This booklet reports six of the major presentations about the social forces that are molding or blasting the schools. Muriel Crosby discusses the developing problems of the city, its people, and its schools along with some community and educational solutions to these problems: redistricting, emphasis on quality education, inner city teacher education programs, new strategies in teaching, curriculum building, and supervision. William H. Schuman describes the unique place of the humanities and the performing arts in public education, the role of a performing arts center like the Lincoln Center, and the integration of the arts into the curriculum. A. Donald Bourgeois talks about the impact of mass or urban living on man and his environment, culture, self concept, and education. Nicholas A. Masters covers briefly the impact of political power on education including: teacher unions, and federal aid to education. He reviews a survey of the interrelationships of Community Action Agencies with public school systems in urban areas. Jack Frymier develops a conceptual scheme for understanding rebellion and authoritarianism as manifestations of behavior within social systems with implications for education and educational change. Gerald Weinstein describes the social characteristics of urban schools, and his model of educational objectives, methods, staff utilization, and school community relations. (SBE)