Rating: 
Summary: Important Insight to America's Public Schools
Review: "All of our children ought to be allowed a stake in the enormous richness of America." With these words, author Jonathon Kozol begins the conclusion to his eye-opening book Savage Inequalities. This book, a must-read for every American, delves into the inequalities in the public school systems throughout the United States. To truly understand these problems, Kozol travels across the nation and spends time in the schools, communities, and homes of the people in each urban area. Through his intensive research, he is able to paint a picture that many Americans would be horrified to realize-in this very wealthy nation, many children are being forced to attend public schools with conditions that could be considered third-world. Americans believe strongly in the right to a free, quality education for all children. Kozol uses his experiences to suggest that perhaps this is not true. He argues that many Americans actually only believe in the right to a free, quality education for their children, and not those children with different racial and socioeconomic backgrounds.
Savage Inequalities is divided into six sections: Life on the Mississippi; Other People's Children; The Savage Inequalities of Public Education in New York; Children of the City Invincible; and The Dream Deferred, Again, in San Antonio. In each section, Kozol presents a well-researched depiction of the school systems in a particular metropolitan area. To further emphasize the lack of resources in these urban schools, Kozol contrasts them with local suburban districts. All of the research includes statistical backing, and there is an Appendix included with additional data on school funding. Kozol depends on personal accounts and stories to support his arguments. In each school district the reader is introduced to specific classrooms, students, and faculty members. With these personal connections as a foundation, Kozol then successfully introduces broader issues within the system, including racial segregation, the structure of funding for public schools, overcrowding, the role of teachers and communities, and health issues and their relationship to learning. Kozol discusses all of these issues with the students, faculty and community members. Through conversations with students, the reader realizes that the children actually do understand that they are being dismissed and ignored by the system. His critiques of systemic problems are strong and at times somewhat narrow. Frequently, the discussions of the opposing views are dismissed quickly and presented negatively. However, he does make fitting attempts at including these opinions and recognizing that some issues cannot be repaired with quick-fixes, like monetary transfers, alone. For example, Kozol's description of the New Jersey plan to re-distribute tax dollars to all school districts within the state includes an outline of the opposing arguments that were presented by many citizens of the state. (Of course, he is quick to criticize all of these points.)
An overarching theme in Savage Inequalities is the racial and economic segregation that exists in urban areas. In every school district that Kozol visits, the differences between the urban and suburban schools are not limited to classroom size, building condition, and the spending per pupil. These schools are all nearly completely divided by race as well. The students within the schools recognize this, as do the administrators. An urban planner in Washington, DC explains, "The D.C. schools are 92 percent black, 4 percent white, 4 percent Hispanic and some other ethnics. There is no discussion of cross-busing with the suburbs. People in Montgomery and Fairfax wouldn't hear of it. It would mean their children had to cross state borders. There is regional cooperation on a lot of other things. We have a regional airport, a regional public-transit system, and a regional sewage-disposal system. Not when it comes to education." Kozol argues that black children remain segregated years after the Supreme Court's ruling in Brown v. Board of Education. The segregation extends beyond the school systems, and often includes living conditions and health concerns. In East St. Louis, the city is subject to toxic waste from local chemical plants and the mostly black children attend schools that are often closed because of sewage overflows. Kozol maintains that these conditions would never be accepted by government officials if they were imposed on white citizens.
Jonathon Kozol's Savage Inequalities is an experience that evokes a range of emotions from furious outrage to heart-wrenching agony. Although his research is from nearly fifteen years ago, the messages and lessons of this book remain of ultimate importance today. As politicians explore options such as school vouchers, residential education programs, and tax re-distribution programs, it is essential that every American is educated in the policies surrounding public education. Kozol's book is a quick exploration of our nation that provides necessary details and "fleshes out" our crisis in public education.
To further supplement the issue, rent "Children in America's Schools." This movie is a visual journey through the disparities in the Ohio public schools with commentary from Jonathon Kozol and others.
Rating: 
Summary: Savage Inequalities
Review: Almost four centuries ago, Henry Fielding said "Public schools are the nurseries of all vice and immorality." His audacious statement still provides a provocative way of assessing our public schools today. In Savage Inequalities, Jonathon Kozol illustrates the poor structure of public schools in the Unites States and exposes many disparities that exist within them. Kozol may or may not agree with Fielding's four hundred year old statement, but his goal is explicit in the text. Kozol does not wish to simply convey how awful public schools are; however, he seeks to demonstrate why certain inequalities prevail.
