I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.
Interpretation
This quote highlights the importance of including teachers' perspectives in discussions about educational reform.
Jonathan Kozol emphasizes that teachers are often overlooked in discussions about how to improve education. He criticizes the mechanistic approach taken by policymakers and think tanks that treat schools like machines needing repairs without consulting those who understand the classroom dynamics the best—the teachers themselves.
In practice
In a panel discussion about educational reform, I might use Kozol's quote to advocate for involving teachers in the decision-making process.
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.
May blessings be upon the head of Cadmus, the Phoenicians, or whoever it was that invented books.
The only way we could remember would be by constant re-reading, for knowledge unused tends to drop out of mind. Knowledge used does not need to be remembered; practice forms habits and habits make memory unnecessary. The rule is nothing; the application is everything.
Children want the same things we want. To laugh, to be challenged, to be entertained, and delighted.
Reading and writing, like everything else, improve with practice. And, of course, if there are no young readers and writers, there will shortly be no older ones. Literacy will be dead, and democracy - which many believe goes hand in hand with it - will be dead as well.
Our school systems have to realize that everybody doesn't learn the same way, and no one learns without some emotional support.
We should try to introduce our children to science today as a rebellion against poverty and ugliness and militarism and economic injustice.
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