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 white. The rest are African-American, Hispanic, and very poor. Schools in poorer neighborhoods are encouraged to teach students a trade rather than prepare them for college. Parents and students alike are aware of the difference in expectation for the privileged children in places like Manhattan and those living in communities like Mott Haven. Kozol points out "They come to