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DOCUMENT RESUME ED 468 941 CS 511 464 AUTHOR Schulten, Katherine "Huck Finn" in Context: A Teaching Guide. TITLE WGBH-TV, Boston, MA INSTITUTION SPONS AGENCY Ford Foundation, New York, NY. PUB DATE 1999-00-00 NOTE 44p.; A companion guide to "Born to Trouble: 'Adventures of Huckleberry Finn'", one of four films of the "Culture Shock" series. Videotape not available from ERIC. Produced by the Educational Print and Outreach department of the WGBH Educational Foundation. AVAILABLE FROM Educational Print and Outreach, WGBH, 125 Western Ave., Boston, MA 02134. Tel: 617-492-2777, ext. 3848; e-mail: WGBH [email protected]; Web site: http://www.pbs.org/teachersource. For full text: http://www.pbs.org/wgbh/ cultureshock/teachers/huck/. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Characterization; *Critical Reading; Irony; Listening Skills; *Reading Instruction; Satire; Secondary Education; Speech Skills; Teaching Methods; *United States Literature; *Writing Strategies Huckleberry Finn IDENTIFIERS, ABSTRACT This guide contains a detailed, six-section curriculum that frames the debate over Mark Twain's novel "Huck Finn," asks students to think critically about it, and helps them to see the novel in a richer historical and literary context. The first section introduces students to the history of the controversy surrounding "Huck Finn" and touches on the racism that supported the system of slavery. Section two of the guide addresses charges that Jim is more a stereotype than a fully realized character. The third and fourth sections deal with character development, satire, irony, point of view, and authorial intent in relation to Jim and Huck's roles in the novel. The fifth section introduces "Narrative of the Life of Frederick Douglass" as an example of the important slave narrative literary tradition. Section six presents a variety of culminating activities in which students use writing, debates, drama, and oral presentations to document their knowledge, analyze how they feel about the controversy, and explore the meaning of the novel. Each section includes an explanation of the section, companion readings for teachers and students, teaching suggestions, discussion questions, and activities. The activities address the four components emphasized by the National Standards for Language Arts: reading, writing, speaking, and listening. Includes a general resources section, which lists 12 Web sites and 9 organizations. (Contains 62 references.) (PM) Reproductions supplied by EDRS are the best that can be made from the original document. - ex inn _ucce _ ATeac ing Gui e 111111.... ..... ; Mirt or' '414 a kt, tn awrzsassa-4,-.- .!/ S -AM a 0-1 , 1.:.1"11M11111F ' A Companion Guide to "Born to Trouble: Adventures of Huckleberry Finn" U.S. DEPARTMENT OF EDUCATION One of four films of the series 4 PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement 1 EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS Premieres January 2000 CENTER (ERIC) BEEN GRANTED BY O This document has been reproduced as received from the person or organization originating it. PBS O Minor changes have been made to "Po oaf, improve reproduction quality. " FORD FOUNDATION 'I TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this ... INFORMATION CENTER (ERIC) document do not necessarily represent 2 official OERI position or policy. . , 4 1 ? . 0 1 " 1 d 0 1 8 1 1 1 ( 6 1 0 4 , , 0 1 / . 2 4 / 1 3 / 9 / ' c ' 0 / a " x / % " / 3 / 1 / 1 , 1 1 o / 1 8 1 6 0 1 . 0 ' . . p . , . 1 h . . . . 1 o . . , . . 1 . . . b . . . 1 . . . . 1 . . . . . p 1 t . . s f 1 o . d . , , 0 ° I 1 . I N . d . e 1 8 . . 0 .I 1 8 " . o 1 " . 7 o ° ' . " . . e . 1 g 8 . o . , : " ! " 8 . n 4 j " 0 t , f f " f 1 e ° I 0 t 0 : I I : c . I . : ° : 0 O I , , 1 , Y t 0 : U 7 4 . . M . 0 I . I 1 1 1 l o ° ° h C . l n Q 1 / 1 , 1 ' I f U : 0 o 0 o Contents 2 Introduction 3 How to Use the Guide 4 About the CULTURE SHOCK Series 5 About the Film: "Born to Trouble: Adventures of Huckleberry Finn" 6 About the Book: Adventures of Huckleberry Finn 8 Controversy at Cherry Hill 10 Perspectives from Cherry Hill 14 Creating the Curriculum Finn in Context Curriculum Huck 16 Section I: Exploring the Controversy i8 The "N" Word 20 Section II: Behind the MaskExploring Stereotypes 22 Section III: The Development of Character in Huck Finn 24 Section IV:The Novel as Satire 26 SectionV: Reclaiming the SelfThe Legacy of Slavery 28 SectionVl: Final Projects 29 "Teaching MarkTwain's Adventures of Huckleberry Finn" by Shelley Fisher Fishkin 32 Film Index: "Born to Trouble: Adventures of Huckleberry Finn" 34 General Resources 39 Educational Materials from WGBH 40 Credits left: Illustration by Elliott Banfield cover: Section of Mural by Thomas Hart Benton Introduction The resulting curriculum, developed The PBS film series CULTURE SHOCK tells