Instead of seeing these children for the blessings that they are, we are measuring them only by the standard of whether they will be future deficits or assets for our nation's competitive needs.
Interpretation
The quote critiques how society views children merely as future economic contributors instead of recognizing their inherent value.
Jonathan Kozol's quote emphasizes the importance of recognizing children as blessings rather than mere economic indicators. He argues that society often assesses children based on their potential contributions to the economy, neglecting their unique qualities and the joy they bring to life. This perspective overlooks the intrinsic worth of every child and the richness they add to society beyond mere productivity.
In practice
In a speech addressing educators, this quote could be used to advocate for a more holistic view of student development.
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.
To this generation I would say: Memorize some bit of verse of truth or beauty.
We have a large public that is very ignorant about public affairs and very susceptible to simplistic slogans by candidates who appear out of nowhere, have no track record, but mouth appealing slogans
You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught.
Fifty percent of all meaningful education takes place in the home. What do you share with your child? You share your interests. I was a book person. I read with my son. My wife is an artist. She dragged his little butt around to museums. He's an illustrator of children's books.
We’ve educated children to think that spontaneity is inappropriate. Children are willing to expose themselves to experiences. We aren’t. Grownups always say they protect their children, but they’re really protecting themselves. Besides, you can’t protect children. They know everything.
Oddly enough, my favorite genre is not fiction. I'm attracted by primary sources that are relevant to historical questions of interest to me, by famous old books on philosophy or theology that I want to see with my own eyes, by essays on contemporary science, by the literatures of antiquity.
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