Imagine walking through a library with the lights off. Notice the cobwebs and dust that coat books, the dim lighting, and the chains and bars which act as barriers between you and the stacks of novels, plays, and poetry anthologies. The analogy could be used to describe the world of literature, censored, to teenagers. Teens are growing individuals, slowly but surely reaching adulthood, so they should not be shielded from reality, but educated about it before truly entering as men and women. While parents hesitate to allow their children to make their own decision, teens should be given the right to read whatever they choose, so they can develop an enjoyment of reading and knowledge of the world around them.

Many topics discussed in modern literature are thought to be inappropriate for the minds of teenagers. It is felt that, since parents cannot constantly supervise their children, the books teens read must be void of content such as violence, racism and homosexuality. These controversial topics could potentially influence their children in a negative way. Hence, the idea of sheltering teens from books which address heavy topics and important issues is shared by many. The truth, however, is that students need to be exposed to serious subjects in a safe environment (such as their English classroom) so they will be well- prepared to cope with those issues in real life.

The “haven” provided by an English class is the ideal environment in which to learn life- lessons and basic knowledge surrounding current events and ideas. The responsibility to expose students to new, exciting and thought- provoking topics is invested in their English teachers. Therefore they must provide adequate information to students who will then be able to form their own opinions. The most effective way through which teachers do this is books. Books suggest ideas, teachers develop them, and students learn and interact with one another and the teacher to fully develop an

understanding of the content. Since they attain this knowledge at a young age, teenagers will not be shocked when they encounter these situations and concepts in “the real world”. Censoring books used by English teachers will mean withholding relevant information from students, thereby inhibiting their ability to adequately teach them about life issues that may affect them in the near future.

The second major responsibility a teacher has is to instill a love of reading and the English language in their students. By allowing students to select the type of book they wish to read, students will develop their own taste in literature, and hopefully open their minds to exploring other genres. On the other hand, if students are obliged to read specific kinds of books, they may develop an aversion to reading as a whole, because it will be associated with the negative feeling of being forced to study books which do not interest or benefit them in any way. Teenagers need to explore who they are as individuals, and making their own choices should be part of this process.

Students should have choice in what they read, and teachers have the responsibility to enforce this right. By refraining from censoring books, teenagers will be able to develop knowledge of current events and learn to enjoy reading. While parents are hesitant to allow their children to read books on controversial topics, they need to recognize that it is essential that teens learn about various cultures, ideas and issues in order to grow as individuals and develop confidence in coping with reality.