People rarely speak of children; you hear of 'cohort groups' and 'standard variations,' but you don't hear much of boys who miss their cats or 6-year-olds who have to struggle with potato balls.
Interpretation
The quote highlights the neglect of individual children's unique experiences in educational discourse.
Jonathan Kozol's quote points out the tendency in educational discussions to focus more on abstract concepts and statistics, such as 'cohort groups' and 'standard variations,' and less on the real, emotional lives of children. By mentioning specific examples like boys who miss their cats or young children struggling with simple tasks, Kozol emphasizes the importance of recognizing and valuing the personal experiences and feelings of children in education.
In practice
Using this quote in a speech about the importance of personalized education.
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.
Faults in English prose derive not so much from lack of knowledge, intelligence or art as from lack of thought, patience or goodwill.
Though the academic authorities are actually proud of conducting everything by means of Examinations, they seldom indulge in what religious people used to descibe as Self-Examination. The consequence is that the modern State has educated its citizens in a series of ephemeral fads.
I think that a lot of people in all walks of life have the impression, of course, that, 'I specialize in something. I can't - I don't have the time to read other things. I'll just go to pure entertainment when I'm relaxing, and then I'll come back to my pure specialty.' That produces - that attitude produces idiot savants, unfortunately.
I am still amazed at the amount of Christian charity [Wellesley] stuck us all with, a kind of glazed politeness in the face of boredom and stupidity. Tolerance, in the worst sense of the word. How marvelous it would have been to go to a women's college that encouraged impoliteness, that rewarded aggression, that encouraged argument.
Translation is not a matter of words only: it is a matter of making intelligible a whole culture.
Here’s a bumper sticker I’d like to see: “We are the proud parents of a child who’s self-esteem is sufficient that he doesn’t need us promoting his minor scholastic achievements on the back of our car."
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