Education has been called "a state-controlled manufactory of echoes." Through his examination of public schools in the slums of East St. Louis, Chicago, Washington, D.C. and other areas, Kozol confirms this definition. By describing the economic and racial composition of various schools within the same state, Kozol shows that harsh inequalities do in fact exist. Kozol compares schools that lie within close physical proximities, but operate in faraway worlds. One school, which is comprised of affluent students of the majority race from the suburbs, is securely financially and academically endowed. The teachers at this school are well-trained, possess adequate teaching resources, and are gifted in their fields. Only a few miles away, another school dwells with minority students of a significantly lower socioeconomic status. This school has many flagrant disadvantages nonexistent in the first. The latter school also has inadequate teachers, books, and facilities. Kozol is vivid and candid in his description of both schools to reveal the striking disparities present.
Kozol writes with a tone and syntax that will accommodate any reader. It is written using smooth and uncomplicated language to assure that the teacher and the student, educated and uneducated, each can recognize and evaluate the problems prevalent in public schools. Kozol makes the teacher question his method and the student consider her rights. After reading Savage Inequalities, one soft-spoken math teacher in an underprivileged school who is unfamiliar with long division is challenged to equip himself with the knowledge necessary to adequately educate his students. The math teacher is also reminded that there is an invaluable worth of a good, equal education. Likewise, an eager young student from a poor public school in East St. Louis, is able to perceive the adverse conditions of her learning environment and realize the importance of altering it.
Kozol does not give a clear solution to the problem behind public schools. However, he does challenge America to do more than acknowledge its educational inequalities. Kozol's book is a call to action. It is an urge for Americans to move out of our shameful state of stagnation and change the fate of our public schools.
Rating:
Summary: Wake Up America
Review: Anyone believing that America is the land of opportunity for our young people should read this book. Anyone convinced that America is not the land of opportunity for our young people, but wants statistics to back this belief, should read this book too. In chapter after chapter Kozol dispels the myth that all children in this country are provided with an equal opportunity for education. The stark contrast he provides between neighboring schools in some of our countries major cities is haunting and unbelievable. The conditions that some of our children face day after day, and year after year would break the spirits of even the strongest adults. For example: The children of Martin Luther King Junior High in East St. Louis have experienced repeated school closing due to sewage back-ups. Students in DuSable High School's auto mechanics class have waited 16 weeks before learning something so basic as changing a tire because of no instruction. "On an average morning in Chicago, 5,700 children in 190 classrooms come to school to find they have no teacher."(p. 52) At Goudy Elementary, in Chicago, there are two working bathrooms for 700 children and toilet paper and paper towels are rationed. In New York City's Morris High the black boards are so badly cracked that teachers are afraid to let students write on them, there are holes in the floors of classrooms, plaster falls from the walls, and when it rains waterfalls make their way down six flights of stairs. In Public School 261 in District 10 in New York 1300 elementary students attend school in a converted roller skating rink. The school's capacity is 900 and there are no windows, which Kozol describes as creating feelings of asphyxiation. In Camden, New Jersey, at Pyne Point Junior High, students in typing class learn on old typewriters not computers. The science lab has no workstations and the ceiling is plagued with falling tiles. At Camden High only half the students in 12th grade English have textbooks. Kozol's book is filled with statistics of this nature. Repeatedly there are inadequate supplies, untrained personnel, dilapidated facilities, and impoverished conditions.As alarming as these conditions are, so too are the attitudes of those who are on the other side. Kozol shared conversation wtih senior high students in suburban Rye, New York. When asked if they thought "it fair to pay more taxes so that this was possible" (i.e., opportunities for other children to have the same opportunities they had)(p.128) one student expressed the lack of personal benefit this would provide. An attitude like this wouldn't have surfaced even in the wealthiest schools in 1968, according to Kozol. Implying we have passed on the self-seeking attutitudes so prevalent among the upwardly mobile in this country. The Supreme Court cases that have addressed this notion of equal opportunity have consistently supported the system of separate but "unequal." What Kozol demonstrates so profoundly is what little progress has been made toward providing equal educational opportunities for all children since Brown vs. the Board of Ed. This book is a must read for anyone in local, state or national politics, administrators of all schools, teachers, and teachers in training, education professors, and any citizen wanting to understand one of the profound causes of what's wrong with schooling in America. I don't know what it will take or when we will share the idea that "All our children ought to be allowed a stake in the enormous richness of America." (p.233)
Rating:
Summary: "Savage Inequalities" a Must-Read
Review: Have no doubt about it--Jonathan Kozol's book, Savage Inequalities: Children in America's Schools, will change the way you think about the public education system and society in general. If you are looking for a light, easy read, this is not the book for you. Savage Inequalities will make you angry; it will make you upset; it will make you want to change the way society works.
