Wednesday, April 27, 2022

Branch Rickey's Positive Influences: Intelligence, Effort, And Dedicated Lucasville Mentors

 

Things worthwhile generally don't just happen. Luck is a fact, but should not be a factor. Good luck is what is left over after intelligence and effort have combined at their best. Negligence or indifference are usually reviewed from an unlucky seat. The law of cause and effect and causality both work the same with inexorable exactitudes. Luck is the residue of design.”

– Branch Rickey

What would we do without positive influences in our lives? Considering the many traps and snares of life, any person can easily sink to the depths of despair and misery. Depending upon fate and the circumstances of our individual existence, we rely on trusted individuals to help us navigate the waters ahead. Being fortunate enough to meet mentors that offer a guiding hand, and intelligent enough to follow their wise advice is providence – divine or natural intervention that can foresee our care.

I have written about the role of education in Branch Rickey's life before. It cannot be understated how important his family and, eventually, his community – particularly his schools – were to the development of this great man. The lesson is measured not only in providence but also in opportunity and the will to take advantage of improvements to advance his mind, body, and soul. From a very young age, Rickey found education – in a humble one-room school to a larger and more advanced institution to a liberal arts university – to be crucial to his storied life.

Like so many young people, Rickey embraced learning, and thanks to many of his mentors, he began shaping his views on social issues including prohibition, racial equality, and labor relations. In his case, a passion for baseball drew him to his life purpose, yet it was his intelligence and his moral convictions that made him a truly legendary baseball executive and civil rights leader.

In fact, the etymology of the word “mentor” speaks to the importance of such positive influences. During the ten-year Trojan War, Odysseus, the king of Ithica, left his wife Penelope and his son Telemachus to lead his army. He placed Telemachus under the care of a guardian called Mentor, whose job it was to protect and guide him. Although the Mentor in the story is portrayed as a somewhat ineffective old man, the goddess Athena assumes his appearance to guide young Telemachus in his time of difficulty. With Athena’s guidance, Telemachus helped his father establish both his claim and his authority after the long journey.

The extent of the help offered by Branch Rickey's mentors is the stuff of legend, too. Helping him navigate his studies, overcome personal impediments, and pushing him to develop his obvious talents, Rickey's teachers and school administrators served him exceedingly well. They went above and beyond their duty to help a student further his studies. In short, they willingly opened many doors that helped “make” the man.

The lesson for us adults is monumental to say the least. There are no limits to the human will inspired by positive influences. We must help youth develop their unique faculty of the human mind by which they decide or conceive of themselves as deciding upon and initiating action. May we forever serve to guide aspirations and offer crucial support to young people.

I encourage you to read the available biographies to see for yourself how the small community of Lucasville, its school, and its fine educators contributed to this truly American iconic tale. The movie 42 skips over this important narrative. It is understandably about Jackie Robinson; however there would be no 1947 advancement without Branch Rickey, and there would be no Branch Rickey involvement without the influences in his early life. 

Thanks once more to my friend Dale Taylor for allowing me to copy an excerpt from his book Baseball Through Small-Town Eyes to write this blog entry. I believe we both understand the importance of teachers, counselors, and others who hold up a mirror to us.

(Dale Taylor. Baseball Through Small-Town Eyes. Shawnee State University. 1996.)

Branch Rickey's deep-seated faith and dogged work ethic took him to the pinnacle of success, earning him a place in the Baseball Hall of Fame and in history. Even though he has been dead for more than a half-century and played in the game more than a century ago, his lessons live on. Don't miss that lesson. It could be called “doing well by doing good.”

John Baldoni, executive coach and educator who has authored thirteen books on leadership, says …

Rickey told his children he had 'three abides.' They are honesty, industriousness, and kindness: infinite kindness – a kindness that transcends the form of courtesy… Out of infinite kindness grow real love and understanding and tolerance and warmth. Nothing can take the place of such an enduring asset.”

(John Baldoni. “Branch Rickey: Doing Well By Doing Good.” Forbes. September 3, 2021.)

So, finally, I ask you: “Where did that “enduring asset” of “real love” originate and bloom into those precious personal virtues? The answer is in the heart and the mind of an incredible human being nurtured in a small-town in Scioto County, Ohio. It still happens there today. What a beautiful design. Long may it run.

Never surrender opportunity to security.”

– Branch Rickey


Tuesday, April 26, 2022

Elmer Gregory: More About the Valley High Star

 


                                 Elmer Gregory - Part 2 (A local pitching legend)

I want to thank Dale Taylor for allowing me to use excerpts from his book, Baseball Through Small-Town Eyes (1996), to do a second blog entry about Elmer Gregory. I played with Elmer in Senior League in Lucasville, Ohio, and on the Valley High School State Runner-up Team of 1966. At his young age, he was possibly the best pitcher from the area ever – a thought which Taylor affirms in his work. Taylor writes, “Newspaper clipping and casual conversations might lead one to believe that Gregory was the most likely local candidate of the time to leave his mark on the majors.”

For those of you unfamiliar with Elmer Gregory, he pitched for Lucasville Valley High School in the Ohio Class A Baseball Championship Game of 1966.

And, in 1965, Gregory pitched and hit in the tournament to help guide Valley to another state runner-up position. He struck out 12 and hit a three-run homer in the district win over Nelsonville. Against Unioto Ross, he struck out 10 and had three hits. Gregory pitched a three-hitter in Valley's win against Powhatan in the state semifinals. He didn't take the mound when Lucasville lost in the state championship game to Versailles in 65, but he had finished the year with a perfect record to become the “Ace” of the staff.

I look back at those days and marvel how one talent like Gregory could lift a team to such success. He seemed born to play the game. In fact, he lived next to the ball diamond that would be home to his early development. He exuded the confidence of a leader whose skills made him a natural on the diamond. Elmer played the game to win, and he achieved victory after victory through his dependable production, not by occasion flash. With him on field, you just knew that the baseball gods were smiling on your team. His playful yet devoted love of baseball surely pleased them.

Wasn't it Mark 10:15 that said: “Truly I tell you, whoever does not receive this game as a little child will never enter it”? Baseball always brings out the child in you, and playing with Elmer was certainly joyful and fun.

So, once again, thanks to Dale Taylor, I will share another entry about my friend, Elmer Gregory. He is part of a wonderful Southern Ohio baseball tradition, and he is a genuine Lucasville Valley High legend. Today I bet he is dazzling the crowds up above, tossing his amazing array of pitches and hitting sizzling line drives over the pearly gates. After all, there just has to be baseball in heaven. You can bet Elmer is on the field.

So, at this time, Legion Post 23 was a powerhouse. Gregory was a member of a team that featured other local stars such as Larry Hisle, PHS grad and MLB outfielder for the Phillies, Twins, and Brewers – a two-time All-Star, Hisle was the 1977 American League (AL) RBI champion. Elmer fit right in. 

All good things eventually subside, and Elmer Gregory's baseball career did just that after being drafted by the Los Angeles Dodgers. He played a couple of years and simply found the road too demanding. Knowing Elmer's jovial and friendly nature, that decision really didn't surprise me. He was the quintessential “Boy of Summer” who played the game out of love and respect. When the red tape associated with pro ball became overwhelming, it must have greatly distorted Gregory's simple boy-like passion for the game. 

