The genre of historical fiction teaches the reader through plot, dialogue,
and characterization. In the contraversial novel, Adventrues of Huckelberry
Finn, Mark Twain reaches the reader in just that way. All three of
these elements come together to reveal the truth about a time and place
in our history. Therefore, it is appropriate to use Huckelberry Finn
in a classroom setting for both literary and historical information.
This novel, although prevelant in today’s classrooms, has caused
many disputes in the past years. One advocate against allowing Huck
Finn into our schools is John Wallace, author of the article “The Case
Against Huck Finn.” Wallace labels the book as the “most grotesque
example of racist trash ever written” (16). He applauds the schools
who have banned the novel from their libraries and reading lists, and pressures
more to follow in their shoes, claiming that Huck Finn “does nothing to
enhance racial harmony” (20). In fact, Wallace claims that Huck Finn
is partially responsible for the racism and discrimination found in students,
and it in itself actually helps to maintain the hierarchy of race.
However, his argument is overshadowed by his assumption that it is too
much work for teachers to have to plan and take responsibility for the
students understanding of the novel in both it’s historical and social
aspects. In his opinion, this will require teachers to take into
account the “age and maturity of the students, their ability to comprehend
abstract concepts, and the methodology of presentation,” and goes on to
say that “any material that requires such conditions could be dangerous
racist propaganda…” (20). However, I feel that any and all material
taught in a classroom needs to be evaluated at such an extent. If
Wallace does not feel that teachers are capable of doing this, his concerns
should be about the teachers of this country, not Huck Finn.
Another article, “Huckleberry Finn as Idol and Target,” by Jonathan
Arac, battles assumptions about the novel Adventures of Huckleberry Finn.
Arac quotes a writer for Teaching Tolerance as saying that by removing
Huck Finn in the classrooms, students will not “get to see how Huck comes
to regard the runaway slave, Jim, as a real person” (11). This is
a good point, but the writer is missing a whole different aspect of the
book that is much more powerful than Huck’s growth. This aspect is
racism and its place in both our past and present. The book, if taught
correctly, will teach children about the African American place in our
history, which is not taught enough in our schools. Even Arac states
that the book is linked to a key point in our nation’s history (7).
The social hierarchy that prevails throughout this novel cannot be understood
unless the time period in which it takes place is clearly taught first.
If taught successfully, the book is “a weapon in the battle against racism
that we can’t afford to take out of our classrooms” (10).
Perhaps the most thorough opinion of the novel comes from writer
Toni Morrison. In her essay, she lays out her feelings about the
book after reading it numerous times; each time with a different insight.
She agrees that any censorship of this book would occur to please parents,
not to benefit children. Morrison also claims that her discomfort
in reading it in her childhood would have been satisfied if “a serious
comprehensive discussion of the term (nigger) by an intelligent teacher
certainly would have benefited my eighth-grade class and would have spared
all of us some grief” (XXXII). Even she, an African American herself,
feels that in order to teach the book a lesson on the history and dialect
is necessary.
These three articles show different viewpoints on The Adventures
of Huckleberry Finn, yet share between them a realization that the novel
is an American classic. It’s place in a person’s education cannot
be left vacant; although, it needs to be taught effectively. By using
the novel as both a historical and a literary tool, success in educating
students in a new framework is met.
A more efficient education on the history of the novel will enhance,
rather than limit, a student’s understanding. Obviously, the students
need to be of an age where they can comprehend the social stigmatisms drawn
from the book; this age should be high-school or older. By addressing
the inhuman treatment of African Americans at this time before students
even began to read this book, an enlightened understanding will be rooted.
Throughout Huckleberry Finn examples of this treatment is expressed, which,
if pointed out, will enhance the interest of the learners. For example,
on page 44, pap expresses his anger at the fact that black people can vote:
“…what is this country a-coming too?….but when they told me there was a
State in this country where they’d let a nigger vote, I drawed out.
I says I’ll never vote agin.” This emotion expresses not only the
sterotype of African Americans as incompetent, but also reinforces the
time period of the story. This stigmatism of blacks as uneducated
is again shown when Huck states, “he was most always right: he had an uncommon
level head, for a nigger” (75). Blacks are further shown to be greedy
and selfish when Huck again slams them, claiming “give a nigger an inch
and he’ll take an ell” (91).
Not only does Mark Twain make it clear that African Americans were
thought of as less than human, he also proves that they were in fact non-human,
unimportant items. For example, Huck proclaims, “…the only nigger
I had in the world, and the only property,” after learning that Jim had
been sold (170). Even Huck, the so-called hero and savior of a slave,
cannot be clear of this assumption. Huck again shows his conscience
when asked, by Aunt Sally, if anyone was hurt when there was an accident
on his boat and he anwsers, “no’m. Killed a nigger” (173).
This shows that inside even the youngest, most innocent person is the subconscious
feeling of racism. These issues cannont be dismissed as merely characteristics
of the novel, instead they need to be addressed and placed into the social
atmosphere of the time. By highlighting these now unacceptable codes
of behavior, compassion and understanding will be aroused. Wallace
asserts that by teaching Huck Finn “Americans insist on preserving our
racist heritage” (Wallace 23). This assumption, however, is far from
true. By not teaching about the past, how can we possibly expect
not to repeat it? The Adventures of Huckleberry Finn educates our
students on a past; a past that we, as Americans, have promised never to
return to.
Huckleberry Finn’s growth throughout the novel is also a theme that
cannot go unattended. Many studnets can identify with the lonliness
he first illustrates on page 30; “I felt so lonesome I most wished I was
dead.” His stuggle against good versus evil begins soon after, when
Jim confides in him that he ran away and Huck promises to keep quiet: “
People would call me a low down abolitionist and despise me for keeping
mum-but that don’t make no difference” (54). This promise marks the
beginning of a long journey for Huck, not only to find Jim’s freedom, but
to find his own. Along the way Huck comes to a realization that is
against the bounds of social conformity; he begins to see Jim as a real
person. At one point he states, “…and I do believe he cared just
as much for his people as white folks do for their’n” (133), and at another,
“I knowed he was white inside” (206). He later deceides that to free
Jim is to loose his soul, and he is ready for that: “All right, then, I’ll
go the hell” he declairs, after weighing his options (168). His freedom
comes from knowing in his heart that he is doing right, even if it is wrong
to others. As Arac states in his article, Huck’s growth “convey(s)
a morality of the ‘uncoerced self’ against the ‘social conformity’ satirized
throughout” (Arac 7). This theme symbolizes the stuggle many high
school students come under in finding their own selves, and when explained
can help them understand it.
In conclusion, Mark Twain’s novel the Adventures of Huckleberry Finn,
is a unique and valuable resource for teaching students about history and
literature. The experiences that the main characters are involved
in relay a message of both oppression and social conformity. When
taught correctly, these messages will bring a greater understanding of
the past to learners. Although, if left ignored will continue to
cause many controversial issues. Adventures of Huckleberry Finn holds
too many matters and themes to simply be left in the hands of inexperienced
students. Teachers need to take their classrooms back to the time
when this book was published, and make the students aware of the social
atmosphere of this time. Only when the novel’s history is firmly
rooted and understood can it truly be apperciated and successful.
Adventures of Huckleberry Finn:
A Journey Through Life, A Journey Into History
Jillyan Scarborough
American Literature II
Feburary 2, 2000