The present article is the first of a series planned to deal with special phases of guidance, particularly of minority groups. The need for separate consideration of these groups is indicated by the fact that there exists such a wide divergence between theory and practice. Instead of facing reality, school administrators and counselors are prone to exhibit a woeful lack of understanding. Good intentions and wish‐fulfillment take the place of straight thinking, and tradition supplants analysis. Dr. Reid points out the unfortunate consequences arising from these attitudes and suggests the remed