 (Dale Taylor. Baseball Through Small-Town Eyes. Shawnee State University. 1996.)

 

Please remember Elmer has passed, so Taylor's comments about the age of 47 was from 1996. For my original entry (Part I), please click here: https://allthingswildlyconsidered.blogspot.com/2022/04/elmer-gregory-valley-pitcher.html

I believe Dale Taylor's baseball books are currently out-of-print. This book and Taylor's Simpler Times: Baseball Stories From a Small Town are wonderful reads about the national pastime that reveal so many great stories about local baseball players. I highly encourage you to find a copy at local libraries and discover so much about the heritage of baseball in the area.

In the case of Elmer Gregory, my "All Things ..." blog offers a space for comments on each entry. I encourage you to add to the narrative on this site. That way, future readers may share added details and continue the memory. Thank you. 

 

Monday, April 25, 2022

So, You're From Valley High? Who Are You?

 

If you went to Valley High School in Lucasville, Ohio, back in the day – 1966 through 1969 – you found yourself in classes with people from five distinct “areas.” I use the word "areas" loosely because I am, after all, stereotyping in this blog entry. However, I was thinking about those old days and wondering if the same demographics still exist. The school I knew wasn't really a diverse community of many racial, social, or religious backgrounds. It was pretty “WASPy” as most students were White, Anglo-Saxon, Protestants. So, I guess the breakdown of people was more along the line of your area of residence within the community.

I remember the divisions being (1) the Bottoms, (2) the West Side, (4) the Hollows, (4) Clarktown, and (5) the Hill. The overall flavor of the school was a dynamic balance of these five populations. It seems to me that the characters in the cast retained certain identities of their geographic divisions. At least, every now and then, I would hear reference to people who lived in those places. Anyone at the time would know the references.

In no way do I mean the following descriptions to be totally accurate, and certainly I do not wish to be demeaning of any specific area. To me, that's just “the way it was.” I loved folks from all of the places I will describe. Was our strength and unity derived from our embrace of this diversity? I believe that to be so. I can speak of my graduating class of 1969 and safely say that our classmates were very close and that our adventures and misadventures found us all over the Valley map. It was the school that united us.

Please allow me to describe Valley “Where are you from?” areas at the time I lived in the Valley School District.

The Bottoms

The Bottoms pretty much represented all the area of Lucasville proper, but especially the area from Rt. 23 stretching west to the banks of the Scioto River. In my day, the reputation of the place was “tough, wild, and wooly.” Most people from the Bottoms were said to be poor. They lived in a variety of poorer structures – homes, mobile homes, some very basic. Because of some rough folks living there, few wanted to “mess around” with certain activities occurring there.

Note: I am including students from Davis Camps in this division. A couple of miles south of Lucasville on Rt. 23, the “camps” were home to these river-loving individuals. I had always heard the camps were leased by George L. Davis, owner of acre after acre of bottom land. Living there where the Scioto makes a sweeping turn must have elicited its own sense of freedom. Close friends of mine who lived there loved their surroundings – it could be called “Lucasville South.”

The Bottoms had its fair share of scoundrels and “baddies.” It was the place we could find a bootlegger who would sell us underage people beer and wine. (Not that I would know about that … wink, wink. I have to remain credible in my tale.) And, my class always felt the place posed certain questionable characters who helped maintain a Wild West image. Cisco, Uncle Steve, Arnold the One-Armed Bandit, Squeaky, and Humpy were just a few of the notorious residents. You would often see them frequent the streets of the Badlands as they played their curious, individual roles.

Yet, some of my classmates lived there and were gentle souls, and one of them – Andy – referred to his areas as “Little Italy,” an obvious reference to a Godfather-like resemblance. I don't know about an underbelly as I was always afraid to enter into late-night poker games and some of the other activities rumored to go on there. Let's suffice it to say that many good folks lived in the Bottoms and became fast, loyal friends. In fact, our baseball diamonds were located there as well as our Intermediate and Grade schools, and we thought nothing of threat or crime there. Still, the repute of the Bottoms gave a definite edge to the overall community. Strangers who may pose a threat to area residents would not enter the place after dark – an advantage of living close to a little mysterious mayhem.

Oh, and I nearly forgot. The Bottoms just south of Lucasville housed the drive-in theater, the Scioto Breeze. What a place. Movies there were often secondary to just “getting out” or dating. The Breeze was our special hangout. It was part “sneaking” and part “entertainment” mixed with a dash of “check me out.” People came in super-hot, beautiful vehicles so emblematic of the times, and they loved to mix while the films showed – mainly for more family-oriented patrons. I'm sure everyone in our class has a Scioto Breeze story. I miss it so. It was part of our local color DNA.

The West Side

West of the Scioto River, the West Side was once home of the Ohio-Erie Canal. During my day, the rural place was full of farms and also River Folks. It had a long history of family-owned businesses and its own particular characters. Patriarch rule and understood respect for the place were bred-in-the-bone in respect to residents, politics, and way of life. My good friend Pat Crabtree actually wrote an entire history on places like Crowe Hollow and the distinct local flavor of the West Side.

I can remember a pool hall there. Some of my good friends frequented the place, but I was content to play the pinball machines once and awhile and not venture my few dollars on pool matches and, once again, those crazy card games. Later in life I coached Valley Softball and one of my players came to practice in a limo. I asked about her mode of transportation, and she laughingly told me her daddy had won the limo in a card game on the West Side the night before.

We loved the river, and we often fished and gathered there for the usual teen goofing off and messing around. How lucky we were to have the river running through our existence. I believe in symbols and their power in our lives. It was not the most pristine water, but it seems like the flow, the snags, and the sandbars were vital to our emerging character, not to mention the campfires and the sleepovers.

We had fellow students from Rush and Morgan Township, where in 1796, pioneer Hezekiah Merritt settled. The river was the first super highway of the state. Of course, Camp Creek was the home of the Little Old Winemaker who sold his concoctions to many a young, late-night visitor. He featured wine of any and all available natural substance from tomato, to dandelion, to Lord knows what. Just knock on the door and “lay your dollar down.” “Bottle of wine, fruit of the vine” went the popular lyric of the time.

The Hollows

Much too numerous to name, the list includes Houston Hollow, Millers Run, Rose, Hill, Fallen Timber, Schuler Hollow, on and on. This geographic notation might be considered the core of Valley Schools because so many came from there. If you've ever tried to drive these remote locations, you know why their hills and dales serve to somewhat isolate their residents. Not being demeaning here, but many were considered “country folk” who retained the Appalachian traits of their ancestors – friendly, religious, but pretty close-knit and reserved.

A driver's license and what my wife now calls a “hoopty” – an old car in running condition – were the tickets to exploring all of the more remote places in the school district. What a variety of landscapes and dwellings. Many people living in the “sticks” had other family on nearby property. No wonder these places were home to many homespun activities – hunting, gardening, raising livestock, and fun-loving social events like barbecues, ballgames, seasonal parties, and the like.

Also, the car gave us access to a different kind of socialization known as “parking.” I'll save the details for you to figure out, but many a nervous but amorous couple sought a quiet place on a deserted road to “court and spark.” The fear of being seen by adults or told to leave by an angry owner of the property made these places conducive to close hugging and other related rights of passage. Does Peach Orchard ring a bell?

