PAIRING OF SCHOOLS IN NEW YORK CITY ILLUSTRATES THAT CITY'S COMMITMENT TO THE IDEA OF ACTUAL INTEGRATION. THE PROGRAM BROADENS THE CONCEPT OF THE NEIGHBORHOOD SCHOOL INTO A COMMUNITY SCHOOL. THERE SEEM TO EXIST AT PRESENT IN PROGRAMS FOR DISADVANTAGED CHILDREN CERTAIN TENDENCIES WHICH HAVE ADVERSE CONSEQUENCES. FIRST IS THE STEREOTYPING OF ETHNIC GROUPS INTO A KIND OF HOMOGENIZED UNITY. SECOND IS A SUBSTITUTION OF SPECIAL PROGRAMS OF EDUCATION FOR THE FEW INSTEAD OF SOUND PROGRAMS OF EDUCATION FOR ALL. A THIRD TENDENCY HAS BEEN TO CREATE A "CULT OF DISADVANTAGED" IN WHICH THE STRENGTHS OF THE DISADVANTAGED ARE MAGNIFIED AND THE REAL PROBLEMS MINIMIZED. FOURTH, THERE HAS BEEN TOO MUCH EMPHASIS ON DIAGNOSIS OF PROBLEMS AND NOT ENOUGH EFFORT PLACED ON PROGRAMS OF IMPROVEMENT AND REMEDIATION. FIFTH, FAILURES OF THE DISADVANTAGED HAVE BEEN DEFINED IN TERMS WHICH HAVE LITTLE MEANING FOR THE SOLUTION TO THEIR PROBLEMS. SIXTH, THERE HAS BEEN A TENDENCY FOR THE SCHOOL TO ASSUME TOO MUCH OF THE BURDEN OF PREPARING YOUTH FOR LIFE WITHOUT CALLING ON THE REST OF THE COMMUNITY. FINALLY, THE SCHOOL HAS NOT TAKEN ADVANTAGE OF CIVIL RIGHTS PROTESTS AND THE REORIENTING EFFECT ON THE COMMUNITY. THIS ARTICLE WAS PUBLISHED IN "INTEGRATED EDUCATION," ISSUE 10, MAY 1964.