Ineffective universities and school systems face expanding black ghettos, migration from rural and Southern areas, and the exodus of whites from the inner city. Between 1954 and 1964, in New York City, the Negro and Puerto Rican school population rose from 29% to 50.5%, yet the majority of the teachers remained white and the system did not try to meet the needs of the new population. An attempt to vest interest in the community of Ocean Hill-Brownsville failed. The Buffalo Storefront Experiment financed under the Title I of the Higher Education Act of 1965 was designed to provide two-way communication between the institutions and the community. Services offered included: high school equivalency instruction, remedial reading, tutoring, and computer education. The steering committee composed of local participants with upward mobility, the director and his staff, concentrated on meeting the needs of the community. "The University of the Streets" offered classes such as: Small Business Management, College Mathematics, Black History, and The Legal Problems of Ghetto Life. At least three lessons have been learned: start small and do not make promises; try to get maximum community participation; do not plan ahead of the community policy makers. (nl)