Abstract
One of the most heartening and heartwarming developments in education today is the gradual awakening of the profession and the public to the inequitable plight of culturally disadvantaged children in the public schools. One by one the great opinion-making institutions of school and society are tuming their attention and energy to the problem. Researchers are accumulating enlightening facts about the dynamics involved in the education of the culturally disadvantaged child, some basic principles are beginning to emerge and books are beginning to appear. At least one university has initiated a graduate program designed to prepare educators for service with children in blighted areas.
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