ONE PART OF THIS BULLETIN CRITICIZES THE ASSUMPTION THAT ALL CHILDREN MUST LEARN THE SAME MATERIAL AT A GIVEN AGE AND AT THE SAME RATE AS THEIR PEERS. THE PRESENT CRISIS IN EDUCATION, PARTICULARLY FOR THE DEPRIVED CHILD, RESULTS FROM THE STRESS PLACED ON CONTENT RATHER THAN ON HELP FOR EACH CHILD TO GROW AS A HUMAN BEING. A MOST DAMAGING ASPECT OF THIS EDUCATIONAL VIEWPOINT IS THE MARKING SYSTEM, WHICH SHOULD BE ABANDONED COMPLETELY. IT IS IRRELEVANT AS A MEASURE OF HUMAN GROWTH, DESTRUCTIVE OF SELF-CONCEPT, AND STULTIFYING TO MOTIVATION FOR LEARNING. STANDARDS SHOULD BE BASED ON AN INDIVIDUAL'S CAPACITY AND GROWTH, NOT ON COMPARISONS WITH OTHERS. THE BREAKDOWN OF INNER-CITY SCHOOLS DEMONSTRATES THAT THE MARKING SYSTEM AND ASSOCIATED EDUCATIONAL PRACTICES DO NOT SIGNIFY AN EDUCATIONAL SYSTEM BUT RATHER A KIND OF "SCHOLASTIC ESTABLISHMENT." THE DOCUMENT CONTAINS A RESPONSE TO THIS ARGUMENT WHICH CRITICIZES ITS DISPROPORTIONATE EMPHASIS ON THE INADEQUACIES OF THE MARKING SYSTEM. ALSO INCLUDED IS AN ADDENDUM WITH FURTHER REMARKS ON GRADING PRACTICES. THIS ARTICLE WAS PUBLISHED IN "THE COMMUNITY SCHOOL AND ITS ADMINISTRATION," VOLUME 4, NUMBER 12, AUGUST 1966. (NH)