In this chapter we are introduced to a school in Camden, New Jersey. Obviously it has a similar situation to the past few schools we have learned about; there are too many students, not enough materials, and not enough room to even fit all of the students comfortably in a classroom. This chapter discusses how in some situations the classrooms take place in storage closets, and students often have to sit on the floor. Reading through these, it is unreal the situations these students are dealing with; but it is good to be introduced to these types of problems.
"This school may be the safest place in life for many of these children" (141). Before Kozol wrote this, he was discussing some of the horrific home lives that these children have. Many of them have to deal with an absent parent, abusive parent, or not even living with their parents but living with friends or grandparents. School, Kozol writes, is a place where the children are able to feel safe. There is a system in school and a consistency that is absent in many of their homes. While we continue reading, Kozol talks about what happens when that consistency and comfortability ends. There was a situation at school where a student set fire to a science classroom. By losing that trust with the student body, teachers begin to lose their students. I think this is a very important point to understand as a future teacher. We need to make our students feel safe at school, because it may be the only place that feels safe to them. When something interrupts that feeling, its important to talk about it with your classroom. Letting them know that everything will be resolved is a way of reestablishing that trust.
"They do not learn to think, because their teachers are straitjacketed by tests that measure only isolated skills. As a result, they can be given no electives, nothing wonderful or fanciful or beautiful, nothing that touches the spirit or the soul" (143). It's very discouraging to think about the number of students who don't have the same opportunities I did growing up. I know this is a blog about diversity, but sometimes I completely forget about the simple things that some students may be missing out on that many other students take for granted. Having the option of going to art, gym, music, etc. is a great opportunity for young students. I know I certainly enjoyed all of those specials when I was younger; but since some schools don't have much funding, they are not able to provide those classes for their students. This really is heartbreaking to stop and think about. I found so much joy in expressing myself through art and music when I was younger, there was a freedom in those classes that didn't exist in the regular classroom. It was where creativity was encouraged. If we are not giving students the opportunity to express themselves in a creative manner, what are we doing for them? Teaching them facts, preparing them for a test; that is all we are doing for them in these situations. People need to be more aware of these types of situations and take action, because it is completely unfair to have so much for some schools and so little for the others.
"Six hundred children enter ninth grade... By eleventh grade we have about 300" (146). I have seen this type of situation near my own town. In this part of the chapter, Kozol is talking about the Camden High School and how many students dropout. Many of them drop out to start working earlier, have children, or get into the wrong types of activities. This is something that has been observed in schools for as long as I can remember. It has been a known statistic of dropout rates in urban schools being higher than those in the suburbs. Kozol writes about the different programs they have for students with children or with drug problems, but it still isn't stopping students from dropping out. I'm not sure what can be done to fix this problem because I'm not an expert, but I think we need more than advisers talking to them and programs that will help watch their children. Although it would be a lot of work to start fixing these types of problems, its work that I'm passionate about and needs to be done.
"For the brightest kids, the ones who have a chance at four-year college, we cannot provide an AP program. We don't have the funds of facilities" (150). I think this is honestly one of the most important quotes of the book that I have read yet. We all believe that everyone has an equal chance, and that statement is partly true. All students have the opportunity to learn and go to school; but some of them have a disadvantage. Students in schools like Camden High School can excel just like anywhere else; there are intelligent students in all schools. However, since they are unable to fund an AP program, these students are left out on their own. Although they show promise, they will not be given the same material to learn as other students in suburban schools. However, they will be given the exact same tests as those students even though they haven't been given the same material. This is what is looks like to give everyone an equal chance at success? I would definitely have to disagree with that. People say everyone has the same opportunities in life, but this is a perfect example showing how that statement is completely false. They don't have the same opportunities, and students from low-income schools have a very powerful disadvantage when it comes to their futures.
"It is a betrayal of the best things that we value when poor children are obliged to sing these songs in storerooms and coat closets" (160). This quote needs a bit more explaining. Before writing this, Kozol was talking about how the students are able to attend a music class once a week. When they meet they are required to go into a storage room where only about 15 should be able to fit comfortably; but they manage to put about 25 in there, sometimes more. He goes on to talk about how the students were singing songs like "This Land is Your Land", and how ironic it is for them to be singing that while they are in this situation. The optimism of the song is fantastic; good morals about sharing the land and talking about brotherhood. However, they are singing this song while there are students in the suburban areas attending music nearly every day in a comfortable room that could fit 50, but they only put about 25 in there at a time. The irony of this is quite astonishing. I've always known that it was unequal, but having Kozol go through and visit these different schools while explaining the situations is eye-opening. I never realized the "savage inequalities" that really existed, I suppose that really is the perfect name for this book.
It's completely unfair what these students have to go through. They don't choose where they're born, and they don't have a way of changing that when they're younger. Although they do have a chance of going to college it's not an equal one. This chapter really made me start to see the unbelievable inequalities that are present in our public schools today. It's very disappointing that people don't draw more attention to this. Perhaps they are trying, but we need to try harder. These inequalities need to be dealt with on a national level. I know people are doing what they can to personally help the students, but that can never be enough to restore what has been done to these schools.
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