From the very first page, Kozol seeks to anger the reader by illuminating the injustices inherent in America's public school system. Kozol's arguments are based on the assumption that public school is supposed to be an equalizing force in the U.S.; the government guarantees a free education to every child, and legislates that each child attends school. According to Kozol, this is enough to make most Americans feel like the `playing field' is equal in society. However, his research into statistics about schools and his observations of schools in various parts of the country show that the public school system does not work how it is supposed to. Kozol's research makes it clear that the drastic inequality in education both reflects and perpetuates the inequality in society.
Kozol's arguments are based on first-hand observational research in schools around the country. These firsthand accounts are particularly convincing. Kozol takes the reader on a tour of schools in different cities and surrounding suburbs. Through Kozol's illustrative writing, the reader feels that she herself is experiencing the impressive (bordering on excessive) resources in schools in the rich suburbs, which starkly contrast with the decrepit buildings and inadequate resources in the schools in the poor districts.
Kozol is most effective when he speaks directly about the children in poor schools, or when he lets the children speak for themselves. For example, when Kozol asks a little girl in the fifth grade in a D.C. school what she would do if someone gave moneyh to her school, she responds that she would want to plant flowers. She says, "It's like this. The school is dirty. There isn't any playground. There's a hole in the wall behind the principal's desk. What we need to do is first rebuild the school. Another color. Build a playground. Plant a lot of flowers... Make it a beautiful clean building. Make it pretty. Way it is, I feel ashamed" (181). Words like this, straight from the mouth of an innocent 11-year old, are extremely effective because they appeal straight to the heart of the reader.
At times, Savage Inequalities can get repetitive. Kozol tends to repeat main points in different chapters, and his use of statistics at times can become tiring. Fewer statistics would probably make the ones that he uses more valuable. However, in the big picture of the book, the repetition of main points serves to drive home his purpose.
The conclusions that Kozol draws about education contributing to a caste system in America, and education accomplishing nothing but the task of preparing children for life in whichever segment of society they are born into, may seem extreme. However, since they are backed up with Kozol's first-hand observations of so many schools, as well as interviews with students, teachers, and administrators around the country, make the reader seriously consider his extreme point.
Kozol makes a convincing argument that because of the way that schools are funded at the local level, the school system is inherently inequal. Through his interviews with children and descriptions of failing schools, the reader sees why and exactly how this inequality is unfair to a large segment of society. This powerful and moving book should be read by all Americans.
Rating:
Summary: Inequality in the Public Education System
Review: In Savage Inequalities, Jonathan Kozol includes the perspectives of federal and state employees, local administrators, teachers, and students to craft a comprehensive look at the public education system in America and its glaring inequalities.
Kozol does a wonderful job of getting at the structural problems with public education and showing that simple answers like `poorer communities just do not care as much about education' are unfounded and incorrect. He confronts this pervasive notion that parents in wealthy communities somehow want more for their children than those in the poorest communities in America. Kozol quotes an article in Town and Country that identifies one of the affluent suburban schools that he studies as "a striking example of what is possible when citizens want to achieve the best for their children" (66), which seems to suggest that parents in poorer communities do not want the best for their children or are somehow unsupportive as a community. Kozol clearly disproves this when he notes that poor communities often tax themselves at "several times the rate of an extremely wealthy district" in order to better finance their schools for their children. The problem, he suggests, is deeper and lies with the very way in which we fund our schools.
In a well articulated argument, Kozol criticizes the funding of education by local property taxes, which guarantees that our poorest students receive the poorest education. Juxtaposing the conditions of the nation's poorest urban schools with the conditions of the affluent suburbs that border them, he highlights the great disparity between the two, and by demonstrating how intimately race and poverty are intertwined, he shows how black and Latino children are consistently underserved in America's education system.