In my time of the 60s we also found rural hollows to be great places to drink, turn up our 8-track players, and cavort aimlessly for lack of better pursuits. Wasted time was so great. I loved the freedom afforded by the country. I can't help but think those “different times” allowed us to work out our frustrations and dreams with our good friends. By the way, kids – don't drink and drive. We were very foolish and stupidly defiant in our youth. God knows I regret episodes of automobile abandon.

Clarktown

What can I say about Clarktown? A very small place on Rt. 139, it was home to one of the grade schools – Glendarle – and a unique cast of characters also. Let me make this clear – not much happened in Clarktown, and maybe that quality is its memorable feature. My classmates and I were past the Blue Ivy Inn times, but a popular grocery store there served local residents. Toss in a big curve in the road and another business or two and you have Clarktown.

Unfortunately, not too long after my class graduated, Clarktown became known as a place where some deadheads hung out, but that gossip is irrelevant to these memories. In the 60s, Clarktown was kind of a mixture of “part of us” yet “a little distant.” I think the fact that it is wedged between Minford and Clay school districts makes it more sporadic in our minds. Yet, those students who attended the very small grade school at Clarktown dearly loved the special, individualized attention. In fact, the people of the area have restored the school as their vital community center.

The Hill

My wife, who grew up on Kent Hill and in the Bottoms, often says I lived in a rich house in Marca Subdivision on what people called the “Hill.” If you call my dad, a Camel Cigarette Salesman who bought a $20,000 house on North Marca, “rich,” then I guess I'll just say “whatever.” At the time, housing divisions were springing up around Valley High School, now serving as the Middle School.

Houses featuring one acre or less lawns were being built – ranches and other modern styles were popular. Commercial ventures on the Hill were few and far between but residents frequented Harwoods, Lake Margaret, and very soon – the new Indian Valley Swimming Pool. Subdivisions closely followed the A-Plant boom and greatly altered the once-rich farmland.

I know the Hill as property east of Rt. 23, where many newer dwellings dotted the landscape. The feel was more “suburbia” than other Lucasville areas. And, yes, my dear wife, I believe most dwellings had indoor plumbing and not a two-hole outhouse like you were used to on Kent. All in all, the closer proximity of the homes made visiting classmates easier, so daily socialization increased.

I can say that some longtime residents of Lucasville did view the Hill as snobbish and unrepresentative of the heritage of the town. I felt little of this, yet I know this feeling did exist. Soon, any resentment subsided due to the vast numbers of houses on the Hill, and we matriculated as one happy group under the moniker of Valley Schools. Thomas Hollow, Pleasant Drive, Back Street, Maplewood Avenue, Miller's Run – it was all good. In fact, this diversity became a cherished part of graduating Valley High.

Maybe the Hill possessed the least original local flavor of all Valley areas. I assume this is so because it featured many newer houses and occupants. I moved to Valley from Clay schools in the 6th grade, and living in Marca put me in the close surroundings of many newer residents without long Lucasville roots. We were super adaptive to fads and fashions that would make us “cool” and “groovy” – madras shirts, bell-bottom jeans, mini-skirts, Beatle boots and … of course … music.

We watched Dick Clark's Bandstand, Where the Action Is, Hullabaloo, Shindig, and the Ed Sullivan Show to see the Beatles, the Stones, Paul Revere and the Raiders, and a host of other British Invasion artists. I wish I could accurately describe how our friends, the places in our community, and the times made us feel. Yes, we were the love generation. As the song asks, “What's wrong with love, peace, and understanding?”

We believe in all of it. I cherish it today. We are the Baby Boomers and our large numbers gave us a wonderful voice, a voice seeking change and yet still respectful of our roots. Most of all, it was the demographics of our upbringing that allowed us freedom throughout our young adulthood. I wish all youth could experience the exciting, growing times in which we matured.

As a last word, I do believe lack of diversity of race, gender, and general social backgrounds did put us in a situation where we had much more learning to do – more so, for example, than those from urban cultures where these vast differences were commonplace. How I have learned to love this wonderful diversity. That said, I also praise those great adults in our community who understood us and served as our mentors. They were constantly watching over us. Without them, we would be aimless.

Roots and Wings, by Dennis Waitley

If I had two wishes, I know what they would be
I’d wish for Roots to cling to, and Wings to set me free;
Roots of inner values, like rings within a tree
and Wings of independence to seek my destiny.
Roots to hold forever to keep me safe and strong,
To let me know you love me, when I’ve done something wrong;
To show me by example, and helps me learn to choose,
To take those actions every day to win instead of lose.
Just be there when I need you, to tell me it’s all right,
To face my fear of falling when I test my wings in flight;
Don’t make my life too easy, it’s better if I try,
And fail and get back up myself, so I can learn to fly.
If I had two wishes, and two were all I had,
And they could just be granted, by my Mom and Dad;
I wouldn’t ask for money or any store-bought things.
The greatest gifts I’d ask for are simply Roots and Wings.


Sunday, April 24, 2022

Gun Violence: Deadly Automatic Responses

The crime problem in America is really about gun violence, which devastates families, communities and – by driving out people and businesses – even cities themselves. Nearly eight of every 10 murders in America was committed with a gun in 2020, according to data from Pew Research Center.

Gun violence in America is not wholly driven by wars between gangs over drug-selling turf. It's not clear that our mental image of murders being due to a sort of rational benefit-cost type analysis, in which shootings are pre-planned and thought through, is right.

They often start with something else entirely. Words – or arguments, to be more specific – are often the primary circumstance that leads to murders.

A neighbor won't turn down their music. A landlord and tenant argue over unpaid rent. A group of teens think some other teens stole a bike. Someone gets cut off in traffic. All arguments that could have been de-escalated but weren't – and they end in tragedy because someone has a gun.”

(Jens Ludwig. “Opinion: The surprising solution to gun violence.” https://www.cnn.com/2022/04/23/opinions/surprising-solution-to-gun-violence-ludwig/index.html. CNN. April 23, 2022.)

Behavioral science offers a view on why we so often make mistakes in arguments and how our situations can make mistakes more likely. Please, read this entry to better understand gun violence and how it occurs.

Jens Ludwig – Edwin A. and Betty L. Bergman Distinguished Service Professor, director of the University of Chicago’s Crime Lab, codirector of the Education Lab, and codirector of the National Bureau of Economic Research’s working group on the economics of crime – expounds …

Imagine we played a game where I quickly flashed a word and asked you to name the color of the ink in which the word was printed. I first show you 'blue,' displayed in blue ink. You say blue.

Then I show you 'pink,' in pink ink. Great.

Finally, I flash the word 'green' printed in red ink. Your first instinct would be to say 'green' because reading words presented before you is almost always the most helpful way to interact with words. You do it automatically.

(Jens Ludwig. “Opinion: The surprising solution to gun violence.” CNN. April 23, 2022.)

This experiment – known as the "Stroop test" – reveals something fundamental about how the human mind works: Conscious, deliberate thought is taxing, so our minds try to avoid it as much as possible. Instead, we tend to rely on automatic responses that work well for ordinary situations we see over and over.

The Stroop test shows us that those automatic responses can get us into trouble when they're over-generalized into uncommon situations. We make a mistake because we confuse an out-of-the-ordinary situation ("identify the ink color of the words in front of you") for an ordinary one ("read the words in front of you") and default to our automatic response.

