HIGHLIGHTED IN THESE REMARKS ARE THE EXPERIENCES OF BENJAMIN FRANKLIN HIGH SCHOOL, A COMMUNITY-CENTERED SCHOOL IN EAST HARLEM, FROM ITS BEGINNINGS IN 1934 TO THE PRESENT. AT THE OUTSET, A COMMUNITY ADVISORY COUNCIL WAS FORMED TO DEAL WITH PROBLEMS OF CITIZENSHIP, PARENT EDUCATION, RACE, AND JUVENILE AID, AND, AT ONE POINT IN THE SCHOOL'S HISTORY, IT CAMPAIGNED SUCCESSFULLY FOR A LOW INCOME HOUSING PROJECT AND FOR ADDITIONAL PERSONNEL FOR THE SCHOOL. DURING THIS TIME THE SCHOOL'S MANY AUXILIARY ACTIVITIES (YEAR-ROUND DAY SCHOOL AND EDUCATIONAL AND RECREATIONAL PROGRAMS) WERE MADE POSSIBLE WITH THE ADDITIONAL PERSONNEL ASSIGNED TO THE SCHOOL BY THE WORKS PROGRESS ADMINISTRATION AND THROUGH THE RESOURCES OF THE SCHOOL AND THE COMMUNITY. AT A LATER TIME, STORE FRONTS NEAR THE SCHOOL WERE RENTED FOR COMMUNITY ACTIVITIES, INCLUDING THE HISPANIC-AMERICAN BUREAU, WHICH, ALONG WITH OTHER SERVICES, SERVED THE EDUCATIONAL AND SOCIAL NEEDS OF THE GROWING NEIGHBORHOOD PUERTO RICAN COMMUNITY. IN CONTRAST WITH BENJAMIN FRANKLIN'S ENCOURAGING COMMUNITY INVOLVEMENT, IN THE CURRENT CASE OF INTERMEDIATE SCHOOL 201 IN EAST HARLEM THE PROPOSAL FOR A SCHOOL-COMMUNITY COMMITTEE TO ADMINISTER THE SCHOOL WAS COMMUNITY-INITIATED. THIS PROPOSAL, IT IS FELT, AFFORDS THE OPPORTUNITY FOR THE SCHOOL AND THE COMMUNITY TO COOPERATE TO FIND SOLUTIONS TO EXISTING EDUCATIONAL PROBLEMS. (JL)