Anthropology can make two major and complimentary contributions to the process of education: 1) provide basic concepts and methods which are uniquely able to help public school students understand the specialized, abstract, complex nature of their urban environment; and 2) apply concepts and methods through research in schools to identify and describe patterns of cultural transmission, social structure, institutional change, subcultural conflict. In an anthropology course, urban high school students are introduced to the definition of culture, an examination of culture integration and of anthropological objectivity (no superior or inferior cultures, only different cultures); concepts which assist them in comprehending to some degree the structure, the complexity, and the mechanics of their own culture. A second major goal of the high school anthropology curriculum is the development of academic skills (inquiry, critical, analytical) as they pertain to anthropology. Public school teachers, and social studies teachers in particular, all exposed to students with different subcultural backgrounds, need an awareness of anthropological concepts. Anthropologists can contribute significantly to teacher education and to the development of classroom materials, assuring assistance to teachers and students alike. (JMB)