; they try the clever spots which have helped Xiaoyong win the game; they search all over the village, but can’t find him this time. Finally, someone suggests calling out the phrase that ends a hide-and-seek game, “Xiaoyong, come out, come out. I guess you win!” Slowly the boy emerges from the vegetable field where he has been hiding, “his eyes so puffed up that he could only squint through slits in the sunlight.” He leaves with his father, but not before casting a last look at his friends. Their parting chorus “Xiaoyong, you rock! You are the King of Hide-and-Seek!” brings a smile to his face once more.

Through the girl narrator’s innocent eye and nonjudgmental voice, it gradually dawns on an adult reader that her best friend likely has mental disabilities. Young readers, however, will first recognize Xiaoyong as a good-humored playmate and relate to his emotions—great joy at being crowned the king of hide-and-seek, quiet content at accompanying a good friend, loneliness and sorrow that he is unable to express with words. This is not a book about disabled angels or saintly helpers, but about irrevocable losses we all experience as we grow up—loss of friends, of family, of blissful unawareness of a challenging life, and of pure joy from the simplest offering. Zhang’s language is subtle, poetic, and rhythmic. Pan’s earthy yellow palette immerses us in a poverty-stricken Chinese village, the drabness of which is broken only by the bright faces of the laughing children.

Reference

Brzycki, Melissa A. “Fear Neither Hardship nor Death: Stories of Disabled Chinese Children in the Early 1970s.” Cotsen Children’s Library Blog. November 6, 2015.

Acknowledgment

Thanks go to Helen Wang, children’s literature translator, for her generous editing work of this post!