An interesting position that runs throughout Savage Inequalities has to do with the psychology of unequal treatment. Like in the ruling for the historic court case Brown vs. Board of Education, Kozol looks at the psychological effect of inferior treatment. By interviewing students as well as with the teachers that observe them on a daily basis, he shows that children notice when they are being shortchanged, when they are being denied the resources, buildings, and teachers other children have. This damages them psychologically and they quickly begin to see themselves as having little value and often give up on themselves. Basically, he is saying that by not providing education adequately for an entire segment of our population, we are in effect saying that we do not care about our nation's children. While this may be a bit extreme, his point is well taken. If we believe our children, collectively, to be valuable then we should care for them.
Given the administration's stance on school choice and the No Child Left Behind Act, Kozol makes a relevant argument about school choice and how reliance on market mechanisms simply would not benefit impoverished children who are not informed of their choices and are consistently given the message that they are not wanted at these "schools of choice."
Kozol's one fault is that he brings the vast problems of the American public school system to light without offering a comprehensive plan to improve it. Kozol suggests that the way that we fund our schools should be altered and that poorer schools need more funding, but while this is true, his suggestion is too simple. Giving more funding to impoverished districts still will not deal with the segregation problem that faces American schools.
Rating:
Summary: Kozol Sheds Light on Segregational Shadows of US Schools
Review: In Savage Inequalities, Kozol probes into the horribly segregated American school system which hides behind a façade of equality. While our nation takes pride in the federal decision to end segregation in 1954's Brown versus Board of Education, this book exposes the system of inequality which has festered, and as Kozol suggests, prospered, in the past fifty years in American public schools.
During visits to over 30 school systems across the country from 1988-1990, Kozol examines the structured disproportion of resources and opportunities which separates children in American schools not only by race, but most visibly by economic class. While the U.S. educational system functions under the guise of racial integration, he proposes that ethnicity and poverty are so deeply interconnected in our society that the inequality between wealthy and underprivileged schools is not merely economic, but racial as well. Almost all of the poorly performing schools Kozol visited were "ninety-five to ninety-nine percent non-white," and by repeatedly confronting the reader with glaring disparities between the academic and financial resources of majority and minority schools he gives great support to his assertions of the interlocking roles of race and economics that shape the American school system.
The book is arranged into geographic pairs or groupings- each chapter focusing on the economic and educational atmosphere of children in inner cities and also of those in the surrounding suburban communities. By placing his data from lower academically performing (and funded) inner city schools next to his findings from neighboring suburban educational institutions, Kozol illuminates the disparities which many wealthy Americans would rather not look upon.
The contrast is shocking, and the reader cannot help but feel uncomfortable when faced with the harsh statistics which display the inequity of funding, supply resources, educational opportunities, and scholastic achievement between neighboring schools. Often, the schools Kozol chronicles are only a few miles from each other, such as P.S. 10 and P.S. 24 in the Bronx, yet the students' environments, at home and at school, are worlds apart.
Kozol evaluates the suburban and urban school systems meticulously. His data covers student body's scholastic achievement, graduation rates, and curriculum offerings and he writes extensively about property tax and overall economic system in relation to its influence on the per-pupil spending in each district. However, I feel the book could have been improved with additional analysis in place of the repetition of the facts and figures which reoccurred in every district Kozol examined.
Savage Inequalities dismantles the popular excuse that the educational system is a fair and equitable institution. The public has long brushed away the suggestion that racial segregation persists in schools, but Kozol's detailed investigation of the relationship of race and the American economic system forces the reader to rethink the idea of segregation and its damaging effects on education of our nation's children. A mother of a student at an affluent suburban Chicago high school flatly told the author that "life just isn't fair. . .wealthy children get a lot that poor ones don't," yet this book declares that this excuse is no longer acceptable, and that the mindset of the financially stable must change in order for the educational system to improve. While in a failing school on the south side of Chicago, Kozol met an African-American student who wrote "America the beautiful- who are you beautiful for?" and this book asks the reader to consider the same question, and strives to prove that our nation and its educational system should not be solely for the white and economically privileged.
