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Jonathan Kozol

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Famous Jonathan Kozol Quotes

“Competitive skills are desperately needed by poor children in America, and realistic recognition of the economic roles that they may someday have an opportunity to fill is obviously important, too. But there is more to life, and there ought to be much more to childhood, than readiness for economic functions.”

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Author:Jonathan Kozol
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“Many of us regard ourselves as mildly liberal or centrist politically, voice fairly pleasant sentiments about our poor children, contribute money to send poor kids to summer camp, feel benevolent. We're not nazis; we're nice people. We read sophisticated books. We go to church. We go to synagogue. Meanwhile, we put other people's children into an economic and environmental death zone. We make it hard for them to get out. We strip the place bare of amenities. And we sit back and say to ourselves, "Well, I hope that they don't kill each other off. But if they do, it's not my fault.”

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Author:Jonathan Kozol
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“The contrasts between what is spent today to educate a child in the poorest New York City neighborhoods, where teacher salaries are often even lower than the city averages, and spending levels in the wealthiest suburban areas are daunting challenges to any hope New Yorkers might retain that even semblances of fairness still prevail.”

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Author:Jonathan Kozol
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“The first ten, twelve or fifteen years of life are excavated of inherent moral worth in order to accommodate a regimen of basic training for the adult years that many of the poorest children may not even live to know.”

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Book:Ordinary Resurrections: Children in the Years of Hope
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“Good teachers don't approach a child of this age with overzealousness or with destructive conscientiousness. They're not drill-masters in the military or floor managers in a production system. They are specialists in opening small packages. They give the string a tug but do it carefully. They don't yet know what's in the box. They don't know if it's breakable.”

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Book:Ordinary Resurrections: Children in the Years of Hope
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“I have been criticized throughout the course of my career for placing too much faith in the reliability of children's narratives; but I have almost always found that children are a great deal more reliable in telling us what actually goes on in public school than many of the adult experts who develop policies that shape their destinies.”

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Book:The Shame of the Nation: The Restoration of Apartheid Schooling in America
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“There is something deeply hypocritical in a society that holds an inner-city child only eight years old "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.”

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Book:The Shame of the Nation: The Restoration of Apartheid Schooling in America
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“Placing the burden on the individual to break down doors in finding better education for a child is attractive to conservatives because it reaffirms their faith in individual ambition and autonomy. But to ask an individual to break down doors that we have chained and bolted in advance of his arrival is unfair.”

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Book:Savage Inequalities: Children in America's Schools
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“I write books to change the world. Perhaps I can only change one little piece of that world. But if I can empower teachers and good citizens to give these children, who are the poorest of the poor, the same opportunity we give our own kids, then I'll feel my life has been worth it.”

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Author:Jonathan Kozol
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“Let's concede that we have decided to let our children grow up in two separate nations, and lead two separate kinds of lives. If, on the other hand, we have the courage to rise to this challenge to name what's happening within our inner-city schools, then we also need the courage to be activist and go out and fight like hell to change it.”

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Author:Jonathan Kozol
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“As damaging as the obsessive emphasis on testing often proves to be for kids in general, I believe that the effects are still more harmful in those schools in which the resources available to help the children learn the skills that will be measured by these tests are fewest, the scores they get are predictably the lowest, and the strategies resorted to by principals in order to escape the odium attaching to a disappointing set of numbers tend to be the most severe.”

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Book:The Shame of the Nation: The Restoration of Apartheid Schooling in America
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“But what is now encompassed by the one word (“school”) are two very different kinds of institutions that, in function, finance and intention, serve entirely different roles. Both are needed for our nation’s governance. But children in one set of schools are educated to be governors; children in the other set of schools are trained for being governed. The former are given the imaginative range to mobilize ideas for economic growth; the latter are provided with the discipline to do the narrow tasks the first group will prescribe.”

FirstsKindChildrenTwoIdeasDifferentSchoolGivenNationsGrowthRolesGroupsEconomicNeededDisciplineTasksFunctionInstitutionsIntentionFinanceEducatedFormerRangeLatterDifferent KindsGovernorsImaginativeGovernanceOne WordEconomic Growth
Book:Savage Inequalities: Children in America's Schools
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“Children, of course, don't understand at first that they are being cheated. They come to school with a degree of faith and optimism, and they often seem to thrive during the first few years. It is sometimes not until the third grade that their teachers start to see the warning signs of failure. By the fourth grade many children see it too.”

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Book:Savage Inequalities: Children in America's Schools
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“East St. Louis-which the local press refers to as "an inner city without an outer city"-has some of the sickest children in America. Of 66 cities in Illinois, East St. Louis ranks first in fetal death, first in premature birth, and third in infant health.”

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Book:Savage Inequalities: Children in America's Schools
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“Like grain in a time of famine, the immense resources which the nation does in fact possess go not to the child in the greatest need but to the children of the highest bidder-the child of parents who, more frequently than not, have also enjoyed the same abundance when they were schoolchildren.”

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Book:Savage Inequalities: Children in America's Schools
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