THE SCHOOL WAS CONFRONTED WITH THE NECESSITY OF TEACHING ABOUT PREJUDICE AND DISCRIMINATION AS FACTS OF LIFE, AS CONDITIONS WHICH PREVENT THE FULL DEVELOPMENT OF EVERY PERSON, AS PROBLEMS THAT SHOULD BE SOLVED, IF DEMOCRACY WAS TO FUNCTION. ONE OF THE APPROACHES TO A UNIT THAT STUDIED PREJUDICE AND DISCRIMINATION CONSISTED OF THE DISCUSSION OF A SPECIFIC INCIDENT OF SCAPEGOATING OR DISCRIMINATION WHICH HAD OCCURRED IN THE SCHOOL OR THE COMMUNITY. A MAGAZINE ARTICLE OR A NEWSPAPER STORY COULD ALSO BE USED. THE BASIC OBJECTIVE OF CURRICULUM IN INTERGROUP RELATION WAS DEVELOPMENT OF THE KIND OF PERSON WHO COULD LIVE EFFECTIVELY IN A DEMOCRATIC SOCIETY. THE BASIC PRINCIPLES AND VALUES OF THE CURRICULUM INCLUDED RECOGNITION AND ACCEPTANCE OF THE WORTH AND INTEGRITY OF EVERY HUMAN BEING. ALSO ALL PERSONS IN A DEMOCRACY HAD THE RIGHT TO SHARE IN POLICY-MAKING, AS WELL AS HAVING THE RIGHT TO BECOME SOMETHING OF HIS OWN CHOICE. THE CONTENT OF CURRICULUM INCLUDED THE DESCRIPTION OF THE NATURE OF PREJUDICE. IT WAS AN UNFOUNDED, NEGATIVE, OVERGENERALIZED JUDGMENT, FORMED WITHOUT BENEFIT OF FACTS AND USUALLY ACCOMPANIED BY A FEELING TONE. EFFECT OF DISCRIMINATION WAS THE DEPRIVATION OF AN INDIVIDUAL OF THE HUMAN AND CIVIL RIGHTS WHICH WERE GRANTED TO HIM BY THE FEDERAL CONSTITUTION AND THE BILL OF RIGHTS. CORRECTIVE MEASURES INCLUDED PRESERVICE AND INSERVICE TEACHER EDUCATION AND MANY ELEMENTARY AND SECONDARY SCHOOL COURSES OF THE VALUES AND FACTS ABOUT PREDUDICE AND DISCRIMINATION. THE MASS MEDIA SHOULD DEVOTE TIME AND SPACE TO VARIOUS ASPECTS OF INTERGROUP RELATIONS, AND PUBLIC MEETINGS SHOULD BE HELD FREQUENTLY TO DISCUSS PROBLEMS. INTERGROUP ACTIVITIES AND THE ACTIVITIES OF PUBLIC AND PRIVATE AGENCIES WERE ALSO IMPORTANT.