The Adventures of Huckleberry Finn (hereafter referred to as AHF) was published in 1885, and written by Mark Twain.  It is a coming of age story which reflects the realities of the historical backdrop in the 1850s; Twain criticizes the society by narrating through the eyes of children (Sova, 325).   For nearly a century, AHF has been one of the most widely read and beloved novels in America.  It is the most taught piece of American literature, required in seventy percent of public high schools and seventy six percent of parochial high schools in the 1990s (Carey-Webb, 23).  However, at the same time, it has been placed fifth high on the American Library Association’s “Top 100 Banned/Challenged Books” (American Library Association, 46).  The book has been gradually disappearing from grade school curriculums across the country, relegated to optimal reading lists, or banned.  It has been frequently subject to censorship because of racism (Schulten, 57); specifically, the harsh criticisms and controversies due to a lack of moral integrity of a main character and the repeated use of an offensive word, ‘nigger’ (Fikes, 240). 

There is severe criticism in terms of the novel’s misguided the moral integrity of schoolchildren.  In the 1930s, bourgeoisies criticized a main character, Huck, who is portrayed as a 13-year-old, pipe smoking, marvellously imaginative liar whose love for the runaway slave, Jim, would profoundly affect the young minds of the youth.  They feared that Huck’s character and personality might corrupt American youth.  However, since the late 1900s AHF has no longer been censored because of the moral issue (Champion 140-142). 

In the United States, this book has encountered with skepticism and disapproval from African Americans because it entails inappropriate use of racist language—214 occurrences of the N-words (American Library Association, 45).  In the second half of the 20^th century, social rights activists like the National Association of Advanced of Colored People (NAACP) increasingly pressured school officials to ban or remove the novel from school curriculum and libraries (Hechinger, 9).  For instance, in 1957, the New York Times reported that this novel had been deleted from the list of approved textbooks, and had been banned it for use in the classroom.  The NAACP claims that the book contains “racial slurs” and “belittling racial designations” and its portrayal of blacks is considered stereotypical and demanding (Fikes, 242).  Many teachers and students themselves complain about their difficulty to embrace this novel in classes.  Specifically, African American students are reportedly expressed that they find it extremely difficult to handle reading AHF, while feeling isolated and humiliated.  English teachers believe that it causes white students to have little or no respect for blacks; these attitudes can lead to tension, discontent and fights (Champion, 143).

Those who are opposite to the censorship are primarily scholars who believe that banning AHF violates the intellectual rights which ignore the right to express ideas.  They claim that censorship is a way for society to try to get rid of uncomfortable ideas; also, it is a form of denial, which attempts to conceal history that shows that American society has a lack of confidence in revealing painful issues (Rossuck, 69).  They believe the censors have a lack of understanding of the literature (Mensh, 125).  Moreover, since the AHF is one of the classic literatures—which reflect the reality of the 19^th century in a slave state—they believe that controversy over the frequent use the word ‘nigger’ is not racist for it was the ordinary colloquial term in which a reflection of history (Bloom, 98).

There are disagreements among blacks themselves about the censorship on the novel.  Since the 20^th century, there have been fewer expressions of strong support for AHF by notable blacks, an exception being a handful of celebrated novelists (Fikes, 242).  However, the other side of the argument claims that banning the AHF means that African Americans, especially the youth, are losing access to literature that speaks to their experience, that offers role models, and that nurtures them to overcome hardships in life (American Library Association, 46).  They believe the literature enables African Americans, who did not witness the history, to be aware of the harsh truths of history and social experience (Bertin, 18).