CONDITIONS THAT ENGENDER FUTILITY AND HOSTILITY AMONG NEGROES CAN BE REVERSED BY COMPETENT, DEDICATED TEACHERS. FACTORS LEADING TO NEGRO ATTITUDES OF DEFEAT ARE ANALYZED. EXPERIENCE OF REJECTION AND AWARENESS OF BEING DIFFERENT AND INFERIOR ARE AMONG THE FIRST REALIZATIONS OF THE NEGRO. FROM REJECTION GROWS FEAR OF WHITE INSTITUTIONS AND OF COMPETITION WITH WHITE PEOPLE. THE FEAR CRYSTALLIZES INTO HOSTILITY, WHICH SOMETIMES EXPRESSES ITSELF IN VIOLENCE, BUT JUST AS OFTEN LEADS TO DEFEAT, RESIGNATION, AND A FEELING OF FUTILITY. TO OVERCOME THE DEFEATISM THAT PREVENTS MANY NEGROES FROM TRYING TO SURMOUNT OBSTACLES IN THEIR ENVIRONMENT, TEACHERS SHOULD DEVELOP A SENSE OF DEDICATION, LEARN TO ESTABLISH EMPATHY WITH AND UNDERSTAND DEPRIVED MINORITY CHILDREN, AND CORRECT NEGRO ATTITUDES OF REJECTION BY FULLY ACCEPTING THEM. ACCEPTANCE DOES NOT COME FROM DESEGREGATION ALONE, FOR CHANGING HABITS OF WITHDRAWN SUSPICION AND CAUTION IN ALL INTERRACIAL CONTACTS TAKES TIME. BEFORE HOLDING NEGRO STUDENTS RESPONSIBLE FOR ACHIEVEMENT LEVELS ON A PAR WITH ADVANTAGED CHILDREN, TEACHERS SHOULD GIVE THEM EXTRA ATTENTION AND REMEDIAL WORK AND SHOULD NEUTRALIZE THE ENVIRONMENT OF THEIR STUDENT WORLD. PROMISING PROGRAMS INCLUDE A NEW INSTITUTE OF HUMAN RELATIONS AT THE UNIVERSITY OF WISCONSIN, AN EFFORT BY A MAJOR FOUNDATION TO STRENGTHEN NEGRO COLLEGE PLACEMENT PROGRAMS, AND THE COMMITMENT OF CHURCH RESOURCES TO PLAY AN ACTIVE ROLE. TEACHER EDUCATION PROGRAMS, TO BE SUCCESSFUL, SHOULD BE BASED ON A BELIEF IN THE EQUALITY OF OF HUMAN BEINGS.