Using this information, can you see how behavioral science helps us understand why gun violence is higher in some neighborhoods than in others? A large body of research from sociology suggests that people in disadvantaged areas – especially vulnerable youth – unfortunately learn they're on their own in terms of keeping themselves safe.

In neighborhoods where large numbers of local adults are incarcerated in the justice system, the young people who live there are very vulnerable to the intimidation, aggression and violence of others. They lack supervision and role models to help them successfully cope with such issues. As easy targets, their automatic response is to fight back. They do not want to be victimized.

Ludwig concludes:

But the same mental shortcut that may allow young people to avoid being repeatedly harassed, picked on or beaten up outside of school puts them in danger when relied upon in an out-of-the-ordinary situation, like when someone has a gun.”

(Jens Ludwig. “Opinion: The surprising solution to gun violence.” CNN. April 23, 2022.)

 

This fight-back reflex is not strong in more economically and racially diverse neighborhoods where security guards, emergency phones, and caring adults are always around. The response of people there is to report threats, and when someone's got a gun, they do not rely on automatic responses.

Researchers Sendhil Mullainathan and Eldar Shafir note in their book, Scarcity: Why Having Too Little Means So Much (2013) that stress depletes mental bandwidth and leads us to default more to our automatic responses. In the most disadvantaged neighborhoods that are most challenging to navigate, stress makes that navigation even more difficult.

Ludwig believes the key lesson is that criminal behavior is not fundamentally different from human behavior. Teens in affluent neighborhoods with lower instances of street violence are no more moral or thoughtful than teens anywhere else; it's that their lives demand less deliberate thinking to navigate because their situations are more forgiving.

He cites the federal government's Moving to Opportunity (MTO) initiative (1994) that helped families from economically distressed neighborhoods move to less distressed areas.

Most results of the initiative were disappoingting. Moving a few miles presumably didn't alter a participant's character, and the income of MTO families also didn't change when they moved. Yet, violent crime arrests of MTO teens plummeted by almost 40%. What changed? The difficulty of the situations they faced.

(Jeffrey Liebman et al. “Evaluating the Impact of Moving to Opportunity in the United States.” https://www.povertyactionlab.org/evaluation/evaluating-impact-moving-opportunity-united-states. J-Pal. MIT.)

Can you imagine the impact of ten minutes of bad decisions on a young person's life? As they navigate potentially violent situations, youth need proper tools to avoid serious and deadly confrontations. Reducing segregation and limiting the widespread availability of illegal guns help, of course. But, having adults around who can step in and help de-escalate augments before they spiral out of control is crucial. By teaching young people to slow down during stressful situations, it helps them make in-the-moment decisions that could otherwise lead to violence. 

Last Word

Behavior science has some timely answers to the epidemic of gun violence – answers that address the root causes. On the other hand, arrests and prison sentences are reactive outcomes that unfortunately do little to prevent this violence. Understanding human behavior helps create proactive behaviors that give young people those key 10 minutes back.

Bad people? Bad kids? They are not born that way – instead, they learn unacceptable conduct and condition themselves to their undesirable environments. To merely write them off is to accept their misconduct as what “those people” do.

According to a study by Jeffrey Swanson – a Duke University psychiatry and behavioral sciences professor and a leading expert on U.S. gun violence – published in the Journal of Behavioral Sciences and the Law (2015), the overriding explanation for firearm homicides that occur in the U.S. is arguments, often involving alcohol, often occurring in underprivileged areas, or in troubled domestic settings. Swanson's conclusion – America has an anger problem, and far too many angry Americans have easy access to guns.

The study revealed that nearly nine percent of the U.S. population has a serious anger problem and access to guns at home. The study culled data from a National Institute of Mental Health funded survey estimating the prevalence of different kinds of mental disorders across the U.S.

"Anger is a normal human emotion," Swanson said. "Everybody gets angry. But these are people who, when they get angry, break and smash things, and get into physical fights. … People who have a really short fuse," and who can at times be "uncontrollable and destructive."

According to Swanson's research, about 1.5 percent of the population "have this impulsive, angry behavior and are carrying a gun around with them out in public." They are proverbial “loose cannons.”

(Jeffrey W. Swanson, Ph.D, Nancy A. Sampson, B.A.. Maria V. Petukhova, Ph.D et al. “Guns, Impulsive Angry Behavior, and Mental Disorders: Results from the National Comorbidity Survey Replication (NCS-R). Behav. Sci. Law 33. April 2015.)

The answer to gun violence is not more and bigger guns. Much of the answer lies in what causes the violence. Groups like the American Psychological Association – an association of psychologist practitioners, researchers and educators with expertise in human behavior – contribute to the national dialogue to prevent gun violence. The APA must be fully engaged with the federal government and organizational partners to achieve this goal of prevention.

Before ranting about the moral decline of America and the need for law and order, we must consider how many people are conditioned to automatically respond with violence to disagreements and arguments. And, it seems that the fist fight of the past has escalated into the gunfight of today. When faced with stress, people with easy access to guns commit horrible and deadly crimes.

Research confirms that the root causes of gun violence in the United States include the following issues of social and economic inequality combined with easy access to a firearm:

o Discrimination
o Income inequality
o Poverty
o Underfunded public housing
o Under-resourced public services
o Under-performing schools
o Lack of opportunity and perceptions of hopelessness
o Easy access to firearms by high-risk people

Sources:

Jacoby SF, et al. (2018). The enduring impact of historical and structural racism on urban violence in Philadelphia. Social science & medicine.


Rowhani-Rahbar A, et al. (2019). Income inequality and firearm homicide in the US: a county-level cohort study. Injury prevention.


Kennedy BP, et al. (1998). Social capital, income inequality, and firearm violent crime. Social science & medicine.


US Department of Housing and Urban Development. (2000). In the crossfire: The impact of gun violence on public housing communities.


Bieler S, Kijakazi K, La Vigne N, Vinik N, & Overton S. (2016). Engaging communities in reducing gun violence. Urban Institute.


DuRant RH, et al. (1994). Factors associated with the use of violence among urban black adolescents. American journal of public health.


"Guns not only permit violence, they can stimulate it as well. The finger pulls the trigger, but the trigger may also be pulling the finger."

Leonard Berkowitz, American social psychologist best known for his research on altruism and human aggression

 

Friday, April 22, 2022

The Beat And the Dance: Rock Or Roll?

"It's got a good beat and you can dance to it."

On American Bandstand, Dick Clark had a segment called “Rate-a-Record. During the segment, two audience members each ranked two records on a scale of 35 to 98, after which their two opinions were averaged by Clark, who then asked the chosen members to justify their scores. This segment gave rise to the catchphrase above.

The rock beat has been said to inspire everything from devil worship to teen rebellion to sexual behavior and violence. From its inception, rock has relied greatly upon its rhythms for mass appeal. The surging, pulsating energy of rock stems largely from the 4/4 time signature, although some rock classics have been penned in triple meter like 3/4 and 12/8. Rock tempos vary immensely, but many rockers favor a range of 100 to 140 beats per minute. 

He used to carry his guitar in a gunny sack
Go sit beneath the tree by the railroad track
Oh, the engineer would see him sittin' in the shade
Strummin' with the rhythm that the drivers made
The people passing by, they would stop and say
"Oh my, but that little country boy could play"

Go go
Go Johnny go!

