The initial part of this paper summarizes the bases for the assertion that the most immediate, overwhelming, and stubborn obstacles to achieving quality and equality in education lie as much in the character and way of life of the American Negro as in the indifference and hostility of the white community toward blacks. A discussion of prenatal damage, father absence, an impoverished home environment, and dysfunctional patterns of child rearing are included here. These inadequacies are considered to present problems not only to the Negro child but also to his white companion in an integrated classroom setting. Findings of social-psychological research, calling for a counter-strategy of active involvement in work with disadvantaged children on the part of middle class children and adults of both races, are presented. These results are seen as benefitting not only the disadvantaged but also the advantaged child, by providing him with needed training in actual behavior consistent with the democratic values of human dignity and social responsibility. (Author/AM)