the stories of four now-classic works of by two Cherry Hill high school English art that have been censored or challenged. teachers and three professors from nearby Through painting, music, film, and Villanova University, provides imaginative literature, the series poses questions about lessons that deal with the objections about art, censorship, and society that are still the book while maintaining the integrity hotly debated today: What is the role of of the novel as a work of literature. Our art in society? Can art change society or adaptation of the Cherry Hill curriculum behavior? Should the arts ever be (see pages 16-28) contains additional readings, discussion questions, activities, censored? CULTURE SHOCK explores the richness and complexity of these issues by and resources, and uses the documentary examining the furor surrounding Manet's "Born to Trouble: Adventures of Huckleberry famous 1865 painting of a nude, Olympia; Finn" to spark discussion. the "subversive" nature of 1920s jazz; the Although teachers of Huck Finn may Production Code era of Hollywood find the story of what happened at Cherry movies; and the MarkTwain novel that has Hill especially helpful, the Cherry Hill seemed "born to trouble"Adventures of case can also serve as a model for school communities faced with challenges to Huckleberry Finn. (See page 4 for a more extensive description of each film.) other topics, methods, or materials. WGBH developed this teacher's In addition to the curriculum itself, the guide to accompany one of the four perspectives and advice offered by the participants (see pages 10-14) may help CULTURE SHOCK films, "Born to Trouble: other school districts turn a divisive issue Adventures of Huckleberry Finn." The guide focuses onTwain's famous novelone of into an opportunity for bringing people the most beloved and the most challenged together.The story of Cherry Hill is novels in Americaby exploring the thus not only about a new teaching controversy surrounding the book, then approach but about tackling two of our most difficult dilemmasracism and and now, and providing a comprehensive censorshipand creating new curriculum that places the book within its historical, literary, and cultural partnerships and a new kind of dialogue. context. (A teacher's guide to the entire 7 CULTURE SHOCK series is also available. See page 39.) the Tempe, LIKE KATHY MONTEIRO, Originally developed by the Arizona, parent featured in the film Cherry Hill, New Jersey, school district who objected to the book, parents in in response to objections to the book, Cherry Hill, New Jersey, objected to on the grounds that "the Huck Finn the curriculum has enhanced both the prejudicial effect of the racial charac- teaching of the novel and communication terizations outweigh any literary value among parents, teachers, and administrators. that the book might have." We have Many school districts have responded chosen to focus on the Cherry Hill case to complaints about the book by either and curriculum because it presents an ignoring parents' concerns or by innovative approach to addressing the removing the book from the curriculum. issues that are raised when the Instead, administrators, teachers, book is used in the classroom. For students, and parents in Cherry Hill came information about the outcome of the together to talk about their concerns. Monteiro case, see page 5. 5 Illustration by E.W. Kemble from the first American edition of Adventures of Huckleberry Finn -2 the Guide to How Use The "Born to Trouble: Adventures / introduces students to the Section provides a Film Index Context:-. Hude Finn in history of the controversy surrounding of Huckleberry Finn" description of the film divided into segments Huck Finn and touches on the racism that ATeacking Guide for easier access (see pages 32-33). The supported the system of slavery and that section (see pages continues today. "The 'N' Word" suggests General Resources 34-38) contains Web sites (including the ways of working with the repeated use of Fr CULTURE SHOCK Web site), a list of organi- the word "nigger." zations, and an annotated bibliography. addresses charges that Jim is Section II The essay by scholar Shelley Fisher more a stereotype than a fully realized Fishkin, "Teaching MarkTwain's Adventures character. By looking at historical and of Huckleberry Finn" (see pages 29-31), current stereotypes, students have a lens provides an overview of the issues through which to evaluate Jim when they surrounding the book, as well as why it meet him in the novel. has endured as a classic work of American literature.You may use this essay for deal with issues and Section IV Section III background reading and to inspire student English teachers will already be familiar A Companion Guide to .Bom to Trouble[ Adventure of Mideleberry Fine withcharacter development, satire and discussion