Beginning with the thesis that integrated education is indispensable to achieving an integrated society, the author examines first whether these assumptions behind school desegregation are valid or not, and why: that students will perform better academically, and that more democratic human relations will ensue. He presents evidence to show that racial mixes and interactions, without quality education, cannot and do not achieve these goals. The author then discusses four reasons for the inadequacies of integrated education: paradoxical teachers and teaching; patronizing curriculum; sterile instructional materials; and silent administrators. This is followed by an examination of the impact of these factors on different kinds of schools. In the third section of the paper, Toward Quality in Education, six components of quality education are proposed and discussed: a democratic school, quality teachers and teaching, integrated curriculum, authentic instructional resources, vigorous support from the school administration, and community-family-school relations. The caution is added that unless schools are joined by other social institutions, educational efforts toward an integrated society will have little effect. In conclusion, the author discusses some additional suggestions for advancing democratic human relations through education. (Author/JLB)