The legal and historical concerns regarding education for minorities other than Blacks--with an emphasis on the story for Hispanics--are the subject of this paper. It is argued that although the same legal rules apply to Hispanics as apply to a Black minority, language isolation requires a different approach. Non-Black racial minorities have a right to a meaningful education with special attention to language needs. This special attention, however, cannot be used to permanently segregate Hispanic and other language minority children. It is argued that only older students--those well skilled in their native tongue--benefit from English as a Second Language programs, while younger children do better in an integrated setting. The paper concludes that the goals of integration and attention the language needs of these children are compatible. (Author/GC)