“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...”

“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.”

“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.”

“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.”

“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.”

“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.”

“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.”