Jonathan Kozol > Quotes

“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.”
― Jonathan Kozol, The Shame of the Nation

“Pick battles big enough to matter, small enough to win.”
― Jonathan Kozol

“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.”
― Jonathan Kozol, The Shame of the Nation

“A dream does not die on its own. A dream is vanquished by the choices ordinary people make about real things in their own lives...”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“You have to remember. . .that for this little boy whom you have met, his life is just as important to him, as your life is to you. No matter how insufficient or how shabby it may seem to some, it is the only one he has.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“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. ”
― Jonathan Kozol, Ordinary Resurrections: Children in the Years of Hope

“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.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“I always want to tell these young idealists that the world is not as dangerous as many in the older generation want them to believe...The [people] for whom I feel the greatest sadness are the ones who choke on their beliefs, who never act on their ideals, who never know the state of struggle in a decent cause, and never know the thrill of even partial victories.”
― Jonathan Kozol

“Research experts want to know what can be done about the values of poor segregated children; and this is a question that needs asking. But they do not ask what can be done about the values of the people who have segregated these communities. There is no academic study of the pathological detachment of the very rich...”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“The future teachers I try to recruit are those show have refused to let themselves be neutered in this way, either in their private lives or in the lives that they intend to lead in school. When they begin to teach, they come into their classrooms with a sense of affirmation of the goodness and the fullness of existence, with a sense of satisfaction in discovering the unexpected in their students, and with a longing to surprise the world, their kids, even themselves, with their capacity to leave each place they've been ... a better and more joyful place than it was when they entered it.”
― Jonathan Kozol

“Young children give us glimpses of some things that are eternal.”
― Jonathan Kozol, Letters to a Young Teacher

“Equity, after all, does not mean simply equal funding. Equal funding for unequal needs is not equality.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“There is a belief advanced today, and in some cases by conservative black authors, that poor children and particularly black children should not be allowed to hear too much about these matters. If they learn how much less they are getting than rich children, we are told, this knowledge may induce them to regard themselves as "victims," and such "victim-thinking," it is argued, may then undermine their capacity to profit from whatever opportunities may actually exist. But this is a matter of psychology-or strategy-and not reality. The matter, in any case, is academic since most adolescents in the poorest neighborhoods learn very soon that they are getting less than children in the wealthier school districts. They see suburban schools on television and they see them when they travel for athletic competitions. It is a waste of time to worry whether we should tell them something they could tell to us. About injustice, most poor children in American cannot be fooled.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“We should invest in kids like these," we're told, "because it will be more expensive not to." Why do our natural compassion and religious inclinations need to find a surrogate in dollar savings to be voiced or acted on? Why not give these kids the best we have because we are a wealthy nation and they are children and deserve to have some fun while they are still less than four feet high?”
― Jonathan Kozol, Ordinary Resurrections: Children in the Years of Hope

“A dream does not die on it's own. A dream is vanquished by the choices ordinary people make about real things in their own lives.The motive may be different, and I'm sure it often is; the consequence is not.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“Evil exists," he says, not flinching at the word. "I believe that what the rich have done to the poor people in this city is something that a preacher would call evil. Somebody has power. Pretending that they don't so they don't need to use it to help people-that is my idea of evil.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“The rich...should beg the poor to forgive us for the bread we bring them. Healthy people sometimes feel they need to beg forgiveness too, although there is no reason why. Maybe we simply ask forgiveness for not being born where these poor women have been born, knowing that if we lived here too, our fate might well have been the same.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“Still, I think it grieves the heart of God when human beings created in His image treat other human beings like filthy rags.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“Childhood does not exist to serve the national economy. In a healthy nation, it should be the other way around.”
― Jonathan Kozol, Letters to a Young Teacher

“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.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own.”
― Jonathan Kozol, The Shame of the Nation

“Children sometimes understand things that most grown-ups do not see.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“This, then, is the dread that seems to lie beneath the fear of equalizing. Equity is seen as dispossession. Local autonomy is seen as liberty--even if the poverty of those in nearby cities robs them of all meaningful autonomy by narrowing their choices to the meanest and the shabbiest of options. In this way, defendants in these cases seem to polarize two of the principles that lie close to the origins of this republic. Liberty and equity are seen as antibodies to each other.”
― Jonathan Kozol, Savage Inequalities: Children in America's Schools

“If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.”
― Jonathan Kozol, Fire in the Ashes: Twenty-Five Years Among the Poorest Children in America

“Children long for this—a voice, a way of being heard—but many sense that there is no one in the world to hear their words, so they are drawn to ways of malice. If they cannot sing, they scream. They are vessels of the spirit but the spirit sometimes is entombed; it can’t get out, and so they smash it!”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“When they pray, what do they say to God?”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“I want to correct something I told you once,' she says. 'You asked me once if I thought white people wish that Puerto Rican and black people would just die or go away. I thought it over and I changed my mind. I don’t think they wish that we would die. I think they wish that we were never born. Now that we’re here, I think they don’t know what they ought to do. I think that that’s the biggest problem in their minds about poor people.' She adds politely, 'I’m not talkin’ about all of the white people. Some of them feel this way. Some of them don’t. Some of them don’t feel nothin’. Some are nice people but they can’t get nothin’ done and so they put it out of mind.”
― Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

“Still, the facts are always there. Every teacher, every parent, every priest who serves this kind of neighborhood knows what these inequalities imply. So the sweetness of the moment loses something of its sweetness later on when you're reminded of the odds these children face and of the ways injustice slowly soils innocence. You wish you could eternalize these times of early glory. You wish that Elio and Ariel and Pineapple could stay here in this garden of their juvenile timidity forever. You know they can't. You have a sense of what's ahead. You do your best to shut it out. You want to know them as they are. You do not want to think too much of what may someday be.”
― Jonathan Kozol, Ordinary Resurrections: Children in the Years of Hope

“I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy”
― Jonathan Kozol