Jonathan Kozol quotes:

When I was teaching in the 1960s in Boston, there was a great deal of hope in the air. Martin Luther King Jr. was alive, Malcolm X was alive; great, great leaders were emerging from the southern freedom movement.

If you grow up in the South Bronx today or in south-central Los Angeles or Pittsburgh or Philadelphia, you quickly come to understand that you have been set apart and that there's no will in this society to bring you back into the mainstream.

Death at an Early Age' was about racial segregation in Boston. 'Illiterate America' was about grownups who can't read. 'Rachel and Her Children' was about people who were homeless in the middle of Manhattan.

No Child Left Behind widens the gap between the races more than any piece of educational legislation I've seen in 40 years. It denies inner-city kids the critical-thinking skills to interrogate reality.

During the decades after Brown v. Board of Education there was terrific progress. Tens of thousands of public schools were integrated racially. During that time the gap between black and white achievement narrowed.

By far the most important factor in the success or failure of any school, far more important than tests or standards or business-model methods of accountability, is simply attracting the best-educated, most exciting young people into urban schools and keeping them there.

I beg people not to accept the seasonal ritual of well-timed charity on Christmas Eve. It's blasphemy.

All of my education at Harvard, then Oxford, then Paris was in literature - even my thesis was on Shakespeare.

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.

There has been so much recent talk of progress in the areas of curriculum innovation and textbook revision that few people outside the field of teaching understand how bad most of our elementary school materials still are.

I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.

We are now operating a school system in America that's more segregated than at any time since the death of Martin Luther King.

Congress has an opportunity to take advantage of the opening created by Justice Kennedy later this year when it reauthorizes the federal No Child Left Behind Act.

So long as the most vulnerable people in our population are consigned to places that the rest of us will always shun and flee and view with fear, I am afraid that educational denial, medical and economic devastation, and aesthetic degradation will be inevitable.

We know that segregation is evil. We know that the sickest children should not go to the worst hospitals. No, I refuse to pretend the problem is insufficient knowledge. We lack the theological will to do 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.

Savage Inequalities' was about school finance, and 'Amazing Grace' primarily dealt with medical and social injustices in New York. But with 'Ordinary Resurrections,' I had no predetermined agenda. When I met with the children, I was not in pursuit of any line of thinking. In our conversations, I let them lead me where they wanted to go.

In the book, I write about children in first grade who were taught to read by reading want ads. They learned to write by writing job applications. Imagine what would happen if anyone tried to do that to children in a predominantly white suburban school.

Our nation's oldest sin and deepest crime is the isolation of minority children - black children, in particular - in schools that are not only segregated but shamefully unequal.

Well, teachers have been profoundly demoralized in recent years and are often treated with contempt by politicians. There's a great deal of reckless rhetoric in Washington about the mediocrity of the teaching profession - and I don't find that to be true at all.

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.

But when I went to Harvard, it kind of got washed out of me, partly because people made fun of you in college. If you said you believed in God, they would look at you clinically, you know, suggest that you needed a referral.

Businessmen are not in business to lose customers, and schools do not exist to free their clients from the agencies of mass persuasion. School and media possess a productive monopoly upon the imagination of a child.

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.'

At that time, I had recently finished a book called Amazing Grace, which many people tell me is a very painful book to read. Well, if it was painful to read, it was also painful to write. I had pains in my chest for two years while I was writing that book.

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.

As a matter of record, New York City spends a higher portion of its budget on instruction and associated costs within the schools themselves than any of the other 100 largest districts in the nation.

The primary victims of Katrina, those who were given the least help by the government, those rescued last or not at all, were overwhelmingly people of color largely hidden from the mainstream of society.

Now, I don't expect what I write to change things. I think I write now simply as a witness. This is how it is. This is what we have done. This is what we have permitted.

Amazing Grace' is not a book of interviews or onetime snapshots. It's a memoir of a journey that took me into a place I had never been and took over two years of my life. I don't think the people in this book would have said the things to me that they did if they perceived me as a reporter.

President Obama still places far too much emphasis on relentless testing with standardized exams.

I hope to be remembered for writing books about social justice that also have enough aesthetic value to endure as works of literature.

I believe we need a national amendment which will guarantee every child in America the promise of not just an equal education but a high-quality equal education.

In schools with a history of chaos, the teacher who can keep the classroom calm becomes virtually indispensable.

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.

Our political establishment refuses to use the word 'segregated.' They call the schools diverse, which means half black, half Hispanic, and maybe two white kids and three Asians. 'Diverse' has become a synonym for 'segregated.'

I am opposed to the use of public funds for private education.

The cause of homelessness is lack of housing.

But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child.

No Child Left Behind's fourth-grade gains aren't learning gains, they're testing gains. That's why they don't last. The law is a distraction from things that really count.

I have always felt my role was to do anything I could to enable the powerless to speak. I want America to hear these voices because they are beautiful voices.

We know that segregation is evil. We know that the sickest children should not go to the worst hospitals.

I have an enormous sense of having failed in life.

No matter what happens in a child's home, no matter what other social and economic factors may impede a child, there's no question in my mind that a first-rate school can transform almost everything.

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.

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.

My goal is to connect the young teachers to the old, to reignite their sense of struggle.

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.

Many of those who argue for vouchers say that they simply want to use competition to improve public education. I don't think it works that way, and I've been watching this for a longtime.

I encourage teachers to speak in their own voices. Don't use the gibberish of the standards writers.

The answers I remember longest are the ones that answer questions that I didn't think of asking.

If there are amazing graces on this earth, I believe that they are these good children sent to us by God and not yet soiled by the knowledge that their nation does not love them.

Apartheid does not happen spontaneously, like bad weather conditions.