Johnny B. Goode!

– “Johnny B. Goode” by Chuck Berry

The “beat” works pretty much like this:

Syncopation occurs when a rhythmic pattern that typically occurs on strong beats or strong parts of the beat occurs instead on weak beats or weak parts of the beat. Most rock songs have a mixture of syncopated and “straight” rhythms. In rock, syncopation typically involves taking a series of notes of equal durations, cutting the duration of the first note in half, and shifting the rest early by that half duration.

For example, a series of four quarter notes, all sounding on the beat, can be transformed in this way by making the first note into an eighth note, and sounding each successive quarter note on eighth note early – all on the offbeats.

Ready for some music theory? A little more technically …

This process (syncopation) can occur on any metrical level. If the duration of the series of “straight” notes is two beats, they will be syncopated by changing the first note to a single beat and shifting each other note early by a beat. If the duration of the straight note is a “beat,” the notes will be syncopated by a division (one half beat in simple meter). If the straight notes are each divisions, they will be syncopated by shifting each note by a subdivision. The unit of syncopation (the duration of the first note, and the amount of shift applied to the following notes) is always half of the duration of the straight notes. All of these syncopations are relatively common in contemporary pop/rock music.”

(“Syncopation in pop/rock music.” Open Music Theory. http://openmusictheory.com/syncopation.html.)

Is all of that straight note syncopation talk too confusing? Never fear. It all comes down to the ever-familiar beat and groove we know so well. We are all born with a predisposition for music, one that develops spontaneously and is refined by listening to music. You have the music “in you.”

What do you feel? The popular notion that TWO and FOUR are the strong, or accented beats in rock is due to the overwhelming success of the rock-n-roll style. This is the famous “backbeat” – referring to emphatic percussive accents on the so-called weak beats of the measure, typically played on the snare drum.

In 4/4 meter, the most common meter in rock-and-roll, the 2nd and 4th beats are defined in standard music theory textbooks as the weak beats, while the 1st and 3rd beats are considered the strong beats. The backbeat is an inversion of this fundamental convention of Western music as the nominal weak beats are emphasized. It is used to create rhythmic tension and anticipation, eliciting more active and participatory listening

Do you want to hear it for yourself?

Just check out seminal and classic rock like “Rock & Roll Music” or “School Days” by Chuck Berry, “Twenty Flight Rock” by Eddie Cochran, “Twist and Shout” by the Isleys or by the Beatles, “Tequila” by the Champs, “Money” by Barrett Strong, or “You Can't Sit Down” by the Phil Upchurch Combo … the list is never-ending.

We associate this pattern of stresses, this way of marking and sculpting time, with blues, jazz, rock and roll, funk, hip-hop. These styles of music don't exist without it.

I've got no kick against modern jazz

Unless they try to play it too darn fast

And lose the beauty of the melody

Until they sound just like a symphony


That's why I go for that that rock and roll music

Any old way you choose it

It's got a back beat, you can't lose it

Any old time you use it

It's gotta be rock and roll music

If you wanna dance with me

 

    – “Rock And Roll Music” by Chuck Berry


How the Brain Perceives Rhythm

It turns out that the Rate-a-Record teens were right all along. They knew innately what scientists have proven about rhythm and music. “Beat” and “dance” are just so “human.”

When it comes to perceiving music, the human brain is much more tuned in to certain types of rhythms than others, according to a new study from MIT. You'll never guess what rhythm is most popular. That's right – 4/4 time.

A team of neuroscientists has found that people are biased toward hearing and producing rhythms composed of simple integer ratios – for example, a series of four beats separated by equal time intervals (forming a 1:1:1 ratio).

This holds true for musicians and nonmusicians living in the United States, as well as members of a Bolivian tribe who have little exposure to Western music. However, the researchers found that the Bolivians tended to prefer different ratios than Westerners, and that these ratios corresponded to simple integer ratios found in their music but not in Western music.

Both of these cultures seem to prioritize rhythms that are formed by simple integer ratios. It’s just that they don’t prioritize all of them,” says Josh McDermott, the Frederick A. and Carole J. Middleton Assistant Professor of Neuroscience in the Department of Brain and Cognitive Sciences at MIT and the senior author of the study, which appears in the Jan. 5 issue of Current Biology.

For this study, the MIT team devised a new way to reveal biases in the brain’s interpretation of sensory input. These biases, called “priors,” are thought to be based on our past experience of the world and to help resolve sensory stimuli that could be interpreted in multiple ways. For example, in a noisy room, priors on speech help you to extract a conversation of interest by biasing perception toward familiar speech sounds, words, and linguistic forms.

(Anne Trafton. “How the brain perceives rhythm.” MIT News Office. January 5, 2017.) 

 

In a little honky-tonky village in Texas

There's a guy who plays the best piano by far

He can play piano any way that you like it

But the way he likes to play is eight to the bar

When he plays, it's a ball

He's the daddy of them all


The people gather around when he gets on the stand

Then when he plays, he gets a hand

The rhythm he beats puts the cats in a trance

Nobody there bothers to dance

But when he plays with the bass and guitar

They holler out, "Beat me Daddy, eight to the bar"


A-plink, a-plank, a-plink plank, plink plank

A-plunkin' on the keys

A-riff, a-raff, a-riff raff, riff raff

A-riffin' out with ease

And when he plays with the bass and guitar

They holler out, 'Beat me Daddy, eight to the bar'"

– “Beat Me Daddy (Eight To the Bar)” by Will Bradley and His Orchestra featuring Ray McKinley (1940)


The Beat Is In Us

There is music wherever there is rhythm, as there is life wherever there beats a pulse.”

    Igor Stravinsky, one of the most important composers of the 20th century

Beat induction, the detection of a regular pulse in an auditory signal, is considered a fundamental human trait that, arguably, played a decisive role in the origin of music. Research shows that newborn infants develop expectation for the onset of rhythmic cycles (the downbeat), even when it is not marked by stress or other distinguishing spectral features. Omitting the downbeat elicits brain activity associated with violating sensory expectations. Thus, results strongly support the view that beat perception is innate.

(István Winkler, Gábor P. Háden, Olivia Ladinig, István Sziller, and Henkjan Honing. “Newborn infants detect the beat in music.” Proceedings of National Academy of Scientists. 106 (7) 2468-2471. February 17, 2009.)

Girls are dancing all around them just for me
And the party wouldn't swing if not for me
I've made you hearts jump, I've caused a heat
I'm in demand I am the beat

When the martian came to earth I made him dance
And who made the zombies all tap their feet
I'm in demand I am the beat

Beat

Beat

Beat

– “I Am the Beat” by The Look


Dance Is In Us, Too

To live is to be musical, starting with the blood dancing in your veins. Everything living has a rhythm. Do you feel your music?”

Michael Jackson

We humans are movement. We are the movement that is making us able to think and feel and act at all. Think of simple movement such as walking down the street. Try to do so without rhythm. It just isn't the same. In such moments, dance emerges – patterns of sensory awareness that changes us. When such an impulse courses through us, it relates us to ourselves and our worlds in a new way. It aligns and it frees. The movement of our bodily selves is actually “dance.”

