145 lines
7.8 KiB
Plaintext
145 lines
7.8 KiB
Plaintext
ÜÜÜÜÜÜÜÜÜÜÜÜÜ ÜÜÜ ÜÜÜÜ
|
|
ÜÛÛÛÛÛÛÛÛßÛßßßßßÛÛÜ ÜÜßßßßÜÜÜÜ ÜÛÜ ÜÛÛÛÛÛÛÛÛÜÜÜÜÜÛßß ßÛÛ
|
|
ßÛÛÛÛÛÛÛÛÛÛÛÛÛÛÜ ßÛÛ ÜÛÛÛÜÛÛÜÜÜ ßÛÛÛÛÜ ßÛÛÛÛÛÛÛÜÛÛÜÜÜÛÛÝ Ûß
|
|
ßßßÛÛÛÛÛÛÛÛÛÛÜ ÞÝ ÛÛÛÛÛÛÛÛÛÛÛßßÛÜÞÛÛÛ ÛÛÛÛÛÜ ßßÛÛÛÞß
|
|
Mo.iMP ÜÛÛÜ ßÛÛÛÛÛÛÛÝÛ ÞÛÛÛÛÛÛÛÛÛ ÞÛÛÛÛ ÞÛÛÛÛÛÝ ßÛß
|
|
ÜÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛÝ ÛÛÛ ÛÛÛÛÛÛ
|
|
ÜÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛ ÞÛÛÛÛÛÛÛÛ ß ÞÛÛÛÛÛÛÜ ÜÛ
|
|
ÜÛÛÛÛÛÛÛÝ ÛÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÞÛÛÛÛÛÛÛÛÛß
|
|
ÜÛßÛÛÛÛÛÛ ÜÜ ÛÛÛÛÛÛÛÛÝ ÛÛÞÛÛÛÛÛÝ ÞÛÛÛÛÛÛßß
|
|
ÜÛßÛÛÛÛÛÛÜÛÛÛÛÜÞÛÛÛÛÛÛÛÛ ÞÛ ßÛÛÛÛÛ Ü ÛÝÛÛÛÛÛ Ü
|
|
ÜÛ ÞÛÛÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛ ßÛÜ ßÛÛÛÜÜ ÜÜÛÛÛß ÞÛ ÞÛÛÛÝ ÜÜÛÛ
|
|
ÛÛ ÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛÛÜ ßÛÜ ßßÛÛÛÛÛÛÛÛÛß ÜÜÜß ÛÛÛÛÜÜÜÜÜÜÜÛÛÛÛÛß
|
|
ßÛÜ ÜÛÛÛß ßÛÛÛÛÛÛÛÛÛÛÜ ßßÜÜ ßßÜÛÛßß ßÛÛÜ ßßßÛßÛÛÛÛÛÛÛßß
|
|
ßßßßß ßßÛÛß ßßßßß ßßßßßßßßßßßßß
|
|
ARRoGANT CoURiERS WiTH ESSaYS
|
|
|
|
Grade Level: Type of Work Subject/Topic is on:
|
|
[ ]6-8 [ ]Class Notes [Essay on Censorship ]
|
|
[ ]9-10 [ ]Cliff Notes [ ]
|
|
[x]11-12 [x]Essay/Report [ ]
|
|
[ ]College [ ]Misc [ ]
|
|
|
|
Dizzed: 10/94 # of Words:947 School: ? State: ?
|
|
ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>Chop Here>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ
|
|
Censorship!?!
|
|
|
|
The freedom to read is essential to the democratic way of life. But
|
|
today, that freedom is under attack. Private groups and public authorities
|
|
everywhere are working to remove both books and periodicals from sale, to
|
|
exclude certain books from public schools, to censor and silence magazines
|
|
and newspapers, and to limit "controversial" books and periodicals to the
|
|
general public. The suppression of reading materials is suppression of
|
|
creative thought. Books and periodicals are not the only ones being
|
|
suppressed by pressures to the political and social systems. They are also
|
|
being brought against the educational system, films, radio, television, and
|
|
against the graphic and theatre arts. However or whenever these attacks
|
|
occur, they usually fall at least one of the following categories:
|
|
|
|
|
|
Religion
|
|
War & Peace (Violence)
|
|
Sociology & Race
|
|
Language
|
|
Drugs
|
|
Sex
|
|
Inappropriate Adolescent Behaviour
|
|
|
|
|
|
What is Obscenity? Clearly something hard to talk about
|
|
constructively. "Obscenity" is difficult to discuss honestly. After all,
|
|
what makes a thing obscene? It is Something too vague perhaps to be
|
|
defined. It's an elusive term we use, but can't explain. Different people
|
|
often see things differently. Some see obscenity in nude pictures, statues,
|
|
paintings, etc. While others find less obscenity in these things. All the
|
|
same, "obscene" isn't the same as "wrong" or "bad". Clearly obscenity is
|
|
not identical with evil. It only covers a single segment of it. But what is
|
|
that segment? A look at the words "obscenity" and "pornography" suggests
|
|
that it is a segment that didn't worry people very much till relatively
|
|
recently.