and writing. You may also want One of Rita films of the iMS=E=1 Premier. January anon to refer to pages 116-125 of Fishkin's irony, point of view, and authorial intent. In this curriculum, however, Jim is dealt book, Lighting Out for the Territory: with not just as a foil for Huck, but on his Reflections on Mark Twain and American This guide contains a detailed, six-section Culture (NewYork: Oxford University own merits. Whether Jim or Huck is the that frames the debate curriculum Press, 1997), which takes the reader true hero of the novel is also explored. over Huck Finn, asks students to think through her experiences with a class introduces Narrative of the Life of Section V critically about it, and helps them to see discussion of these issues. Frederick Douglass as an example of the the novel in a richer historical and important slave narrative literary tradition, literary context. Each section----designed as well as poetry that expresses the reality to last from two days to two weeks, Huck Finn Coursepack of slavery and its legacy today. Students depending on the needs of the class For a complete, reproducible set of the look back at the novel in a new context and companion readings for the includes an explanation of the section, think again aboutTwain's portrayal of curriculum, along with a copy of the companion readings for teachers and "Born to Trouble: Adventures of America's "peculiar institution." students, teaching suggestions, discussion Huckleberry Finn" video, order the Huck questions, and activities. The activities, presents a variety of Section VI Finn Coursepack (see page 39). including those that conclude the unit, culminating activities. Through writing, address all four components emphasized debates, drama, and oral presentations, by the National Standards for Language students are asked to document their Arts: reading, writing, speaking, and knowledge, analyze how they feel about listening. English teachers will find many the controversy, and explore the meaning of the traditional approaches to the novel of the novel itself. embedded in the curriculum. Taping Rights You can tape the film "Born to Trouble: Adventures of Huckleberry Finn"off the air and use it with your students for up to one year after its broadcast: 6 -3- About the Culture Shock Series The Films "Art gives form to our terrors as well as our desires." Picasso The power of the arts to enthrall and disturb is at the heart of the CULTURE SHOCK series. In addition to exploring themes that are central to current debates about 110%eti01. Pot i0CM`. cultural values, freedom of expression, -4-ikr-.HTeeiackl`g Born to Trouble: Shock of the Nude: page and the role of the arts in society, each Adventures of Huckleberry Finn Manet's Olympia program tells the story of a now-classic Set against a backdrop of American history The famous French masterpiece, work of art in literature, painting, music, before the Civil War, the film tells the identified by scholars as the first truly or film that has been controversial and story of a book that is a literary icon yet modern painting, caused an uproar when explores its relevance today. has been attacked by the public longer it was first exhibited in Paris in 1865. In The series examines questions that and more continuously than any other fact, the gallery was forced to hire police our society has grappled with in recent American novel.The complex officers to protect the canvas from visitors years: Can the arts go too far? How do new connections between race, culture, who wanted to destroy it. What inspired forms of art and popular culture emerge, politics, and morality are made vivid and Manet to paint it, and why were Parisian and should there be limits? What motivates powerful as the film chronicles Twain's audiences and critics so outraged? Who artists to create and audiences to react? Do literary genius; the culture that shaped the was the real Olympia, and what became of the arts cause or reflect social behavior? novel; the hundred-year-old conflicts her?This program poses the problem of What do conflicts about the arts tell us surrounding it; and the book's importance the nudevisual art's most enduring, about who we are as a society? CULTURE in America and around the world. universal subject. (60 minutes) SHOCK is about creative inspiration, social (90 minutes) history, how culture evolves, and the role of the arts in our lives. Each film in the CULTURE SHOCK series, premiering in January/February 2000, shows viewers how the arts can reflect and influence society. By examining works of art that were once controversial but have since become icons, changing the way we see the world and ourselves, The Devil's Music: 1920s Jazz Hollywood Censored: Movies, CULTURE SHOCK celebrates the arts and In its early years jazz faced resistance their complex, essential role in society. Morality & the Production Code across America. Like rap today, jazz was In the 1920s, moviemakers struggled with considered a dangerous influence on would-be censors over what couldand young people and society. It featured Any or all of these films can be shown as couldn'tbe shown on the screen. Sexy improvisation and the rhythms of the part of a unit on Huck Finn and sirens and shoot-'em-up violence were African American experience over censorship, as each poses similar attacked by religious and government classical music forms. As jazz's popularity questions and explores many common groups and other concerned citizens. In grew, moralists fought to suppress the themes. For a more in-depth look at the 1931 Hollywood responded by adopting a music before it finally won acceptance. entire series, the CULTURE SHOCK self-imposed Production Code to ensure How did this new artistic genre become Teacher's Guide provides discussion questions, curricular links, and activities. that its movies were "safe" for family recognized as an American classic? It also suggests links to literature viewing. Three years later Will Hays, the (60 minutes) already being taught in the head of the Motion Picture Association, English/Language Arts curriculum. hired Joe Breen to enforce the Code more See page 39 for ordering information. strictly. The restrictions of the Production Code influenced movies for many years to top left: Mural by Thomas Hart Benton come. (60 minutes) top right: Edouard Manet, Olympia, 1863 bottom left: Scarface,1932 7 bottom right: Sunset Cafe, Chi cago,1922 4 About the ail "Born to Trouble: Adventures of Huckleberry Finn" Throughout the film, writers and scholars the plot of the book, and in one comment Using the Film comment on just what makes Huck Finn alludes to the ending ("Jim risks his controversial, compelling, and relevant to freedom to nurseTom when Tom is Film Index: See pages 32-33 for an the times we live in. Scholars such as injured by a bullet. Finally, Tom reveals his index to the film.This index describes David Bradley, Shelley Fisher Fishkin, Jim secret that Jim is a free man."), it is so the film in detail and divides it into Miller, and Jocelyn Chadwick-Joshua embedded in the context of why the book segments that can be easily selected for examine its language, the characters of is controversial that teachers should not classroom use. Huck and Jim, the time period in which it find that it "gives away" the ending before Preview: As with any film, preview "Born was written, and Twain's intent in writing students read.The film can also be shown to Trouble" before using it with your class. the novel. at any point in a study of the novel. Taping Rights: You can tape the film and Teachers who want to help Teachers may want to show the film use it with your students for up to one students understand the history of debate before and after the book is read. Students year after its broadcast. around the novel might want to show can then explain, change, or enhance their the film at the beginning of their study of opinions on the book and the controversy. Videos: You may also purchase a video of the film or a video set of the entire 4-part Huck Finn. Although the film does retell CULTURE SHOCK series (see page 39). IN ADDITION TO LOOKING AT the history of the book, the film also chronicles the recent crusade of Kathy Monteiro and her daughter, Raquel Panton, to remove Huck Finn from a high school required reading list in Tempe, Arizona. The claims of Monteiro that her daughter and other African American students suffered psychological injuries (due to increasingly frequent and intense racial harassment by the other students) and lost educational opportunities (during class discussions of the book African Parent Kathy Monteiro,Tempe, Arizona American students could read other books in the library) were dismissed by the United States District Court for the District of Arizona. In 1998 the Ninth Circuit Court of Appeals upheld the district court's decision regarding the ban on controversial literary works, saying that students' First Amendment rights would be violated if controversial works, such as Adventures of Huckleberry Finn, were removed from a school's curriculum on the basis of their content.The court did find, however, that the school's failure to address the racial harassment was a violation of Title VI. Student Raquel Panton, Tempe, Arizona 8 5 About the Book: bl tures o, Huc....e_erry Finn Adventures "Persons attempting Ernest Hemingway declared that "All According to the People for the modern American literature comes from to find a motive American Way, the most frequently one book by MarkTwain called Huckleberry challenged books in 1995-1996 were in this narrative Finn." T. S. Eliot called it a "masterpiece." the following (listed here in Now an accepted part of the American alphabetical