Children are not simply commodities to be herded into line and trained for the jobs that white people who live in segregated neighborhoods have available.
Interpretation
The quote emphasizes that children should not be viewed as mere resources for labor, especially in racially segregated societies.
Jonathan Kozol's quote critiques the reduction of children to mere commodities, suggesting that their potential and individuality should not be overlooked. It highlights the systemic issues within segregated neighborhoods where the education system often prioritizes job training over holistic development, reinforcing racial inequities instead of fostering an inclusive society that values every child's unique capabilities.
In practice
This quote can be used in a speech about the importance of equitable education for all children.
A great deal has been written in recent years about the purported lack of motivation in the children of the Negro ghettos. Little in my experience supports this, yet the phrase has been repeated endlessly, and the blame in almost all cases is placed somewhere outside the classroom.
Schooling should not be left to the whim or wealth of village elders. I believe that we should fund all schools in the U.S. with our national resources. All these kids are being educated to be Americans, not citizens of Minneapolis or San Francisco.
An awful lot of people come to college with this strange idea that there's no longer segregation in America's schools, that our schools are basically equal; neither of these things is true.
Hypersegregated inner-city schools - in which one finds no more than five or ten white children, at the very most, within a student population of as many as 3,000 - are the norm, not the exception, in most northern urban areas today.
I wrote the first book, and I thought people would say: 'Separate and unequal schools in the City of Boston? I didn't know that. Let's go out and fix it.'
The trouble is not that schools don't work; they do. They're excellent machines for achieving historically accepted purposes. In suburban schools are children of the rich, who grow up to privilege and anesthetic oblivion to pain - and who then use the servants produced by ghetto schools.
Any teaching of falsehoods in science classes should certainly be identified and stopped by school inspectors. School inspectors should be looking at science teachings to make sure they are evidence-based science.
I learned about machinery, I learned how men behaved under pressure, and I learned about Americans.
Education has now become the chief problem of the world, its one holy cause. The nations that see this will survive, and those that fail to do so will slowly perish. . . . There must be re-education of the will and of the heart as well as of the intellect; and the ideals of service must supplant those of selfishness and greed.
On the whole, books are indeed less finite than ourselves. Even the worst among them outlast their authors - mainly because they occupy a smaller amount of physical space than those who penned them. Often they sit on the shelves absorbing dust long after the writer himself has turned into a handful of dust.
The attention span of children may be one of the main reasons why an immersion in on-screen reading is so engaging, and it may also be why digital reading may ultimately prove antithetical to the long-in-development, reflective nature of the expert reading brain as we know it.
Every piece of marble has a statue in it waiting to be released by a person of sufficient skill to chip away the unnecessary parts. Just as the sculptor is to the marble, so is education to the soul. It releases it. For only educated people are free people. You cannot create a statue by smashing the marble with a hammer, and you cannot by the force of arms release the spirit or the soul of people.
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