|
|
|
|
Though censorship was known in english law quite early on, it wasn't
|
|
for obscenity but for heresy and sedition."Undue" exploitation of sex" is
|
|
what criminal law in Canada prohibits. This is how criminal law defines
|
|
obscenity. But it is rather vague. It doesn't differentiate between
|
|
"ordinary obscenity" and "hard-core pornography." The first denoting the
|
|
ordinary run of "girlie magazines and the second denoting pictures ,
|
|
literature and so on that deal with rape, sadism, masochism, bestiality,
|
|
necrophilia and other perversions. People tend to object far more to
|
|
"hard-core pornography." Another distinction unfortunately overlooked by
|
|
our criminal law is the distinction between isolated instances of obscenity
|
|
and the products of vast commercial enterprise.
|
|
|
|
There has been an increasing trend towards children's literature that
|
|
reflects a more realistic approach to the life both fiction and
|
|
non-fiction, with subjects that include sex, homosexuality, divorce, child
|
|
abuse, drugs, violence, etc. And they are these realistic books that have
|
|
people outraged. In school libraries, the most frequent complaints come
|
|
from parents about the school's selections. And in public libraries,
|
|
parents were once again the single greatest source of challenges to
|
|
materials.
|
|
|
|
The world is filled with "obscene" things. And it would seem that
|
|
those parents are just trying to protect their children from the outside
|
|
world. But does it really help? These day, an average elementary school
|
|
student knows many things. They are influenced by a wide range of sources,
|
|
from television and other forms of media, their environment at home and
|
|
school, their personality and their background. Why they read does not
|
|
necessarily mean that they will follow. Literature is a valued source of
|
|
knowledge for these children, and should not be held back. So rather than
|
|
applying full censorship, it should be made an age-related censorship. Many
|
|
of the complaints that were issued were of the immaturity of the readers.
|
|
And younger children should be prevented from borrowing material intended
|
|
for an older age group. Controversial materials should still be held either
|
|
in reserve stock, available on request, or under a section for parents and
|
|
teachers who can decide for themselves whether the material is suitable or
|
|
not.
|
|
|
|
Our would is not perfect. We are a world filled with violence, sex,
|
|
racism, etc. Certain literature like "hard-core pornography" should be
|
|
censored to the general public. These types of "explicit sex" truly have no
|
|
meaning. They degrade the human race by increasing physical, mental and
|
|
sexual abuse against women, animals, and sometimes against men. These
|
|
inhuman treatments should not be shown to prevent other potential people
|
|
from "experimenting" these acts of disgust. "Ordinary obscenity" should be
|
|
censored closely, but with an objective view. They may also cause an
|
|
increase in the violence against women, so they must be reduced and kept
|
|
out of reach of the immature readers. To make a tree grow correctly, you
|
|
must start caring from the very beginning. You must not block its
|
|
nutrients, water nor sunlight, but allow it to move around a bit. We have a
|
|
governing social system that mainly frowns upon the violence against women.
|
|
There should indeed be access to most types of literature, but in varying
|
|
degrees of freedom, determined not by censorship, but by controlled access.
|
|
Parents are trying to protect their children from the harsh realities of
|
|
life, but are they really helping, or hindering?
|
|
|
|
|
|
Bibliography
|
|
|
|
|
|
|
|
|
|
The Censorship Iceberg: The results of a survey of challenges in
|
|
school and public libraries. By Dr. David Jenkins. School Libraries
|
|
in Canada. Fall, 1985. v.6 n.1 p19-22
|
|
|
|
Sanitized textbooks reflect a pious paradise that never was. By
|
|
June Callwood. The Globe and Mail. March 18, 1987. pA2-A3
|
|
|
|
Suffer the little children. By Janet Collins. Books in Canada.
|
|
October 1991. v.20 n.7 p25-27
|
|
|
|
Court bans 'humanist' books from Alabama public schools. By Robin
|
|
Toner. The Globe and Mail. March 5, 1987. pA10
|
|
|
|
Censorship in the children's library. By Rupert Colley. The Junior
|
|
Bookshelf. June 1990. v.54 n.3 p121-123
|
|
|
|
Censorship News. Spring 1985. n20
|
|
|
|
Limits of criminal law - obscenity: a test case. By The Law Reform
|
|
Commission: working paper no. 10. p7-9
|
|
|
|
Censorship: stopping the book banners. By the book and periodical
|
|
development council. August 1988. p1-17
|