This paper presents a broad discussion of the historical, political, and philosophical aspects of school integration as embodied in the Brown decision of 1954. Segregated education is damaging to both whites and blacks. Thus, the Brown decision was beneficial for the majority group as well as for minorities. Historically, in fact, free public education in the South only came about because of the work of interracial State legislatures during Reconstruction, again demonstrating mutual benefits for blacks as well as whites. The Brown decision marked the culmination of the legal phase of the civil rights movement, but three additional phases--demonstration, legislation and implementation--have been necessary. The history of Brown and the civil rights movement indicates that: (1) the dominant people of power often lack the wisdom to know how and when to yield that which is not theirs to keep; (2) oppressed people seldom gain their freedom until they decide to cease cooperating in their own oppression; and (3) one negative adaptation tends to generate another negative adaptation until the group responsible for initiating the negative spiral of activity makes a positive statement. (KH)