Meeting Mein Kampf

A young JC..

The Preamble of the United States Constitution cites several rationales for the creation of the document -- among the reasons: "[to] secure the blessings of liberty to ourselves and our posterity." Enter intellectual freedom. Under the first amendment of our beloved Constitution, Americans are granted not only the freedom to express their views (excluding slander and libel), but to read what they wish to read. In the context of libraries, specifically the public variety for the purposes of this essay, efforts made to thwart library patrons from reading and/or having access to certain material(s) is deemed as censorship -- a threat to intellectual freedom and the first amendment.

My fascination with intellectual freedom and censorship began not when I entered library school, but rather during the tumultuous years of my adolescence. It initially began as a pseudo-experiment in a suburban public library involving an infamous book and evolved into something much bigger. Perhaps my fascination could be attributed to teenage rebellion and testing of boundaries rather than a budding love for the field of library and information science -- regardless of my underlying motive, I was intrigued and still am...

The Ramblings of a Dead Man
After learning about the mere existence of the controversial book Mein Kampf by Adolf Hitler at school, I headed to my local public library in order to find it. Not only did I want to read the book for myself and attempt to understand why it was so controversial, but I wanted to see if I would be allowed to check the book out. Using the library's newly computerized catalog, I did a basic search and located the book on my own without involving staff. I sat down at a table out of view of possible prying eyes and began quickly leafing through the book.

At that very moment in my life, being both naive and somewhat limited in historical knowledge, I was searching for text that could possibly cause a parent or teacher to become upset and disapprove -- such as glaring obscenities. Nothing jumped out -- to my juvenile eyes, the book consisted of nothing but the long ramblings of a dead man. I walked to the circulation desk and proceeded to produce my library card for the clerk.

Possible Outcomes
Based on policy set by the library and even the personal beliefs of the clerk working the circulation desk, there are a number of possible outcomes to the anecdote in which I purposely left hanging. The following paragraphs will propose several possible outcomes:

Outcome (1)
Handing my card to the clerk, she takes a look at me and realizes that I am the daughter of Russ and Diana. In scanning the barcode on the book, the clerk takes a look at the cover and states, "I know your parents. We play golf together and I know they wouldn't approve of you reading this book." The clerk refuses to continue the transaction and places the book on a cart behind the circulation desk for re-shelving by a library page. Feeling embarrassed and dejected, I leave the library and head for home.

Outcome (2)
Handing my card to the clerk, she scans the barcode and glances at the computer screen. In a blink of an eye, she is walking away from the desk and going into the back office from where she reappears with an authoritative-looking woman. It is explained to me that based on the library's policy, patrons under the age of 18 are not allowed to check out materials from the adult collection. Feeling embarrassed and dejected, I leave the library and head for home.

Outcome (3)
Handing my card to the clerk, she smiles at me and inquires if I found everything in which I was looking during my visit. I smile back, "Yes, thank you." She scans the barcode on the book and promptly reminds me of the due date. I put away my library card as the clerk smiles, yet again, while wishing me a good evening. Surprised at my luck, I leave the library before she has a chance to change her mind.

Discussion
The Online Dictionary for Library and Information Science by Joan M. Reitz defines in loco parentis as a Latin phrase meaning, "'in place of a parent,' usually a person who temporarily assumes parental authority." In the case of outcome (1), the clerk is acting in loco parentis  by deciding what content the patron should or should not be accessing. Outcome (2) depicts the library director and clerk abridging services to a patron based on age. While the spirit of library staff might be to "protect" a child or young adult -- in actuality they are infringing upon the patron's right to intellectual freedom as provided by the First Amendment of the Constitution as well as violating Article V of the Library Bill of Rights. Also to be considered, what is offensive to one person or culture might not be to another.

Article V of the Library Bill of Rights as developed by the American Library Association posits, "A person’s right to use a library should not be denied or abridged because of origin, age, background, or views." The ALA offers an interpretation of the Article:

The "right to use a library" includes free access to, and unrestricted use of, all the services, materials, and facilities the library has to offer. Every restriction on access to, and use of, library resources, based solely on the chronological age, educational level, literacy skills, or legal emancipation of users violates Article V...Children and young adults unquestionably possess First Amendment rights, including the right to receive information through the library in print, non-print, or digital format. Constitutionally protected speech cannot be suppressed solely to protect children or young adults from ideas or images a legislative body believes to be unsuitable for them. Librarians and library governing bodies should not resort to age restrictions in an effort to avoid actual or anticipated objections, because only a court of law can determine whether material is not constitutionally protected.

Furthermore, Vaillancourt (2000) helps break down the intellectual freedom discussion by offering three points to consider: (1) It is up to the child and his or her parent to determine what material is appropriate for him or her; (2) The librarian may not impose his or her own personal or moral views on people seeking information; (3) Individual parents cannot speak for any children but their own.

Opinion
Many libraries include a statement of responsibility on their patron applications, such as the application used by Oxford Public Library, which states, "I accept responsibility for materials borrowed on the library card issued from this application. Responsibility for the choice of materials rests with the person(s) whose signature(s) appear the signature lines below and not with the library system or its staff." The application includes two signature lines: one for the parent/guardian and the second for the minor child.

