EDUCATORS AND CITIZENS ARE EXHORTED NOT TO LOSE SIGHT OF OR TO CONFUSE THE REAL ISSUES OF RACIAL SEGREGATION IN THE SCHOOLS WITH THE OTHER PERIPHERAL ISSUES.THROUGH THE SHORTSIGHTEDNESS OF MANY AND THE RECKLESSNESS OF SOME, GOOD POLICIES OF EDUCATION ARE NOW BEING TURNED ONE AGAINST THE OTHER, BRINGING THE CAUSE OF INTEGRATION INTO A COLLISION COURSE WITH THE QUALITY OF EDUCATION. ISSUES EXAMINED INCLUDE THE NEIGHBORHOOD SCHOOL, MOBILE CLASSROOMS, COMPENSATORY EDUCATION, AND THE USE OF SCHOOL BUSES. DECISIONS CONCERNING ANY OF THESE MUST NECESSARILY BE GIVEN LESS EMPHASIS THAN THE TOTAL ISSUE OF WHETHER THE CHALLENGE OF SCHOOL INTEGRATION IS BEING MET HEAD ON. SEVERAL SUGGESTIONS ARE OFFERED RELATIVE TO THE IMPLEMENTATION THIS POLICY--LOWER THE AGE AT WHICH THE PUBLIC SCHOOLS MAY SERVE CULTURALLY DISADVANTAGED CHILDREN, PROVIDE CULTURAL ENRICHMENT PROGRAMS FOR THEM, EXTEND THE DAILY AND YEARLY OPERATING SCHEDULES OF THE PUBLIC SCHOOLS, ENCOURAGE PARENTS TO BE PARTNERS IN THE EDUCATIONAL ENDEAVOUR RATHER THAN INTERESTED ONLOOKERS, FORM ACTIVE ALLIANCES WITH ALL COMMUNITY RESOURCES, AND CREATE CORPS OF OUTSTANDING TEACHERS FOR SCHOOLS WHERE THE CULTURALLY DISADVANTAGED ARE CONGREGATED. THIS ARTICLE IS PUBLISHED IN "PHI DELTA KAPPA," VOLUME 46, NUMBER 1, SEPTEMBER 1964.