Rating:
Summary: Broken Promise
Review: Jefferson once wrote, "This [bill] on education would [raise] the mass of the people to the high ground of moral respectability necessary to their own safety and to orderly government, and would [complete] the great object of qualifying them to secure the veritable aristoi for the trusts of government, to the exclusion of the pseudalists... I have great hope that some patriotic spirit will... call it up and make it the keystone of the arch of our government." He championed a public education system so that the people could have custody of their government. The great democracy would have a population where any single citizen would have the ability to take the reigns as they saw fit. Kozol goes far to point out the disservice we are doing to Jefferson's idea and to the children of this country (U.S.A.). We are so wrapped up in "saving" money, that we are willing to sacrifice the children of the poor so that we can continue on in our own comfort. It has reached the point where some schools now teach "job skills" (typing, shop, etc.) to the children of the lower class. The only message this conveys is to tell them that this is all they're good for. The book goes even further and examines every concievable excuse for this disparity. For those who believe that the current system of education in this country is fair and equitable, this book will show you that it is anything but.
Rating: 
Summary: You've Recognized the Problem, Now What?
Review: Johnathan Kozol paints an honest account of the public education system in America and its failure to mobilize the weakest in society. Having witnessed and survived these inequalities first hand, I never thought an observer from the outside of this system could identify nor articulate the grave circumstances and conditions under which our nation's poorest are taught or rather institutionalized. I don't think one could actually consider the examples that Kozol provides about the deteriorating schools in well-known American cities such as East St. Louis, Chicago, South Bronx, East Orange, South-East District of Columbia and San Antonio as a place in which one could actually obtain anything closely related to the term "education". Especially when one school district's greatest level of resources is an amazing 75% of what their affluent counterparts instinctively enjoy.
We have always heard the unsettling correlation between concentrated areas of failing schools and high instances of crime, yet the author permeates these communities to learn why one factor influences another. Kozol sustains this observation with his own examination of the Anacostia neighborhood in Washington, DC. He quotes a blurb from an article of The New York Times in which the poorest children in the nation's capital are said to suffer from "Battle fatigue" which is similar to veterans who returned from war with shell shock because the have witnessed death, decay, decline and destitution. How can these children become productive citizens if their childish mouths are filled with stories of death, drugs and prostitution? Kozol uses city-specific anecdotes to explain why there is so much disenfranchisement among minorities in a country that promises so much to its incoming immigrants.
I agree with the school of though that believes that education is truly the only key
to success for one born into poverty. If you are born privileged then you will always be guaranteed choices and opportunities. However, if you are not heir to the throne of a prosperous company or your family's fortune then education increases your human capital. Human capital is one's selling point; therefore it makes you appealing to the market. Kozol wants the government to fess up to its systematic design to "Save the best and warehouse the rest." This confession will help the government to acknowledge that the function of education is to enable the rich and disable the poor.
Kozol does not offer as many solutions as the problems he presents. However, he declares that the only way the unfair system of education in America can be changed is by changing the formula for funding public schools because it is so terribly disproportionate. Since funding is based on property taxes and properties in poor neighborhoods are less valuable than those in more affluent neighborhoods, then a publicly funded school in a wealthy neighborhood will have obviously have a larger budget per student and vice versa for the poorer neighborhoods and students. If this financial dilemma is not corrected, then the public school system will always be plagued with savage inequalities.
Rating:
Summary: Kozol Opens Eyes
Review: Jonathan Kozol explores in Savage Inequalities deception. Among the 30 deprived public schools - East Saint Louis, for example - the author visited, each conveys a conflicting message to young children. Federal, state, and local governments say, "We encourage you to pursue your dreams." Moreover, school districts often name institutions in honor of the ultimate dreamer, Dr. Martin Luther King. Yet, these bureaucracies fail to provide the resources necessary for achieving even the smallest goal. The hypocrisy is not isolated, as these schools represent a crisis in which every district that collects insufficient tax income is unable to purchase proper educational supplies or construct adequate facilities.
Kozol's discussion of past court rulings, specifically Plessy v. Ferguson and Brown v. Board of Education, in relation to the United States' education system draws attention to the misperceptions much of the citizenry maintains toward the amount of equality in our society. Primarily due to mass media, many Americans believe that diversity initiatives have corrected the majority of problems that have plagued this nation since its founding. Not only is segregation still prevalent - once thriving schools lose funding as minority students replace the affluent whites that flock to the suburbs - but an economic divide is growing as well. Almost from the outset, children of poor families are treated as unworthy of scare resources. The neglect is exacerbated by the fact that those suburban families fail to understand or choose to ignore the problems for which they are indirectly responsible.
