Review of "ordinary Resurrections" by Jonathan Kozol

In his book, Ordinary Resurrections: Children in the Years of Hope, Jonathan Kozol pulls back the veil and provides readers with a glimpse of the harsh conditions and unrelenting hope that exists in a community located in the South Bronx called Mott Haven. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Just his commentary would paint a very bleak picture of the future. It is the words of the children that give this book optimism and meaning. The courage and care exhibited by the volunteers of St. Ann's after school program and the creativity of the teachers at P.S. 30 are utterly inspiring. They work long hours and go beyond the call of duty to protect the innocence and cultivate the hope that resides in the hearts of Mott Haven's youngest residents.

The children in this book at times seem wise beyond their years. They are exposed to difficult issues that force them to grow up very quickly. Almost all of the struggles that the children face stem from the root problem of intense poverty. In Mott Haven, the typical family yearly income is about $10,000, "trying to sustain" is how the mothers generally express their situation. Kozol reports "All are very poor; statistics tell us that they are the poorest children in New York." (Kozol 4). The symptoms of the kind of poverty described are apparent in elevated crime rates, the absence of health care and the lack of funding for education.

High crime rates not only put the children at risk as potential victims but also robs them of the male role models that are vital to their development. Most of the fathers of the Mott Haven community are incarcerated in a nearby prison. The children are aware of this fact and often visit the jail. Kozol describes an intimate conversation with a group of children in the sanctuary of St. Ann's in which several of the children reveal that they miss their fathers who are in prison. One of the children, Elio, even fibs about his father coming home the following week. Later he admits that this is not true but will not admit where his father actually is.

During his time in the Mott Haven community, Kozol, at times, served as a father figure for the children who yearn to share what is in their hearts with their own fathers. Kozol eloquently describes his role, "I once told another man I know, who fills a role somewhat like mine among the children, that I felt we were like "gleaners" in the Bible, not in fields of grain but in a field of love that can't be harvested by those to whom the love rightly belongs." (Kozol 130). There are other men living in Mott Haven that also fill that void. Several members of St. Ann's parish offer supervision and support. Other men direct athletic programs giving boys and young men an outlet and alternative to destructive activities. Still, this involvement cannot quench the desire that the children express to be with their own fathers.

Kozol points out that it is the women of the community that play a more consistent role in caring for and nurturing the children. Kozol quotes one of the men as saying " "Women hold up the sky in this neighborhood." " (Kozol 131). Mother Martha is the priest of St. Ann's and one of many women in the community who "hold up the sky" and fill in the gaps when the children need an adult to look to for answers or guidance. Mother Martha also provides an atmosphere that encourages learning and discovery through her after school program. The children are given the opportunity to do homework and study in a structured environment, with help if they need it. This program is a vital supplement to the disgracefully under funded public schools that serve the Mott Haven area.

The inequalities in education are a recurring issue in Ordinary Resurrections. Kozol informs that New York City spends an average of about $8,000 yearly on each student, however, only approximately $5,000 is spent yearly per student in the South Bronx. Schools in more affluent neighborhoods spend even more, sometimes three times what is spent in an area like Mott Haven. Teachers in wealthier schools are paid as much as $20,000 more than those working in the South Bronx. P.S. 30, the best of Mott Haven's primary schools, runs short on the most basic supplies and operates with little to no funding for a library, music, or art education. The average class contains 31 students. Given these conditions, somehow P.S. 30 still manages to retain talented, generous and energetic teachers who are dedicated to providing their students with the education that they deserve.

As a teacher himself, Kozol understands the demands of the classroom and conveys how very difficult it can be to simply manage a group of children, much less instruct with creativity and grace. One seemingly tireless young teacher wins Jonathan's heart with her joyful manner and, more specifically, gentle command of her students. He highlights a few beautiful moments in her classroom when she guides the children from growing distraction back into order and focus. At the first sign of chaos, Mrs. Gamble rises to her feet, lifts her hands to mime playing a flute, trills a little, and soon the children, too, have risen -- eyes on her, all improvising the flute section of an orchestra until their leader places the invisible instrument back into its case and silently glides back into the lesson. Spontaneity, creativity and an element of playfulness are elements that raise teaching to an art form. Kozol describes it best when he states, "Teaching children of this age, when it's done right, is more than craft; it's also partly ministry and partly poetry." (Kozol 277).

Unfortunately, not every classroom is blessed with the likes of Mrs. Gamble. It would be unrealistic to romanticize the motivation of teachers in under funded schools across the United States. In my observations of an inner city school this year, I have encountered educators who have become calloused and on the verge of being depleted of inspiration. Many of teachers I have met expressed frustrations with the lack of financial support of the school and unrealistic curricular demands. One teacher that I have observed at length discussed the difficulty of teaching a class of children with widely varying levels of needs and preparedness. Her class consists of students who are excelling and well as several who are learning disabled and non-English speaking. In a wealthier school, these children would be provided with tutors and special classes.

The segregation that exists in schools like P.S. 30 sends a very dangerous message to children who attend. Of the 11,000 children in the elementary schools here, only 22 are