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Shakespeare, William. Merchant of Venice. London: Oxford University Press, 2010.

Controversy, a word that defines the 21st century and its inhabitants. The 21st century is teeming with paradoxes, fast-paced events, and revolves around the flow of information. It is a century in which desensitization occurs daily yet futile rules and laws are set in place to shelter the future generations from harsh truths. Literature has become readily accessible yet the more controversial works are banned from being taught in schools. William Shakespeare’s play, the Merchant of Venice, is arguably one of the most controversial in regards to its content. In fact, it is a piece of literature that has been banned numerous times in academic institutes despite being a critically acclaimed of Shakespeare. The explicit anti-Semitic themes are deemed offensive by some, and educational by others. Yet the Merchant of Venice is but one example of many works of literature to be banned. The practice of banning literature, especially in places of education such as schooling institutions, should be abolished as it violates human liberties, facilitates the overt control of knowledge, and undermines modern influences prompted through literature.

Human rights and liberties have shown auspicious progress throughout the centuries by promoting sexual equality, by gaining women’s rights, by advancing multiculturalism, and by granting all of mankind freedom as a part of the rights granted to all human beings. Canada, a peacekeeping country that is the epitome of multiculturalism, includes within its legal system the Canadian Charter of Human Rights and Freedoms. This charter outlines the rights of all Canadians and includes under s. 2, Fundament Freedoms, the specific article, “(b) freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication” (Place citation doc). This excerpt above from the Canadian Charter is applicable to literature in that banning literature is violating the fundamental freedoms granted to Canadians, including students in Canada. [INSERT CONNECTION TO PEACE AND CANADA AND LIT]. The United Nations is an international organization working towards a better world by addressing pressing issues such as world hunger, poverty, equality, and the basic human rights that must be granted to everyone. Universal Declaration of Human Rights created by the UN is the foundation of similar charters and constitutions. The articles 19, 26 grant freedom of expression, protection, education, etc. to everyone and are applicable to all types of literature, regardless of its use in school or otherwise. Article 19 is similar to s. 2(b) of the Canadian Charter mentioned previously in that is allows for freedom of expression whether through media or literature. Article 26 allows for equal accessibility to higher education for all human beings; the higher education in this case may refer to literature and as such, banning literature in schools will encroach upon the basic human rights laid out by the UN. Schools cannot ban literature on the basis that doing so are violations to the freedoms granted to each being of the human rice. Thus, the practice of banning books is unethical and must not be excused anywhere, especially within academic institutes.

Knowledge is a power that depends on literature and other forms of media through which information can travel. The term, power, is broad in that it may include intelligence, information, and self-awareness amongst others. Literature has always been and will continue to be a vital source of knowledge that should be accessible to all because if not, misconceptions are formed. The infamous antagonist in Shakespeare’s Merchant of Venice, Shylock, alters the perception readers have of the alleged benevolent heroes of the Christian faith by saying, “You have among you many a purchased slave”(91 or 81?) Shylock’s accusation of the Christians’ ownership of slaves prompts a change in the reader’s perception of both Shylock and the Christian protagonists, Antonio, Bassanio, and Portia. The concept of slavery is abhorred and to gain the knowledge that the alleged heroes of the play partake in such prompt the reader to reevaluate whether Shylock is the true villain or whether the Christians were the root of evil in the Merchant of Venice. The banning of literature in school means to limit knowledge and is a form of censorship; a serious matter, an offence almost, concerning citizens of any governing body. The Phoenix Program is a book authored by Doug Valentine, exposes the truth of the Cold War as well as the atrocious involvements of the CIA in South Vietnam. In response to this piece of literature’s banning, NYU media studies professor, Mark Crispin Miller states “…Doug Valentine points out that the Phoenix Program can be regarded as a kind of template for our war on terror here in the United States, that we’re losing our civil liberties bit by bit, so the government uses the danger of terrorism to justify all kinds of horrible infringements on our constitutional rights.” Miller’s statement above proves that by banning literature, the government effectively controls the flow of knowledge that citizens have access to and thus, in doing so, limit their power while also manipulating them into believing an omitted, if not falsified truth. Banning literature facilitates a fixed way of thinking, allowing the effective control and manipulation of a people, in this case, youth who are the future.