Jumping from boulder to boulder and never falling, with a heavy pack, is easier than it sounds; you just can't fall when you get into the rhythm of the dance.”

– Jack Kerouac, The Dharma Bums

Kimerer LaMothe – award-winning author, philosopher, dancer, and playwright – explains …

Humans dance because dance is human. Dance is not an accidental or supplemental activity in which humans choose to engage or not. Dance is essential to our survival as human beings.

Without the barest ability to notice, recreate, and become patterns of movement, without the ability to invite impulses to move, humans would not be able to learn how to sense and respond to the sources of their wellbeing – to people, to nourishment, to ideas, to environments.

(Kimerer LaMothe. “Why Do Humans Dance?” Psychology Today. March 31, 2015.)

 

Sad Sack was a sittin' on a block of stone
Way over in the corner weepin' all alone.
The warden said, "Hey, buddy, don't you be no square.
If you can't find a partner use a wooden chair."

 

Origins Of the Backbeat

The backbeat is a significant component of the Africanization of American music. Music critic Amiri Baraka (1934-2014) makes the bold claim that “the only so-called popular music in this country of any real value is of African derivation.” He traces the spread of African musical values into America via the slave trade.

The percussion-heavy, improvisationally oriented and shouted/chanted music we hear on every pop radio station is informed powerfully by those vestiges of West African music that survived slavery. Generally speaking, African music is rhythmically complex and harmonically static, an inverse of Europe’s harmonically rich but rhythmically unsophisticated art music tradition. American musical history is largely informed by the collision between these two musical cultures.

(Amiri Baraka. Blues people: Negro music in white America. New York: Quill.1963.)

The backbeat also traces its popularity through early jazz banjo and piano accompaniment patterns, “Chicago-style drumming (on snare and hi-hat or choked cymbal), New Orleans processional drumming (with roots in Africa and the Caribbean), hand claps and tambourine hits (in sanctified gospel music), slap bass (in country and jazz), and staccato guitar and mandolin accompaniment (in country music).

So the big question is “Why don't we get bored with the classic groove, the backbeat? After all, we hear it over and over.

Some theorize that the possibility of continued repetition or a break in the pattern keeps our mind in the happy groove – you could define it as “a present that is continually being created anew.” We give particularity to each repetition based on our memory of the immediate past and our expectations for the future.

It is believed “participatory discrepancies” add power and interest to the groove. Music timbre, tone qualities, creative tensions, dynamics – that tricky but interesting stuff – all adds texture to the beat or the groove.

(Charles Keil. “Participatory Discrepancies and the Power of Music.” Cultural Anthropology. Vol. 2, No. 3. August, 1987.)

These researchers readily admit music is about motion, dance, and global and contradictory feelings. It's simply about allowing ourselves to get down in the groove. So much magic is there, but we just listen and enjoy even if we are oblivious to the complex structures we hear. Just ask those Dick Clark Rate-a-Record teens, and they simple say “It's got a good beat and you can dance to it.”

(Charles Keil. “The Theory of Participatory Discrepancies: A Progress Report.” Ethnomusicology 39, no. 1. 1995.)

There's something primordial in the way we react to pulses without even knowing it. We exist on a rhythm of seventy-two beats a minute. The train, apart from getting them from the Delta to Detroit, became very important to blues players because of the rhythm of the machine, the rhythm of the tracks, and then when you cross onto another track, the beat moves. It echoes something in the human body.

So then when you have machinery involved, like trains, and drones, all of that is still built in as music inside us. The human body will feel rhythms even when there's not one. Listen to "Mystery Train" by Elvis Presley. One of the great rock-and-roll tracks of all time, not a drum on it. It's just a suggestion, because the body will provide the rhythm. Rhythm really only has to be suggested. Doesn't have to be pronounced. This is where they got it wrong with 'this rock' and 'that rock.' It's got nothing to do with rock. It's to do with roll.”

Keith Richards (of the Rolling Stones). From Life, his autobiography (2011)

 

Wednesday, April 20, 2022

Republicans Censoring Public Libraries -- The Blanding of America

Bonnie Wallace speaks during a meeting of county commissioners in March. (Sergio Flores for The Washington Post)

In early November, an email dropped into the inbox of Judge Ron Cunningham, the silver-haired head chair of the governing body of Llano County in Texas’s picturesque Hill Country. The subject line read 'Pornographic Filth at the Llano Public Libraries.'

'It came to my attention a few weeks ago that pornographic filth has been discovered at the Llano library,' wrote Bonnie Wallace, a 54-year-old local church volunteer. 'I’m not advocating for any book to be censored but to be RELOCATED to the ADULT section. … It is the only way I can think of to prohibit censorship of books I do agree with, mainly the Bible, if more radicals come to town and want to use the fact that we censored these books against us.'

Wallace had attached an Excel spreadsheet of about 60 books she found objectionable, including those about transgender teens, sex education and race, including such notable works as Between the World and Me, by author and journalist Ta-Nehisi Coates, an exploration of the country’s history written as a letter to his adolescent son. Not long after, the county’s chief librarian sent the list to Suzette Baker, head of one of the library’s three branches.”

(Annie Gowen. “Censorship battles’ new frontier: Your public library.” The Washington Post. April 17, 2022.)

You just knew it was coming. Censorship of our public libraries is the latest ultra-conservative Republican answer to the ills of society. Republican opposition to children’s books about LGBTQ parents, what they judge as “pornography” or “critical race theory, and anti-racism literature is now driving more of them to seek seats on library boards.

According to the website of Rachelle Ottosen, a recently elected conservative library board member in Kootenai, Idaho, public libraries don’t need to be “an extension of scriptural knowledge only, but they sure shouldn’t be forcing taxpayer funding of Satanic agendas that lead to the destruction of our nation.”

In 2020, a conservative Republican state legislator, Ben Baker (Missouri), created quite a stir in library circles when he introduced the Parental Oversight of Public Libraries Act, or House Bill 2044. The bill calls for the creation of elected five-member panels who would provide oversight on books held in public library collections to ensure that the titles offered are appropriate for children (i.e., not sexually explicit). The bill also calls for community input, meaning the public would be called upon to suggest titles that should be excluded from public library collections accessible by children.

To top it off library staff who “willfully” refuse to comply could be fined up to $500 or jailed for up to a year. (And, as if that’s not enough, libraries could lose their funding).

What books require oversight according to HB2044?

Age-inappropriate sexual material,” any description or representation, in any form, of nudity, sexuality, sexual conduct, sexual excitement, or sadomasochistic abuse, that: (a) Taken as a whole, appeals to the prurient interest of minors; (b) Is patently offensive to prevailing standards in the adult community with respect to what is appropriate material for minors; and (c) Taken as a whole, lacks serious literary, artistic, political, or scientific value for minors.”

(Kimberly Rues. “A Politician Wants to Censor Books and Throw Librarians in Jail. It’s a SlipperySlope.” https://www.edsurge.com/news/2020-02-11-a-politician-wants-to-censor-books-and-throw-librarians-in-jail-it-s-a-slippery-slope. EdSurge. February 11, 2020.)

Of course, library advocates have voiced their concerns with this proposed legislation. From the American Library Association Office of Information Freedom: “Missouri House Bill 2044 clearly proposes policies and procedures that threaten library users’ freedom to read and violate our deeply held commitment to families’ and individuals’ intellectual freedom, as expressed in ALA’s Library Bill of Rights,” said Deborah Caldwell-Stone, the OIF director and the executive director of the Freedom to Read Foundation in a statement.

