THE LEGACY OF DISCRIMINATORY EDUCATION AND ITS CONTINUING PRACTICE HAS LEFT LARGE SECTIONS OF THE MINORITY POPULATION "SHORT-CHANGED." THE BEST METHOD OF MAKING UP FOR THESE DEFICIENCIES, PAST AND PRESENT, IS COMPENSATORY EDUCATION. HOWEVER THIS TYPE OF EDUCATION HAS NOT BEEN WELL-IMPLEMENTED IN ANY LARGE CITY, INCLUDING NEW YORK CITY, BECAUSE OF THE MAGNITUDE OF STUDENT DEFICIENCY, THE LACK OF STRONG PROFESSIONAL LEADERSHIP IN EDUCATION, INACTION BY MINORITY GROUPS THEMSELVES, AND DISCOURAGING JOB POSSIBILITIES FOR THOSE STUDENTS WHO TAKE ADVANTAGE OF THE COMPENSATORY PROGRAMS. THE PROPER ROLE OF INTEGRATION IN PUBLIC EDUCATION IS TO CREATE A DEEPER UNDERSTANDINING OF AMERICAN SOCIETY, TO CREATE A WHOLESOME COMMUNITY ATTITUDE AMONG ALL MEN, FREE OF STEREOTYPES AND TENSIONS, AND TO CREATE EQUALITY OF EDUCATIONAL OPPORTUNITY. IN 1963, THE NEW YORK CITY BOARD OF EDUCATION DECLARED THAT IT WAS COMMITTED TO DESEGREGATION OF THE CLASSROOM, PREPARATION OF STUDENTS FOR A CONSTRUCTIVE LIFE IN A PLURALISTIC SOCIETY, AND COMPENSATION FOR THOSE STUDENTS WHO HAVE BEEN DISCRIMINATED AGAINST. THE BOARD HAD EARLIER CREATED A COMPREHENSIVE ZONING PLAN AND HUMAN RELATIONS UNIT, BUT SINCE 1963 IT HAS SOUGHT ADDITIONAL MINORITY STAFF AND HAS INITIATED EDUCATIONAL ENRICHMENT AND PUPIL TRANSFER PROGRAMS. THIS PAPER WAS PRESENTED AT THE STATE UNIVERSITY COLLEGE, PLATTSBURGH, NEW YORK, JULY 30, 1963. (DK)