order by title). Many of will be prosecuted; literary canon, Adventures of Huckleberry these titles, including Huck Finn, also Finn is required reading in over 70 percent persons attempting to appear on the list for 1982-1992. of American high schools and is among the Adventures of Huckleberry Finn moral in it most taught works of American literature. a find, by Mark Twain Yet Huck Finn has been in trouble will be banished; Bridge to Terabithia by Katherine almost continuously since the day it was Paterson first published in America in 1885. The persons attempting The Catcher in the Rye by J. D. Salinger Concord Public Library in Massachusetts The Chocolate War by Robert Cormier to find a plot in it immediately banned it as "the veriest The Color Purple by Alice Walker trash, suitable only for the slums."A A Day No Pigs Would Die by Robert will be shot." newspaper account described the library's Newton Peck objections to the novel: The Giver by Lois Lowry Mark Twain, Go Ask Alice by Anonymous It deals with a series of adventures of Introductory note in Adventures of I Know Why the Caged Bird Sings by a very low grade of morality; it is Huckleberry Finn Maya An g elou couched in the language of a rough My Brother Sam Is Dead by Christopher dialect, and all through its pages and James Lincoln Collier there is a systemic use of bad grammar Native Son by Richard Wright Of Mice and Men by John Steinbeck and an employment of rough, coarse, inelegant expressions. It is also very irreverent. . . .The whole book is of a class that is more profitable for the Over the years the novel has been slums than it isfor respectable people. declared "unfit for children" on a number St. Louis Globe-Democrat, of counts, but the indictment that has March 17,1885 proven most persistent began in 1957, when the NAACP charged that Huck Finn The Brooklyn Public Library contained "racial slurs" and "belittling followed suit in 1905, removing it from racial designations." Since then, the book the children's room because Huck was has been called racist for both the pervasive a liar who "not only itched, but scratched," use of the word "nigger" and a portrayal was dirty, used terrible grammar, and of blacks that some people consider "said 'sweat' when he should have said stereotypical and demeaning. It has been `perspiration.'" By 1907 libraries in Denver, removed from reading lists in schools Omaha, and Worcester (Massachusetts) ranging from Texas to Pennsylvania had removed the book because Huck and (including, ironically, the MarkTwain Tom were "bad" role models. During Intermediate School in Fairfax, Virginia). the 1930s many libraries purchased Public libraries also continue to deal expurgated or "junior" versions of the with requests that the book be removed, novel, which omitted sections and although the focus of the controversy has simplified the language. shifted to the classroom. 9 -6- 'Racigily Offensive' `Huck Finn' Dropped By New York Schools NEW YORK Oh nut "prejudice to the book.' Mark she said. One of the most outspoken Twain's "The Adventures of But an official of one pub- Huckleberry Finn" has been lishing firm said school au- opponents of Huck Finn in the 1980s was dropped as a textbook in New had informed him thorities York's elementary and junior nis company's contract that high schools. apparently be- John Wallace, then a school administrator, for the not book re- was cause of passages derogatory newed because the work con- who went so far as to rewrite the novel tained passages derogatory to . which relates the " HUCKLEBERRY FINN." Negroes. of a boy and his contract with another without the word "nigger." He spoke for A tg the Mississippi supplying publisher. New Mark Twain's Last Book Excluded from may be on its way York high schools with the a Public Library. many of the book's critics when he wrote, 'book in New York , book, expires in 1959. Special Dispatch to the (Hobe-Democrat. S. Several organizations vocal el Haggard, a in a 1982 Washington Post editorial, CoNCOHD, MASS., March 10.--The Concord (1- in the civil liberties field, in- in Public Library Committee has unanimously eluding National the Assn. curriculum devel- for the Advancement of Col- decided to.exclude from the shelves of that nfirmed yesterday "The reading aloud of Huck Finn in they had People. said fired Institution Mark Twalif s now book, "Huckle- card of Education not protested about the book. berry Finn." Said ono member of the corn- renew three text- However, a spokesman for the our classrooms is humiliating and While I do not wish to state It entity lets for the book. mitten: NAACP said the organization Opinion that. the book Is absolutely immoral however, that this objected to -racial slurs" and In Its tone, stilt it seems to me that it contains insulting to black students. It om objections to "belittling racial designations" but very