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History Of We Carry Their Bone By Justin Kimmerle

1629 Words7 Pages

The thought of reform schools provokes different opinions and multiple sets of emotions for every individual living in today’s society. The topic of these schools has continued to be very controversial throughout many decades, with their effectiveness and ethics practice being the number one concern. Furthermore, the average reform school was a facility designed to rehabilitate teenagers known as juvenile delinquents through the use of education, therapy, and discipline. Many of these schools were funded or certified by the government. The students who attended these types of schools varied simply because some were criminals, and some were not. The typical crimes committed that placed students in reformatories ranged from petty theft crimes …show more content…

News stations covered the majority of these meetings, exposing the dark secrets behind these institutions. Kimmerle’s novel sheds light on the true experiences faced not just by the colored students at Dozier Industrial School for Boys, but also the experiences and abuse faced by all students at the majority of reform schools throughout history. Thanks to Kimmerle’s work, society as a whole was able to uncover the true experiences of a reform school, which led to the majority of these institutions being shut down. These harsh truths harmed society, leaving a negative impact and causing almost every individual to be concerned with the use of reform schools in today's world. Alternatively, reform schools have left some positive outcomes in society. This speaks for the reform schools that practiced in a structured and supportive environment and were able to improve the lives of troubled youth through ethical reform procedures. Although these success stories are rare, they still have left a positive impact on society by allowing different types of reform schools to be open around the world

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Michie’s “Holler If You Hear Me” and Kozol’s “Still Separate Still Unequal” are quite alike, considering they both discuss south side Chicago schools. However, the differences between the two texts far outweigh the similarities. Although there are a few similarities, such as both authors discussing and calling out the issues of segregation in their texts, there are many differences, such as Michie’s work being a narrative while Kozol’s is not and only contains anecdotes. In addition, Michie focuses on the experiences and opinions of students, instead of also discussing the physical state of inner-city schools or the strategies of teachers.

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Throughout Jonathan Kozol’s essay “Still Separate, Still Unequal: America’s Educational Apartheid” (347) and “Why Are All the Black Kids Sitting Together in the Cafeteria?” (374) by Beverly Tatum, both Kozol and Tatum discuss racial issues in the educational system. Kozol and Tatum explain racial issues by presenting two different instances that racial issues have played a roles. These two instances being visiting different public schools by Kozol and noticing the cafeteria segregation by Tatum. Using their own personal experiences, their arguments essentially come to similar conclusions, so by comparing their essays, the most significant problems are brought to the table.

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This myth led to the School-to-Prison Pipeline which was the increased presence of police officers and severe punishments in schools. Teenagers, specifically black and Latino teenagers, faced harsh consequences because schools enforced zero-tolerance policies and gave excessive suspensions for any type of misbehavior. Schools tried to prevent teenage crime by implementing zero-tolerance policies within the schools. They also increased the number of police officers in schools to enforce good behavior. Schools also gave out hundreds of unnecessary suspensions a year

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Unsatisfactory schools do not maintain suitable conditions for students to learn and they are not treated as well as students from other schools. An example of this is in Kozol’s Fremont High School when it states that, “Long lines of girls are ‘waiting to use the bathrooms,’ which are generally ‘unclean’ and ‘lack basic supplies,’ including toilet paper” (Kozol 707). Student who have the desire to go to college hit dead ends in the school. One of the most impactful parts of the passage was when Kozol quoted Fortino saying, “You’re ghetto, so we send you to the factory” (Kozol 710). This shows the distrust that students in low-income areas feel toward our education system.

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Source E argues that “Our compulsory school-attendance laws once served a humane and useful purpose. Today, the laws help nobody, not the sch0ols, not the teachers, not the children. To keep kids in school who would rather not be there costs the schools an enormous amount of time and trouble-to say nothing of what it costs to repair the damage that these angry and resentful prisoners do every time they get a chance.” Source E bluntly emphasizes how much the education system has changed from the past. Back in the day we had farms, stores, mines and factories in which there were youth workers.

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