When dealing with an ethical dilemma, the situation is never straightforward; therefore, I find it imperative that libraries take a proactive stance by implementing a statement of responsibility for patron applications similar to the practice at Oxford Public Library. Initiative should not stop there; librarians need to take time to talk with parents and guardians to educate them about the library’s mission, roles, and limitations when it comes to their children’s needs and access to information. The American Library Association developed and amended the Library Bill of Rights for good reason and professionals have an obligation to align themselves.

The Outcome
According to Vaillancourt (2000):

Teens are often interested in controversial topics. Subjects such as sexuality, religion, drug and alcohol use, music, philosophy, and psychology are often explored for the first time during adolescence. Reading and talking about these issues allows teens to discover how they feel about things, which leads to an understanding of who they are on a variety of levels. It is essential to healthy development.

Fortunately, my anecdote concludes with outcome (3) -- I was able to check out Mein Kampf by Adolf Hitler without issue or even an obviously raised eyebrow. As a relatively naive fourteen year old, I found Mein Kampf to be unremarkable and a complete chore to read cover to cover -- which I did. Also fortunate, I cannot cite a single instance of being thwarted while browsing or checking out materials from the adult collection. In the past when I inquired at the reference desk for assistance with school projects, I was always shown both juvenile and adult materials which, by the way, were shelved in different areas of the library. I am pleased to say that the library's philosophy and practices aligned with the Library Bill of Rights.

Note: I would like to let the record reflect that I've re-read Mein Kampf and found it to be disturbing and still tedious to read (in the context of being full of ramblings). Currently, I am working on a case study for LIS 7790 (History of Books, Printing, and Publishing) which focuses on the publication history of the book. Hopefully, this time next year, I will be researching the topic of Intellectual Freedom and Censorship Issues During the Third Reich (think: clandestine publishing, underground libraries, the Nazi book burnings of 1933, the banned book list, and textbook censorship).

Sources

• American Library Association. (2011). Free access to libraries for minors: an interpretation of the library bill of rights. Retrieved from http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/freeaccesslibraries
• American Library Association. (1996). Library bill of rights. Retrieved from http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm
• Oxford Public Library. (2011). Application for smart card. Oxford, MI: OPL
• Reitz, J.M. (2010). Online dictionary for library and information science. Retrieved from http://www.abc-clio.com/ODLIS/about.aspx
• Vaillancourt, R.J. (2000). Bare bones young adult services: Tips for public library generalists. Chicago, IL: American Library Association.

The Help

Last week, I finished reading The Help by Kathryn Stockett. On the cover of my paperback copy, NPR is quoted: "This could be one of the most important pieces of fiction since To Kill a Mockingbird...If you read only one book...let this be it." I highly recommend this book.

Stockett's work brought out a variety of emotions ranging from laughter, tears of sadness, as well as fist-shaking-book-throwing anger. Yep, I said it: I threw a book.

In reading The Help, I was absolutely appalled by how the women treated their maids and how our society not only supported but perpetuated the mistreatment and abuse of African-Americans: our own people. American citizens. If you were to walk into my house, you'd find me perched in my chair and absolutely livid.

Please do not think for a moment I am minimizing the suffering of others, but people in our society are very quick to gasp and shake their heads in disgust over the mistreatment of (insert the name of an ethnic or religious group here) in Blah-Blah country and/or women being stoned to death in Blah-Blah country. Do they not realize what was happening in our own backyard? Our fellow citizens were abusing and killing our own people as recently as the 1960s.

Through reflecting, I was left wondering how many people are actually aware of what was happening in this country. I do not feel that any of my high school history or social studies classes even remotely touched on the depth of the issue. In my opinion, the topic was barely scratched until my early undergraduate years at Ferris State University thanks to Dr. Kimn Carlton Smith.

The Book

Library and book-related passages...

P. 82
I head down the steps to see if my mail-order copy of The Catcher in the Rye is in the box. I always order banned books from a black market dealer in California, figuring of the State of Mississippi banned them, they must be good.

P. 179
"Go down to the State Street library. They have a whole room full of Southern writers. Faulkner, Eudora Welry--."

Aibileen gives me a dry cough. "You know colored folks ain't allowed in that library."

I sit there a second, feeling stupid. "I can't believe I forgot that." The colored library must be pretty bad. There was a sit-in at the white library a few years ago and it made all the papers. When the colored crowd showed up for the sit-in trial, the police department simply stepped back and turned the German shepherds loose. I look at Aibileen and am reminded, once again, the risk she's taking talk to me. "I'll be glad to pick the books up for you," I say.

P. 202
In the Mississippi History room, I search for anything remotely resembling race relations. I find only Civil War book, maps, and old phone books. I stand on tiptoe to see what's on the high shelf. That's when I spot a booklet, laid sideways across the top of the Mississippi River Valley Flood Index. A regular-sized person would never have seen it. I side it down to glance at the cover. The booklet it thin, printed on onionskin paper, curling, bound with staples. "Compilation of Jim Crow Laws of the South," the cover reads.

