TO PROVIDE A THEORETICAL ORIENTATION FOR PROGRAMS DEALING WITH CULTURALLY DEPRIVED CHILDREN, FOUR QUESTIONS ARE EXPLORED--(1) WHAT IS THE SITUATION. (2) WHAT ARE THE SOCIAL AND PSYCHOLOGICAL FACTORS WHICH ACCOUNT FOR IT. (3) WHAT IS THE EDUCATIONAL PROBLEM. (4) WHAT IS THE TASK OF THE SCHOOL. SEVERAL FACTORS ACCOUNT FOR A PROBLEM WITH CULTURALLY DEPRIVED CHILDREN. THE LARGER SCHOOL POPULATIONS IN THE CITIES, RESULTING FROM LARGE MIGRATIONS FROM FOREIGN COUNTRIES AND RURAL AREAS, AND CAUSING UNEMPLOYMENT AND CULTURE MIXTURES, AND THE EFFORTS OF THE SCHOOLS TO EDUCATE ALL CHILDREN HAVE BROUGHT THIS PROBLEM TO THE FOREFRONT. AS THESE CONDITIONS INCREASE THE DISTANCE BETWEEN THE SCHOOL CULTURE AND THAT OF THE HOME AND THE NEIGHBORHOOD INCREASES. BECAUSE OF THIS, THE USUAL PROBLEMS OF THE BIG CITY SCHOOLS ARE MAGNIFIED. THE FIRST STEP IN FINDING A SOLUTION TO THE PROBLEM IS TO FIND THE RELATIONSHIP BETWEEN CULTURAL BACKGROUND AND SCHOOL LEARNING. THE CULTURALLY DEPRIVED CHILD SEEMS DISADVANTAGED IN EVERY AREA. LACK OF BASIC SKILLS, LACK OF READINESS FOR SCHOOL, LACK OF EXPERIENCE IN REASONING, CONCEPTUALIZING, LANGUAGE MANIPULIZING AND SOCIAL LEARNING GENERATES HOSTILITY TO SCHOOL, TEACHERS, AND THE WHOLE BUSINESS OF LEARNING. THEREFORE, SCHOOLS FOR CULTURALLY DEPRIVED CHILDREN SHOULD BE SUPPLEMENTARY AND COUNTERACT THE SOCIAL LEARNING OF THESE CHILDREN IF THEY ARE TO HAVE AN EQUAL OPPORTUNITY TO LEARN. SCHOOLS SHOULD FILL THE GAPS LEFT BY SOCIAL LEARNING AT HOME AND MEND THE CONFLICT BETWEEN THE CULTURE OF THE HOME AND THAT OF THE SCHOOL.