Dear Jane, In response to your plea for support, I offer this: 1. The first time I read TOM SAWYER was in a graduate level Twain class. Yes, it can be viewed as an entertaining children's book, but it can also be examined as a text that illuminates points of Twain's style, biographically-motivated choice of subject matter, and excellent methods of characterization (an area very appropriate for analysis with your age group). 2. As to the relevancy of the text, you might offer your colleagues some of the following views: "To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life, unless it is woven into the life of our ancestors by the records of history?" --Cicero, ORATOR "Every fact and every work exercises a fresh persuasion over every age and every new species of man. History always enunciates new truths." --Nietzsche, THE WILL TO POWER "We can chart our future clearly and wisely only when we know the path which has led to the present." --Adlai Stevenson, speech Now, I'm not claiming that TS and HF are authoratative historical pieces. However, they offer insight as to motivations and societal constraints and freedoms. 3. HUCK as too advanced...perhaps. I choose to teach it to my 11th grade classes, and we openly discuss the areas of race, class, familial dysfunction, and book censorship. I can see how HUCK could be a flexible teaching tool if you chose to emphasize other aspects. The novel is definitely a rich one that could lend itself to other approaches. I hope this helps. Also, check out www.ala.org for the "Freedom to Read" statement. Place a copy of that in everybody's boxes! Diane M. Peterson Queen City High School