SCHOOLS AND EDUCATORS MUST TAKE THE LEADERSHIP IN THE SCHOOL DESEGREGATION PROCESS. SEGREGATED CLASSROOMS PERPETUATE IN THE NEGRO CHILD A FEELING OF SECOND-CLASS CITIZENSHIP, WHICH IS BOTH UNFAIR AND ILLEGAL. SOUTHERNERS AND SOME NORTHERNERS CONTEND, HOWEVER, THAT "DISCRIMINATION" AND "SEGREGATION" ARE NOT SYNONYMOUS AND THEREFORE DUAL SCHOOL SYSTEMS ARE PERMISSIBLE. IN THE NORTH SUCH FACTORS AS FEEDER PATTERNS, ZONING, AND FACULTY ASSIGNMENTS CONTRIBUTE TO DE FACTO SCHOOL SEGREGATION. LEGAL REMEDIES ARE DIFFICULT OR IMPOSSIBLE TO APPLY BECAUSE INTENT TO DISCRIMINATE MUST FIRST BE ESTABLISHED. FEDERAL PROGRAMS ARE CONTRIBUTING TO THE EDUCATIONAL QUALITY OF GHETTO AND IMPOVERISHED RURAL SCHOOLS, BUT UNTIL URBAN DE FACTO SEGREGATION CAN BE ATTACKED LEGALLY, LOCAL EFFORTS ARE NEEDED TO BRING EDUCATIONAL EXCELLENCE TO EXISTING SEGREGATED SCHOOLS. IN PARTICULAR, THE SCHOOLS MIGHT REVISE DISCRIMINATORY PERSONNEL ASSIGNMENT POLICIES, INTRODUCE SOCIALLY RELEVANT CURRICULUMS AND PROGRAMS WHICH RAISE PUPILS' PERFORMANCE, AND ENCOURAGE FUTURE TEACHERS TO STUDENT TEACH IN SLUM SCHOOLS. THIS PAPER WAS PRESENTED BEFORE THE FOUNDERS' DAY CONVOCATION, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY, MAY 3, 1966. (NH)