little humor, and that little is of a is regarded chick If it were not for the in Mark Twain. works. very coerce type. greatest t Twain's contributes to their feelings of low author's reputation the hook would undoubt- 1 regard C edly meet with severe crititilM. Bard said the bpolt as the veriest tresh." Another member says: self-esteem and to the white student's in was "I have examined the book and my (Mac- 1085, text because if It deals with a series of are MARK TWAIN BOOKS these: Mons to it Fi disrespectfor black people.. .. For the low grade of morality; it of a very was not eel adventures d a It of in language Copies of the ttbook. couched Is dialect, and all through rough, Ignorant past forty years, black families have still availablei ire there is a systematic use of bad Its pages New York school grammar and an employment of rough, le said. trekked to schools in numerous UNFIT FOR YOUTHS! it Is also coarse,' Inelegant expressions. at Prejudice" ....../// the up, Irreverent. very stun To districts throughout the country to of the book was Irrovoront flippant and In book Is It with its deals series a Style. selection and with; not elevat- ce,..tainly of experiences that are say, 'This book is not good for our Libra- Brooklyn Public Thus of a class that Is whole bock 'Is ing. The more profitable for the slums than II. to for children' only to be turned away by respectable people, and It Is trash of the ries Hold in Taking Action veriest sort.' insensitive and often unwittingly Against Two of Them. racist teachers and administrators who Not only is it not racist, says scholar respond, 'This book is a classic." The Brooklyn Public Libraries have withholding order Mark an issued Shelley Fisher Fishkin, it is "the greatest Margo Allen, in an article titled "Huck 'T wain's Huckleberry Finn" and -Tom anti-racist novel by an American writer." Sawyer- from children considered by Finn:Two Generations of Pain" (Interracial the library authorities to be under the Through the story of a friendship between ago of discretion. The order sown** the Booksfor Children Bulletin, 15, 1984), a white boy and a runaway slave who of boyhood went into ef- two classics described her negative experiences with fect two library ego. The see-las search for freedom together on a raft atithorittee 1 ter w,a i use. deliberatIon de the book: "I need not tell you that I hated rides: rums works. were likely to con- vinee anon minds of the futility of the down the Mississippi River, Twain the book! Yet, while we read it, I pretended Ten Correnndrneorn. Mr. Clemens was notified by letter. explores friendship, loyalty, morality, The uthor that it didn't bother me. I hid, from my reply Is said to b. mete tlw ante puree of writing he ha. seer freedom, race, and America itself. With a done. but unfortunately teacher and my classmates, the tension, le not for It pubiletion. The Warner wetberltre {{sound heart" triumphing over a will nut show It without Me. Clenswits discomfort and hurt I would feel every permission. and Mr. Clemn -character. "deformed conscience," Huck decides ieirally refute. to tell time I heard that word or watched the whet It oon tains without percdsaion from he'll "go to hell" rather than give his friend the library monde, Prank P. lint the 1lb- class laugh at Jim. ." . . rotten In charge M Brooklyn. has Ms Jim up to slavery. As writer David Bradley let Me. Champions of the novel reply that it is At Mr. Clenissosi residence. says, "Huckleberry Finn should be taught 110. 21 Mr avenue. he aunt down word a satire, a scathing attack on the hypocrisy Vie- 4proay that be ma. too Ill because it is a seminal and central text in to see any one. Hla secretary. however. and prejudice of a society that pretends to wish We sonetton. saki. Cho leiter locoing pert of White American Literature. Huckleberry honor virtue while condoning slavery. strictly private correspondence Sim- ply. certain mei connected with Brook- Finn should be taught because it is a Although state NAACP organizations have lya libraries bad Mound paassams In Mgr. seminal and central text in Black Clemens's books unsuitable. M Made supported various protests against the for Ogden. swoordlauois by young mends, They liii written American Literature. Huckleberry Finn Mr. Cirenee. book, the NAACP national headquarters' and he had replied expression ion ' ogre must be taught because it is a specific In his own easy. current position paper states: point of intersection between these two Accounts of the various controversies You don't ban MarkTwainyou American Literatures." surrounding Huck Finn, from left to explain Mark Twain! To study an idea right:1885,1957, and 1905 is not necessarily to endorse the idea. Mark7ivain's satirical novel, Huckleberry Finn, accurately portrays a time in historythe nineteenth centuryand one of its evils, slavery. BEST COPY AVAILABLE 1.® 7