This document contains four essays which examine aspects of urban bilingual education as it applies to disadvantaged, minority children. The first essay, "A Legal-Historical View of Bilingual Education," deals with the struggle of the American people to cope with problems of language instruction in the schools. Briefly described are the effects specific court legislation had on the development of bilingual education programs for minority group children over a period of time. The second essay, "A View of Bilingual Education for Puerto Ricans in New York City, with a Suggested Model for Implementation," provides an overview of the cultural identity problems and low socioeconomic status of Puerto Ricans in New York and describes a model bilingual program that would help Puerto Ricans to cope with these problems. The third essay, "Concerns of Teacher-Pupil Interaction in a Bilingual Setting," investigates the concern of many educators for providing bilingual-bicultural instruction to Puerto Rican students and other Hispanics, and emphasizes the importance for teachers of these students to be properly informed of the students' background in order to facilitate learning. The final essay, "On Sociology of Urban Education," supports the point of view, through a sketch of immigration patterns, that inner-city schooling has permitted upward mobility among the disadvantaged. Appended are various statistical data concerning minorities and education in New York City. (Author/EB)