Apartheid education, rarely mentioned in the press or openly confronted even among once-progressive educators, is alive and well and rapidly increasing now in the United States.

Childhood is not merely basic training for utilitarian adulthood. It should have some claims upon our mercy, not for its future value to the economic interests of competitive societies but for its present value as a perishable piece of life itself.

If we allow public funds to be used to support our relatively benign, morally grounded schools, we will have to allow those public funds to be used for any type of private school.

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.

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.

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.

Wonderful teachers should never let themselves be drill sergeants for the state.

The recklessness with which we sacrifice our sense of decency to maximize profit in the factory farming process sets a pattern for cruelty to our own kind.

False hope is worse than despair.

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.

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.

The first goal and primary function of the U.S. public school is not to educate good people, but good citizens. It is the function which we call - in enemy nations - 'state indoctrination.'

I went to Washington to challenge the soft bigotry of low expectations

We continue, however, to write about important people, prize-winning people, blacks of grandeur, women of great fire, fame or wit. We do not write about ordinary people.

The greatest difference between now and 1964, when I began teaching, is that public policy has pretty much eradicated the dream of Martin Luther King.

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.

Racial segregation has come back to public education with a vengeance.

You need massive recruitment to tell the poorest of the poor what is possible.

Pick battles big enough to matter, small enough to win.

Separate and unequal didn't work 100 years ago. It will not work today.

Discrimination is alive and soaring.

The last thing the theatre owners wanted was for people who spent $200 to see 'Les Miserables' to come out again and see the real miserable children of America, right there on the sidewalk.

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

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.

Even if you never do anything about this, you've benefited from an unjust system. You're already the winner in a game that was rigged to your advantage from the start.

Nationally, overwhelmingly non-white schools receive $1,000 less per pupil than overwhelmingly white schools.

President Obama's first term in office has been better for intentions than for actual changes in planning and policy. I do believe, and he has several things to this effect, that he would like to provide universal preschool or at least far more preschool for our children.

What I tell these young people is, the world is not as dangerous as the older generation would like you to believe. Anyone I know who has ever taken a risk and lost a job has ended up getting a better one two years later.

The 'niche' effect of charter schools guarantees a swift and vicious deepening of class and racial separation.

'Death at an Early Age' was about racial segregation in Boston. 'Illiterate America' was about grownups who can't read. 'Rachel and Her Children' was about people who were homeless in the middle of Manhattan.

The fact that a crime might have been committed with impunity in the past may make it seem more familiar and less gruesome, but surely does not give it any greater legitimacy.

So long as these kinds of inequalities persist, all of us who are given expensive educations have to live with the knowledge that our victories are contaminated because the game has been rigged to our advantage.

The inequalities are greater now than in '92. Some states have equalized per-pupil spending but they set the 'equal level' very low, so that wealthy districts simply raise extra money privately.

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.

At present, black children are more segregated in their public schools than at any time since 1968. In the inner-city schools I visit, minority children typically represent 95 percent to 99 percent of class enrollment.

The ones I pity are the ones who never stick out their neck for something they believe, never know the taste of moral struggle, and never have the thrill of victory.

Childhood ought to have at least a few entitlements that aren't entangled with utilitarian considerations. One of them should be the right to a degree of unencumbered satisfaction in the sheer delight and goodness of existence in itself.

I tell young teachers who are determined to dissent from some of the Draconian aspects of the current orthodoxy that the best form of protection is to be incredibly good at what you do and keep good discipline in class.

I think a moment of critical energy has suddenly emerged. But moments like this come and go unless we seize them at their height.

I don't know if anything I write will endure, but I do try to write it as a narrative that will not only challenge but also entice the reader into the lives of children.

Governor Romney has said nothing about preschool. I think that giving the poorest kids in America wonderful preschool, and three years of it, starting when they are two-and-a-half, is absolutely crucial.

I think a lot of people don't have any idea of how deeply segregated our schools have become all over again. Most textbooks are not honest in what they teach our high school students.

In many of the high schools in the South Bronx, more children will end up in prison than will go to college.

More money is put into prisons than into schools. That, in itself, is the description of a nation bent on suicide. I mean, what is more precious to us than our own children? We are going to build a lot more prisons if we do not deal with the schools and their inequalities.

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.

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.

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.

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.

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.

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.

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.

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...

Young children give us glimpses of some things that are eternal.

I once made a check of all books in my fourth-grade classroom. Of the slightly more than six hundred books, almost one quarter had been published prior to the bombing of Hiroshima; 60 percent were either ten years old or older.

I feel, in the end, as if everything I've done has been a failure.

On Mondays and Fridays in early May, nearly 18,000 children-the equivalent of all the elementary students in suburban Glencoe, Wilmette, Glenview, Kenilworth, Winnetka, Deerfield, Highland Park and Evanston-are assigned to classes with no teacher.

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.

The White House, in advancing the agenda for a [school] "choice" plan, rests its faith on market mechanisms. What reason have the black and very poor to lend their credence to a market system that has proved so obdurate and so resistant to their pleas at every turn?

Children sometimes understand things that most grown-ups do not see.

If you could lead through testing, the U.S. would lead the world in all education categories. When are people going to understand you don't fatten your lambs by weighing them?

In public schooling, social policy has been turned back almost one hundred years.

Charity isn't a good substitute for justice.

A culture in which guilt is automatically assumed to be neurotic and unhealthy has devised a remarkably clever way of protecting its self-interest.

Children are not simply commodities to be herded into line and trained for the jobs that white people who live in segregated neighborhoods have available.

It is a commonplace by now to say that the urban school systems of America contain a higher percentage of Negro children each year.

Political struggle is the most important thing any of us can do as a citizen in a democracy; and that means the old joining the young to fight for elemental kinds of justice.

When I was young, I was religious.