Educators are presently engaged in testing the hypothesis that under favorable conditions bilingual schooling will improve the education of both bilinguals and monolingual English-speaking children and at the same time contribute to a healthier society. These prerequisite favorable conditions are: a socio-economic-cultural survey of the community contemplating a bilingual program; participation by various sectors of the community in the planning and conduct of the program; clear-cut statements of philosophy, rationale, goals, and objectives; and adequate program design, including staff, curriculum, methods, materials, evaluation, provision for correction of program defects; provision for research; and description and publicizing of the program for the benefit of other interested communities. Each of these elements is elaborated in Part I. In Part II some of the findings of specialists in early childhood are considered together with their implications for bilingual education. Of special relevance are the development of the child's intellect, senses, memory, and imagination. His early language development and potential for bilingualism or multilingualism and early reading and writing suggest the conclusion that bilingual education between ages two and five opens vistas for innovative developments. (Author)