Sadly, I am a testament to our country's ignorance. While I was aware of the discrepancies in educational opportunities that Kozol describes, I did not truly appreciate prior to reading this text the extent of the situation. Kozol's research and conclusions effectively reveal why the system continues in its current state and how changes should occur. I am optimistic that as technology develops, facilitating information exchange, more people will be exposed to facts and ideas like those put forth by Kozol.
I was especially enlightened by Kozol's effort to connect seemingly minor educational issues - a leaky roof, for example - with overall child development. Test scores alone do not predict future success; the emotions and attitudes fostered by school experiences are equally responsible. Furthermore, the directives intended for bureaucracies are interesting and well stated. I wonder, however, whether the suggestions are truly unique. I find it likely that advocates simply need to articulate their case more precisely and attract broad, powerful support. Imagine the possibilities if Johnathan Kozol explained his analysis to a congressional committee as high-profile celebrities campaigned on the behalf of him and the millions of helpless children around the country.
Personally, I would like to know how I can best use my skills to help correct the situation. I agree with the proposal that local governments draw more carefully school district boundaries, but that change is largely beyond my control. Though I am only one person, Kozol's writing leads me to believe that even minor actions will inspire change.
Rating:
Summary: Kozol's Savage Inequalities
Review: Jonathon Kozol's Savage Inequalities is a well-written, stark, and very often disturbing investigation of the public educational system in America. In 6 Chapters Kozol visits 6 different places in the country, from Illinois, to Chicago, New York, New Jersey, D.C., and San Antonio; he depicts the decrepit conditions in many of these places with frighteningly clarity and a straightforward manner that strikes the reader with force. By painting the picture of these grim locations and situations to the reader, and contrasting them with brighter images of wealthy and affluent schools and lifestyles, Kozol effectively sheds light on the disparity between the rich and poor and the schooling they receive, a disparity that is glaringly along racial lines, as well as showing how racial segregation, abolished roughly a half century ago in theory, is in practice still present in the modern public educational system. Kozol effectively explains how this social problem is tied into the method of funding schools-through local property taxes. This ensures that the richest neighborhoods will have the most well funded schools while the poorest neighborhoods (and, usually, neighborhoods comprised of African-Americans and other minorities almost entirely) will have schools funded the least. Kozol shows how this effects the population of these towns not only materially but psychologically, and in this aspect his work really hits the reader, and by interviewing children and hearing what they have to say, he has added a whole other, emotionally wrenching dimension to his book. Passages where he tells how a student began to cry when hearing Langston Hughes' poem A Dream Deferred; when he describes the town of East St. Louis in the floodplain against the backdrop of the factories and plants spewing smoke and chemical poisons into the land the children play on, all with the affluent neighborhoods ringing them from above on the bluffs; the more astute students of this poor neighborhood who recognize the dire nature of the situation they are in, but don't understand why they are in it, who comment that naming a school in their city after MLK is "like a terrible joke on history"; examples and stories such as these inform the reader as to how materially disadvantaged and psychologically damaging these conditions are for these children, disadvantages and damages the reader understands these children, gifted or not, may never be able to rise out from under.
I feel as if this book is of the utmost importance to our national situation, and the condition of our nation's children now and in the future. When situations like this exist I don't know how anybody could say that every person in America has an equal opportunity to succeed and keep a straight face. And while Kozol attributes the disparity to funding through property taxes (which I understand) I don't know if it is as simple as putting more money into a school-these schools and communities need to be rehabilitated completely, as whole entities; the schools themselves need to be structurally fixed so that the money that does go into them goes to actual educational supplies and necessities, and even if the schools are fixed, the communities will still often be poisoned by outside conditions. Which leads me to the one problem I had with Kozol's book-he depicts all this horror and all these distressing situations, depicts them with alarming directness, but doesn't really ever explain how he thinks we could solve these problems and alleviate the misery he renders so painstakingly. The book depresses the reader and opens the reader's eyes to these horrific problems and social injustices and inequalities, but does not offer the reader any real hope by way of a solution, and in that respect the reader is left wanting more.
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