This paper discusses the treatment of minority group children in the public schools. Noting that the school's approach to the child's first language may determine where the child is "afforded great opportunity or faced with formidable problems," the author states: "The opportunity comes when the school works to build upon and develop the linguistic and cultural strengths which the child brings to the classroom. The problems occur when the school ignores or attempts to suppress those strengths. "The author then discusses the situation in California, where many Spanish speaking children have been placed in classes for the retarded educable because of their inability to function properly in English. Problems encountered by Negro speakers of non-standard dialects are also discussed. The author sees hope for improvement in the Bilingual Education Act of 1967, but finds reason for continuing concern because the linguistic and cultural characteristics of minority group are still not adequately understood. The author urges the necessity for a "greater understanding of the nature of linguistic and cultural characteristics and the aspirations of the various minority groups in our nation." (FWB)