Caldwell-Stone continued …

Public libraries already have procedures in place that assist parents in selecting materials that fit their family’s information needs, while not censoring materials or infringing upon the rights of other families or patrons to choose the books they want and need.”

For those watching the GOP, none of this is surprising. Of course, we all know that thinking is the enemy of authoritarianism. Even basic literacy and math skills are viewed as a threat because they open the door to critical thinking. Above all else, Republicans do not want a population armed with critical thinking skills. Instead, the party nurtures anger and emotional reaction. Why? They prefer a populace that’s kept ignorant because they are prone to blindly following authority.

Wallace’s list in Llano County, Texas, was another salvo in a censorship battle that is unlikely to end well for proponents of free speech in this county of 21,000 nestled in rolling hills of mesquite trees and cactus northwest of Austin. Leaders have taken works as seemingly innocuous as the popular children’s picture book In the Night Kitchen by Maurice Sendak off the shelves. (The book has a drawing of a naked child that is only "pornographic" to people who think all nudity, even children's nudity, is about sex.) They have closed library board meetings to the public and named Wallace the vice chair of a new library board stacked with conservative appointees – some of whom reportedly did not even have library cards.

(Amanda Marcotte. “Banning math books and attacking libraries: Republicans ramp up their mission to spread ignorance.” Salon. April 18, 2022.)

A movement that started in schools has rapidly expanded to public libraries, accounting for 37 percent of book challenges last year, according to the American Library Association. Conservative activists in several states, including Texas, Montana and Louisiana have joined forces with like-minded officials to dissolve libraries’ governing bodies, rewrite or delete censorship protections, and remove books outside of official challenge procedures.

(Amanda Marcotte. “Banning math books and attacking libraries: Republicans ramp up their mission to spread ignorance.” Salon. April 18, 2022.)

 

Dangers

If we start to have information and books that only address one viewpoint okayed by just one group, we lose diversity of thought and diversity of ideas. Conservative Republicans practice emasculation of any alternative view. For example, they are currently demonizing teachers as groomers of what they believe are dangerous ideological concepts. They wish to cut any reference to opposing thought out of public schools. How easy it is to imagine their efforts will actually breed illiteracy and significantly damage every child's right to education?

Such censorship produces “plain vanilla” thinkers – those who become conditioned to thought control and no longer bother writing or expressing what they think would be anyway censored. They eventually practice dutiful self-censorship and yield to a system and authority of control. How would it be possible to challenge your own preconceptions in such a world? Vanilla only – no chocolate, no strawberry … and kiss your mint chocolate chip and rocky road alternatives goodbye.

A dilemma faces the learner: good and evil are not easily recognizable. They are interwoven with each other to such a degree that discernment requires thorough examination and critical thinking. No one argues that the ultimate goal of education is a moral one, but how do we help individuals learn to explore and wrestle with these intertwinings and then make reasoned, defensible, and compassionate choices?

Seeking truth puts learners on a path filled with contradiction and gray areas. Yet, censorship actually short-circuits the process. Under such controls, individuals are incapable of reason and choice. Instead of allowing and encouraging, individuals to venture out and engage opposing ideas, the censor wants them merely to accept his or her own particular political, social, or religious beliefs.

To foster reason and choice, we cannot impose a singular curriculum or a singular perspective. And, we cannot simply avoid the difficult questions. Rather, we – parents, teachers, community members – must foster a climate that engages differing opinions.

No one said learning to reason is easy. The most important concepts require rigorous study. As an ex-teacher, I can assure you that each student is a unique human being struggling with self-identification and his or her personal application of knowledge. Of course, we teachers want to develop the potential of everyone in the classroom, and I can't imagine doing this by squeezing every brain into an insipid curriculum lacking any adornment. Time and again, my students found novel ideas to be engaging and sufficiently challenging to their preconceptions. These concepts often led them to further self-discovery and higher thinking processes. 

Postscript

I have had students read the following three books in my Best Sellers Class and tell me that the books were the first novels they ever read. All three books were among the favorites of students in my class. In addition, year after year, each ignited lively discussions of what conservatives may consider controversial and objectionable topics such as race, social inequality, euthanasia, profanity, the nature of humanity, disabilities, and, of course, censorship.

The American Library Association Office for Intellectual Freedom records attempts to remove books from libraries, schools, and universities. These three books I taught in my class – Of Mice and Men, To Kill a Mockingbird, and The Lord of the Flies – are on the “Radcliffe Publishing Course Top 100 Novels of the 20th Century” that have been banned or challenged.

Here is a history of attempts to remove these novels – books that were in the curriculum of my sophomore class at Valley High School in rural Southern Ohio … 

Of Mice and Men, by John Steinbeck

  • Banned in Ireland (1953); Syracuse, IN (1974); Oil City, PA (I977); Grand Blanc, MI (1979); Continental, OH (1980) and other communities.

  • Challenged in Greenville, SC (1977) by the Fourth Province of the Knights of the Ku Klux KIan; Vernon Verona Sherill, NY School District (1980); St. David, AZ (1981) and Tell City, IN (1982) due to "profanity and using God's name in vain."

  • Banned from classroom use at the Scottsboro, AL Skyline High School (1983) due to "profanity." The Knoxville, TN School Board chairman vowed to have "filthy books" removed from Knoxville's public schools (1984) and picked Steinbeck's novel as the first target due to "its vulgar language."

  • Reinstated at the Christian County, KY school libraries and English classes (1987) after being challenged as vulgar and offensive.

  • Challenged in the Marion County, WV schools (1988), at the Wheaton Warrenville, IL Middle School (1988), and at the Berrien Springs, MI High School (1988) because the book contains profanity.

  • Removed from the Northside High School in Tuscaloosa, AL (1989) because the book "has profane use of God's name."

  • Challenged as a summer youth program reading assignment in Chattanooga, TN (1989) because "Steinbeck is known to have had an anti business attitude." In addition, "he was very questionable as to his patriotism." Removed from all reading lists and collected at the White Chapel High School in Pine Bluff, AR (1989) because of objections to language.

  • Challenged as appropriate for high school reading lists in the Shelby County, TN school system (1989) because the novel contains "offensive language."

  • Challenged, but retained in a Salina, KS (1990) tenth grade English class despite concerns that it contains "profanity" and "takes the Lord's name in vain."

  • Challenged by a Fresno, CA (1991) parent as a tenth grade English college preparatory curriculum assignment, citing profanity" and "racial slurs." The book was retained, and the child of the objecting parent was provided with an alternative reading assignment. Challenged in the Rivera, TX schools (1990) because it contains profanity.

  • Challenged as curriculum material at the Ringgold High School in Carroll Township, PA (1991) because the novel contains terminology offensive to blacks. Removed and later returned to the Suwannee, FL High School library (1991) because the book is "indecent"

  • Challenged at the Jacksboro, TN High School (1991) because the novel contains "blasphemous" language, excessive cursing, and sexual overtones.

  • Challenged as required reading in the Buckingham County, VA schools (1991) because of profanity. In 1992 a coalition of community members and clergy in Mobile, AL requested that local school officials form a special textbook screening committee to "weed out objectionable things." Steinbeck's novel was the first target because it contains "profanity" and "morbid and depressing themes."

