Send Huck Finn to College

Madison, Wis.

EVER since NewSouth Books announced it would publish a version of “The Adventures of Huckleberry Finn” with the “n-word” removed, reaction has split between traditionalists outraged at censorship and those who feel this might be a way to get teenagers, especially African-American boys, comfortable reading a literary classic. From a mother’s perspective, I think both sides are mistaken.

No parent who is raising a black teenager and trying to get him to read serious fiction for his high school English class would ever argue that “Huckleberry Finn” is not a greatly problematic work. But the remedy is not to replace “nigger” with alternative terms like “slave” (the latter word is already in the novel and has a different meaning from “nigger,” so that substitution just mucks up the prose — its meaning, its voice, its verisimilitude). The remedy is to refuse to teach this novel in high school and to wait until college — or even graduate school — where it can be put in proper context.

“Huckleberry Finn” is not an appropriate introduction to serious literature, and anyone who cannot see that has never tried putting an audio version of it on during a long car trip while an African-American teenager sits beside her and slowly, slowly slips on his noise-canceling earphones in order to listen to hip-hop.

The derogatory word is part of the problem, but not the entirety of it — hip-hop music uses the same word. Of course, the speakers are different in each case, and the worlds they are speaking of and from are very distant from one another. The listener can tell the difference in a second. The listener knows which voice is speaking to him and which is not getting remotely close.

No novel with the word “kike” or “bitch” spelled out 200 times could or should be separated — for purposes of irony or pedagogy — from the attitudes that produced those words. It’s also impossible that such a novel would be taught in a high school classroom. And if it were taught, student alienation might very well contribute to another breed of achievement gap.

“Huckleberry Finn” is suited to a college course in which Twain’s obsession with the 19th-century theater of American hucksterism — the wastrel West, the rapscallion South, the economic strays and escapees of a harsh new country — can be discussed in the context of Jim’s particular story (and Huck’s).

An African-American 10th grader, in someone’s near-sighted attempt to get him newly appreciative of novels, does not benefit by being taken back right then to a time when a young white boy slowly realizes, sort of, the humanity of a black man, realizes that that black man is more than chattel even if that black man is also full of illogic and stereotypical superstitions.

Huck Finn refers to himself as an idiot and still finds Jim more foolish than himself. Although Twain has compassion for the affectionate Jim, he has an interest in burlesque; although he is sensitive to Jim’s heartbreaking losses, he is always looking for comedy and repeatedly holds Jim up as a figure of howling fun, ridicule that is specific to his condition as a black man.

The young black American male of today, whose dignity in our public schools is not always preserved or made a priority, does not need at the start of his literary life to be immersed in an even more racist era by reading a celebrated text that exuberantly expresses everything crazy and wicked about that time — not if one’s goal is to get that teenager to like books. Huck’s voice is a complicated amalgam of idioms and perspectives and is not for the inexperienced contemporary reader.

There are other books more appropriate for an introduction to serious reading. (“To Kill a Mockingbird,” with its social-class caricatures and racially naïve narrator, is not one of them.) Sherman Alexie’s “Absolutely True Diary of a Part-Time Indian,” which vibrantly speaks to every teenager’s predicament when achievement in life is at odds with the demoralized condition of his peer group, is a welcoming book for boys. There must certainly be others and their titles should be shared. Teachers I meet everywhere are always asking, How can we get boys to read? And the answer is, simply, book by book.

One reader’s sensitivity always sets off someone else’s defensiveness. But what would be helpful are school administrators who will break with tradition and bring more flexibility, imagination and social purpose to our high school curriculums. College, where the students have more experience with racial attitudes and literature, can do as it pleases.

Lorrie Moore is the author, most recently, of the novel “A Gate at the Stairs.”