P. 479 (viewpoint of the "book")
"--a disgrace to the South! A disgrace to the good Southern women who've spent their lives talking care of their help. I know I personally treat my help like family and every one of my friends does the same--"

But Miss Joline holding up the book like she want to burn it. "Do not buy this book! Ladies of Jackson, do not support this slander with your husbands' hard-earned--"

The Verdict 
Stockett's writing flowed nicely and I found it to be a very quick read.  I especially enjoyed the ending -- openness.

The Help rekindled my fire and inspired me. Very thought-provoking. As a result, I want to learn more about African-American librarianship particularly during the Jim Crow-era. With that said, I am going to begin my quest by visiting my alma mater's, Ferris State University, special exhibit, the Jim Crow Museum of Racist Memorabilia. Thanks to Dr. Kafi Kumasi, School of Library and Information Science at Wayne State University, I have a nice bibliography to work through as well.

I think I want to cover this topic as part of LIS 7990. 

The movie is being released to theaters this month. Be sure to check it out!

A History Lesson

A taste of the research I plan on doing for LIS 7990 (Independent Study)...

Seventy-eight years ago, to the day, students affiliated with the Deutsche Studentenschaft burned books deemed inappropriate throughout Nazi Germany. Here is a link to: The 12 Theses Against the Un-German Spirit: A Propaganda Campaign of the Deutsche Studentenschaft (Twelve Book-burning Slogans).
Goebbels said at a rally, "Yes to decency and morality in family and state! I consign to the flames the writings of Heinrich Mann, Ernst Gläser, Erich Kästner."

Common inquiry: what books and/or authors were commonly burned and destroyed?
The University of Arizona Library has a fabulous special collection exhibit: When Books Burn. Wolfgang Hermann published a piece, Prinzipelles zur Säuberung der öffentlichen Bücherein = Principles for the Cleansing of Public Libraries, in a professional library journal titled Börsenblatt für den deutschen Büchhandel which has a compilation of works deemed degenerate by the regime. The United States Holocaust Museum has a detailed and interactive (narrated) list of 58 authors with photos and quotes from their work.

May 10, 1933

The era of extreme Jewish intellectualism is now at an end. The breakthrough of the German revolution has again cleared the way on the German path...The future German man will not just be a man of books, but a man of character. It is to this end that we want to educate you. As a young person, to already have the courage to face the pitiless glare, to overcome the fear of death, an to regain respect for death -- this is the task of this young generation. And thus you do well in this midnight hour to commit to the flames the evil spirit of the past. This is a strong, great and symbolic deed -- a deed which should document the following for the world to know -- Here the intellectual foundation of the Weimar Republic is sinking to the ground, but from this wreckage, the phoenix of a new spirit will triumphantly rise.

--Joseph Goebbels
(Nazi Arschloch = Nazi A-hole)

In 1821, 112 years prior to the Third Reich, German author Heinrich Heine wrote in his piece, Almansor, the following which has been used by historians to describe the regime's atrocities:

Das war Vorspiel nur. Dort, wo man Bücher verbrennt, verbrennt man am Ende auch Menschen.

Translation: "That was just foreplay. Where they burn books, they will ultimately also burn people."

Good and Bad News

Where to start...

Good news or bad news? I'll start with the bad news.

Late yesterday afternoon, I received this email from Dr. Joseph Mika:
"I am sorry to inform you that we will not be able to do the trip to Germany.  We started off with 15 students and too many have dropped since we first started planning to make the class feasible.  Dr. Anghelescu and I would have loved to show you Germany, but it just did not work out.  Sorry."

This particular trip to Germany would have been a once-in-a-lifetime experience as the two professors (Mika and Anghelescu) are truly experts in the LIS field. The word "disappointed" does not even begin to explain how I feel about this development; however, I think I know a person who is perhaps more disappointed than I. A big thank you goes out to Professor Mika for all of the hard work he put into organizing and planning the trip to Germany.

Professor Anghelescu canceled her International and Comparative Librarianship class and is offering to supervise directed study (LIS 7990) for interested students. Considering these developments, I need to amend my Plan of Work. In order to pursue my interest, I am seriously contemplating directed study this fall. My interim topic, prior to my formal proposal, "Censorship and Intellectual Freedom During the Second World War" with a focus on how the Third Reich affected public libraries, the region, and children/young adults growing up during that era.

For Fall semester, this morning I registered for Survey and Analysis of Literature for Younger Children (LIS 6510)...and hopefully, if all goes well, I will be registering for Directed Study (LIS 7990).

And onto good news...

This afternoon, I took my laptop to Caro District Library and not only finished my final for LIS 7040 (Library Administration and Management), but also submitted my essay for LIS 6210 (Organization of Knowledge). Exam for LIS 7040: 22/23. If my calculations are correct (assignments, case studies, etc.), I should end up with a 4.0 in that class.

Tomorrow, is the scheduled final for LIS 6210 and I reserved the meeting room at Bad Axe Area District Library. The room has a large table in which I can spread out my materials and will likely encounter minimum distractions. Confession: I am a bit keyed up over this exam.