  • Temporarily removed from the Hamilton, OH High School reading list (1992) after a parent complained about its vulgarity and racial slurs.

  • Challenged in the Waterloo, IA schools (1992) and the Duval County, FL public school libraries (1992) because of profanity, lurid passages about sex, and statements defamatory to minorities, God, women, and the disabled.

  • Challenged at the Modesto, CA High School as recommended reading (1992) because of "offensive and racist language." The word "nigger" appears in the book.

  • Challenged at the Oak Hill High School in Alexandria, LA (1992) because of profanity. Challenged as an appropriate English curriculum assignment at the Mingus, AZ Union High School (1993) because of "profane language, moral statement, treatment of the retarded, and the violent ending."

  • Pulled from a classroom by the Putnam County, TN school superintendent (1994) "due to the language." Later, after discussions with the school district counsel, it was reinstated.

  • The book was challenged in the Loganville, GA High School (1994) because of its "vulgar language throughout."

  • Challenged in the Galena, KS school library (1995) because of the book's language and social implications.

  • Retained in the Bemidji, MN schools (1995) after challenges to the book's "objectionable" language. Challenged at the Stephens County High School library in Toccoa, GA (I995) because of "curse words." The book was retained.

  • Challenged, but retained in a Warm Springs, VA High School (1995) English class. Banned from the Washington Junior High School curriculum in Peru, IL (1997) because it was deemed "age inappropriate."

  • Challenged, but retained, in the Louisville, OH high school English classes (1997) because of profanity.

  • Removed, restored, restricted, and eventually retained at the Bay County schools in Panama City, FL (1997). A citizen group, the 100 Black United, Inc., requested the novel's removal and "any other inadmissible literary books that have racial slurs in them, such as the using of the word 'Nigger.'"

  • Challenged as a reading list assignment for a ninth grade literature class, but retained at the Sauk Rapids Rice High School in St. Cloud, MN (1997). A parent complained that the book's use of racist language led to racist behavior and racial harassment.

  • Challenged in O'Hara Park Middle School classrooms in Oakley, CA (1998) because it contains racial epithets.

  • Challenged, but retained, in the Bryant, AR school library (1998) because of a parent's complaint that the book "takes God's name in vain 15 times and uses Jesus's name lightly."

  • Challenged at the Barron, WI School District (1998). Challenged, but retained in the sophomore curriculum at West Middlesex, PA High School (1999) despite objections to the novel's profanity.

  • Challenged in the Tomah, WI School District (1999) because the novel is violent and contains obscenities.

  • Challenged as required reading at the high school in Grandville, MI (2002) because the book "is full of racism, profanity, and foul language."

  • Banned from the George County, MS schools (2002) because of profanity. Challenged in the Normal, IL Community High Schools (2003) because the books contains "racial slurs, profanity, violence, and does not represent traditional values." An alternative book, Steinbeck's The Pearl, was offered but rejected by the family challenging the novel. The committee then recommended The House on Mango Street and The Way to Rainy Mountain as alternatives.

  • Retained in the Greencastle-Antrim, PA (2006) tenth-grade English classes. A complaint was filed because of “racial slurs” and profanity used throughout the novel. The book has been used in the high school for more than thirty years, and those who object to its content have the option of reading an alternative reading.

  • Challenged at the Newton, IA High School (2007) because of concerns about profanity and the portrayal of Jesus Christ. Newton High School has required students to read the book since at least the early 1980s. In neighboring Des Moines, it is on the recommended reading list for ninth-grade English, and it is used for some special education students in the eleventh and twelfth grades.

  • Retained in the Olathe, KS ninth grade curriculum (2007) despite a parent calling the novel a “worthless, profanity-riddled book” which is “derogatory towards African Americans, women, and the developmentally disabled.” 

To Kill a Mockingbird, by Harper Lee

  • Challenged in Eden Valley, MN (1977) and temporarily banned due to words "damn" and "whore lady" used in the novel.

  • Challenged in the Vernon Verona Sherill, NY School District (1980) as a "filthy, trashy novel."

  • Challenged at the Warren, IN Township schools (1981) because  the book does "psychological damage to the positive integration process" and "represents  institutionalized racism under the guise of good literature." After unsuccessfully trying to ban Lee's novel, three black parents resigned from the township human relations advisory council.

  • Challenged in the Waukegan, IL School District (1984) because the novel uses the  word "nigger."

  • Challenged in the Kansas City, MO junior high schools (1985). Challenged at  the Park Hill, MO Junior High School (1985) because the novel "contains profanity and  racial slurs." Retained on a supplemental eighth grade reading list in the Casa Grande, AZ Elementary School District (1985), despite the protests by black parents and the National Association for the Advancement of Colored People who charged the book was unfit for junior high use.

  • Challenged at the Santa Cruz, CA Schools (1995) because of its racial themes.  Removed from the Southwood High School Library in Caddo Parish, LA (1995) because the book's language and content were objectionable.

  • Challenged at the Moss Point, MS School District (1996) because the novel contains a racial epithet. Banned from the Lindale, TX advanced placement English reading list (1996) because the book "conflicted with the values of the community."

  • Challenged by a Glynn County, GA (2001) School Board member because of profanity. The novel was retained. Returned to the freshman reading list at Muskogee, OK High School (2001) despite complaints over the years from black students and parents about racial slurs in the text.

  • Challenged in the Normal, IL Community High School's sophomore literature class (2003) as being degrading to African Americans.

  • Challenged at the Stanford Middle School in Durham, NC (2004) because the 1961 Pulitzer Prize-winning novel uses the word "nigger."

  • Challenged at the Brentwood, TN Middle School (2006) because the book contains “profanity” and “contains adult themes such as sexual intercourse, rape, and incest.” The complainants also contend that the book’s use of racial slurs promotes “racial hatred, racial division, racial separation, and promotes white supremacy.”

  • Retained in the English curriculum by the Cherry Hill, NJ Board of Education (2007). A resident had objected to the novel’s depiction of how blacks are treated by members of a racist white community in an Alabama town during the Depression. The resident feared the book would upset black children reading it.

  • Removed (2009) from the St. Edmund Campion Secondary School classrooms in Brampton Ontario, Canada because a parent objected to language used in the novel, including the word “nigger." 

The Lord of the Flies, by William Golding

  • Challenged at the Dallas, TX Independent School District high school libraries (1974).

  • Challenged at the Sully Buttes, SD High School (1981). Challenged at the Owen, NC High School (1981) because the book is "demoralizing inasmuch as it implies that man is little more than an animal."

  • Challenged at the Marana, AZ High School (1983) as an inappropriate reading assignment.

  • Challenged at the Olney, TX Independent School District (1984) because of "excessive violence and bad language." A committee of the Toronto, Canada Board of Education ruled on June 23, 1988, that the novel is "racist and recommended that it be removed from all schools." Parents and members of the black community complained about a reference to "niggers" in the book and said it denigrates blacks.

  • Challenged in the Waterloo, IA schools (1992) because of profanity, lurid passages about sex, and statements defamatory to minorities, God, women and the disabled.

  • Challenged, but retained on the ninth-grade accelerated English reading list in Bloomfield, NY (2000).