Lodh 1

Kriti Lodh
Ms. Thompson
AP Lang Block 2 Skinny A
January 31, 2015
Publish-Ready Paper #2 IJWBA
Between an Empty Mirror and the Window of Opportunity
The whole purpose of education is to turn mirrors into windows. At first glance, one
may be bewildered by what Sydney J. Harris is trying to impart on her audience in this thoughtprovoking quote. Taking a minute to thoroughly comprehend this statement, it becomes evident
that Harris is attempting to convey that the motive of education is to visualize and experience a
world of abundance in opportunities rather than a life in which one cannot see past oneself.
Harriss quote can be linked back to the prompt A Talk to Teachers which was eloquently
written by James Baldwin. Baldwin states that, The purpose of education, finally, is to create in
a person the ability to look at the world for himself, to make his own decisions, to say to himself
this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask
questions of the universe, and then learn to live with those questions, is the way he achieves his
own identity, (Baldwin 1). This excerpt emphasizes the importance in generating minds
saturated of curiosity that will later mold the future. The two relate because Baldwin discourses
how tutelage and the acquisition of knowledge is meant to fortify an individual and allow them
to perceive the world as the foundation to their future; to summarize, education is the window to
the horizons beyond, and without it one is left staring blankly into the reflection of ones
simplicity. However, the quandary at hand is that it seems as if society forbids such an individual
and would much rather endorse someone of simple nature that will abide by the set rules and

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regulations in order to procure ultimate tranquility. Without the acts of inquisition, passion, and
inspiration, students will be cultivated like robots causing them to have a disinterest in learning,
thus leaving them to continue looking into the mirror. The fact of the matter is, that it is not the
students transgressions for their inability in climbing the mountain of knowledge to the zenith of
success, but alternatively it the systems wrongdoing. Although the initial intent of the system is
one of positive regard, Baldwin prevails to be unerring in his allegation of the corruption in the
education system because of the lack of motivation for the students, the unfairness that the
system allows, and the brutality of the teachers.
Education and the system it runs under seems to be an illusion; we think of it as a
program to enhance the population that are meant to conquer the future, but even if that is the
principal resolution, it is overcome by teachers that fail to instigate the students. Therefore, this
results in a hindrance in attaining prosperity and realization of individuality in the future
generation. The notion of lack of motivation in the schooling organization is introduced in Mike
Roses memoir, I Just Wanna Be Average. The futile teachers in this memoir failed to possess
passion when instructing or aiding their students. In addition to this monstrosity of a fact, many
did not have the qualifications to instruct classes either. This only deepened the chasm that was
the issue. Since dedication and devotion is compulsory for emboldening the mentality of
students, the lack there of caused the students to refrain from trying and wishing to acquire
knowledge. A key example from the memoir would be Mr. Mitropetros who ...had little training
in English, so his lesson plan for his day work had us reading the districts required text, Julius
Caesar, aloud for the semester, (Rose 2). With a teacher like this, the students become incapable
of craving enlightenment in studies since they do not have a figure to look up to and present
them with an understanding of the path to gain intellectual insight. Studies show that one needs

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to be situated in a stimulated environment to learn, and since this sort of atmosphere does not
exist in this vocational education program, the students are infuriated with the thought of school
and show complete and utter disinterest. School basically became obscure to them. On the other
hand, when there was a teacher who only wished to teach for the benefit of the student, Rose
accounted that him and the students were jubilant about the subject and put forth effort. This is
highly noted when, There were some lives that were already beyond Jack MacFarland's
ministrations, but mine was not. I started reading again as I hadn't since elementary school.
But I worked very hard, for MacFarland had hooked me. He tapped myoId interest in reading
and creating stories. He gave me a way to feel special by using my mind. And he provided a role
model that wasn't shaped on physical prowess alone, and something inside me that I wasn't quite
aware of responded to that (Rose 5-6). From this passage, it can be concluded consummated
that with a legitimate role model, students can turn a new leaf and become willing to achieve
intellectual feats. Baldwins theory is lucid and plain in sight in this example because it is evident
that the school is only passing these students to get rid of them and formulate a standard citizen
instead of provoking them to postulate that is sky is the limit and it is vital to inquire and ponder,
for that is what creates a unique individual.
Another essential reason for why Baldwins proclamation materializes as accurate is the
malfeasance of the education arrangement as a whole. Looking further into Roses selection, it
can be inferred that this system is thoroughly nefarious. With unethical standards, the educational
system dichotomizes into two sections. One is the vocational education track, while the other is
the normal education track. When the students are tested and stowed in one program or the other,
it is as if their future is set for them and they are given no judgment in whether they wish to
succeed or spiral down in failure. If positioned in the normal sect, generally the student will

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secure a decent education that will allow them to prosper to a certain extent. However, a vast
number are allocated in the vocational education sector which is supersaturated with teachers
that were not provided with a prosperous education, thus making them inadequate to prepare the
supposed leaders of the future. Since a majority of the students arent granted opportunities to
flourish, they are only taught the ideals that society wishes for them to learn so they can evolve
into dutiful and courteous adults, even though they are deprived of the fate that they deserved.
With this rift, Baldwin continues to be equitable in his hypothesis of the purpose of education in
society today.
Lastly, the situation insinuates that numerous teachers inhabit a barbarous essence that
alarms the young ones, causing them to not want to listen and partake in what the teacher is
asking for. For example in I Just Wanna Be Average Rose and his fellow peers were abused by
teachers which can be seen in the following statement, My homeroom was supervised by
Brother Dill, a troubled and unstable man who also taught freshman English. When his class
drifted away from him, which was often, his voice would rise in paranoid accusations, and
occasionally he would lose control and shake or smack us. I hadn't been there two months when
one of his brisk, face-turning slaps had my glasses sliding down the aisle. (Rose 1). No wonder
students had no virtue to excel, marvel, and inspire with teachers that didnt even bother about
the physical health of their students. These patronizing instructors believed that behaving harshly
towards the children would allow them to construct a tough exterior like that of a turtle.
Believing that with the characteristic of tenacity, these students would mature into adults who
would not question but rather just follow and correspond into the austerity of society. With their
imminent disdainob for teaching and children, it was safe to say that they were not meant for the

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jobs that they signed up for. In conclusion, Baldwin was once again proven right since the
terminal objective once again landed on morality rather than curiosity and diversity.
After analyzing and deciphering Baldwins excerpt, it is supported that his thoughts on
the education system are quite authentic and comprehendible. By providing examples and further
investigating the tone from the personal accounts of Roses journey through the vocational
education program there are several factors that advocate what Baldwin is accentuating. The only
way students can transcend is if they are directed to rebut and speak their minds, not if they are
merely demanded to execute the task of understanding integrity and values. However, teachers
that dont have passion, educators who are extremely callous, and a system of complete
corruption seem to be hurdles that these runners in the race towards education cannot jump over.
Without those willing seek the deepest schisms of wisdom, no matter how convoluted, the world
is left to look into an empty reflection, unable to see to the other side.