IN PART I, GUIDELINES FOR FULLER INTEGRATION OF THE ELEMENTARY AND SECONDARY PUBLIC SCHOOLS ARE GIVEN. THE PURPOSES OF DESEGREGATION AND IMPROVED QUALITY EDUCATION ARE INDEPENDENT AND SHOULD BE PURSUED SIMULTANEOUSLY. EACH SCHOOL SHOULD ENROLL PUPILS FROM VARIED BACKGROUNDS BY ELIMINATING NEIGHBORHOOD SCHOOLS, DEVELOPING A SYSTEM OF THREE SCHOOLS OF 4 YEARS EACH, USING OPEN ENROLLMENT, ZONING FOR RACIAL BALANCE, IMPROVING OLD FACILITIES, CONSTRUCTING SUCH NEW FACILITIES AS EDUCATIONAL PARKS, USING SCHOOL TEXTS AND MATERIALS WHICH PRESENT A TRUE PICTURE OF RACE RELATIONS, AND USING CURRICULAR AND EXTRACURRICULAR ACTIVITIES WHICH PROVIDE SHARING EXPERIENCES BETWEEN PUPILS OF VARIED BACKGROUNDS. TEACHERS SHOULD BE TRAINED IN INTERCULTURAL EDUCATION, AND BOARDS OF EDUCATION SHOULD PROVIDE EQUAL OPPORTUNITIES IN TEACHER EMPLOYMENT. PART II IS DIRECTED AT INSTITUTIONS OF HIGHER LEARNING. EVERY COLLEGE AND UNIVERSITY SHOULD TAKE AFFIRMATIVE STEPS TO RECRUIT BOTH TEACHERS AND STUDENTS OF DIFFERENT RACES. THEY SHOULD STRIVE TO AVOID DISCRIMINATORY PRACTICES IN DORMITORIES AND OTHER HOUSING FACILITIES, IN FRATERNITIES AND OTHER ORGANIZATIONS, AND IN HEALTH, RECREATION, AND PLACEMENT SERVICES. TEACHER TRAINING SHOULD INCLUDE COURSES IN HUMAN RELATIONS AND INTERCULTURAL EDUCATION. THIS ARTICLE WAS PUBLISHED IN "INTEGRATION EDUCATION," VOLUME 2, ISSUE 10, JUNE 1964.