It can be said the world has progressed considerably in terms of ideas and perspectives and is on the overall, open, with veracious theories being discussed as opposed to shunned by people. Literature that address topics considered taboo by society at any given time are influences and brings attention to the aforementioned topics, changing society, and influencing the present and the future. The Merchant of Sherlock is but one example of such literature that addresses anti-Semitism to such a point that it was banned by a school board in Kitchener-Waterloo, near Toronto, this ban prompting a North York School Board member, Tony Marzilli to say, “If we start nit-picking every text and saying this line is no good and that line is no good, we’d have mechanized teaching. ‘The Merchant of Venice’ is a classic and should be understood and studied.”(cite newspaper article). Marzilli’s opinion on the study of the Merchant of Venice reflects all other controversial literature that must not be banned from academic institutes especially so to prevent what would be a ‘mechanized’ way of thinking fostered in youth. Literature that is considered obscene and/or contain outlandish themes are the mediums that prompt members of society, the youth especially, to question traditions and the societal mindset embedded in place. Shylock’s iconic rant (whoa, what an icon)“To bait fish withal. If it will feed nothing else…The villainy you teach me I will execute—and it shall go hard but I will better the instruction.” (III.I.53-72) The Merchant of Sherlock prompts youth to question the incrimination and anti-Semitism that was present back in the 18th century and still is today. However, this passage extends beyond anti-Semitism and enables the reader to delve deeper into the blatant discrimination and treatment of different groups of people and the resulting enmity. It is of greet importance that literature be studied rather than banned in schooling institutions so young minds today may further develop philosophies and ideologies to apply in a liberal world.

Banning literature anywhere is an affront to the liberties all humans are granted, liberties gained through bloodshed and sacrifice. Furthermore, the act of banning seizes power from a people in any given institution, city, or country while manipulating the information accessible. This situation is commonly utilized by governing bodies to oppress the people being governed. Literature also plays a vital role throughout the passage of time thus far in terms of influence and will continue to. It is a medium that has been used by scholars from centuries ago and present topics and ideas to be further developed by the readers. The Merchant of Venice is a work from the 16th century yet five centuries later, still remains significant and exerts influence over the perception of anti-Semitism, particularly in academic environments. Schools are educational centres through which youth learn to adapt and study the world. Literature plays a great role in that aspect, allowing for numerous topics and themes to be read by the world, to be interpreted, and to be advanced concurrently with humankind.

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BP1:

1st PPA for BP #1

Point: Banning books technically violate the second section of the charter, under Fundamental Freedoms – freedom to expression

Proof: The Canadian Charter of Rights and Freedoms, s.2 (Fundamental Freedoms)

2nd PPA for BP #1

Point: The United Nations is an international organization working towards a better world by addressing pressing issues such as world hunger, poverty, equality, and the basic human rights that must be granted to everyone.

Proof: Universal Declaration of Human Rights, the sections 19, 22, 26(2), 27(2) grant freedom of expression, protection, education, etc. to everyone and are applicable to all types of literature, regardless of its use in school or otherwise.

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BP2:
1st PPA for BP #2

Point: Literature has always been and will continue to be a vital source of knowledge; power in the sense that knowledge is what allows one to wield power.

Proof: censorship--> totalitarianism

2nd PPA for BP #2

Point: The banning of literature means to limit knowledge and is a form of censorship; a serious matter, an offence almost, concerning citizens of any governing body.

Proof: Propagandaà Merchant of Venice, Tibet, China, “…Doug Valentine points out that the Phoenix Program can be regarded as a kind of template for our war on terror here in the united states, that we’re losing our civil liberties bit by bit, so the government uses the danger of terrorism to justify all kinds of horrible infringements on our constitutional rights.”

*by limiting the knowledge a people, their power is also seized, and that is what indicates the oppression of a people.

*Banning literature facilitates a fixed way of thinking, allowing the effective control and manipulation of a people, in this case, the youth who are the future generation

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BP3:

1st PPA for BP #3

Point: Books, particularly those that address topics considered taboo, have been instrumental in influencing the modern world.

Proof: The Merchant of Sherlock is but one example that addresses anti-Semitism to such a point that it was banned by a school board in Kitchener-Waterloo, near Toronto, this ban prompting a North York School Board member, Tony Marzilli to say, “If we start nit-picking every text and saying this line is no good and that line is no good, we’d have mechanized teaching. ‘The Merchant of Venice’ is a classic and should be understood and studied.”(cite newspaper article)

2nd PPA for BP #3

Point: Literature that is considered obscene and/or contain outlandish themes are the mediums that prompt members of society, the youth especially, to question traditions and the societal mindset.

Proof: “shylock’s monologue thing”

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- Begins with a definition
- Thesis: "The practice of banning literature, especially in places of education such as schooling institutions, should be abolished as it violates human liberties, facilitates the overt control of knowledge, and undermines modern influences prompted through literature."

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- Restates the main ideas of the essay
- Does not introduce points that were not mentioned in the essay