IN TWO SEPARATE ARTICLES, TWO VIEWS OF ABILITY GROUPING ARE DISCUSSED. THE FIRST MAINTAINS THAT FOR ECONOMIC REASONS TAX-SUPPORTED EDUCATION MUST GROUP STUDENTS FOR INSTRUCTIONAL PURPOSES, WHICH MAY BE DONE ACCORDING TO ABILITY OR TO AGE. ABILITY GROUPING IS DEFENSIBLE AS AN EDUCATIONAL PRACTICE WHEN IT IS BASED ON MEASURABLE ACHIEVEMENT. ALL CHILDREN, EXCEPT THE VERY LIMITED, SHOULD RECEIVE INSTRUCTION IN THE BASIC INTELLECTUAL DISCIPLINES IN BOTH ELEMENTARY AND SECONDARY SCHOOL, BUT STUDENTS ASSIGNED TO SLOWER GROUPS SHOULD BE INSTRUCTED AT A DIFFERENT PACE. GROUPING, THEREFORE, CAN BE USED TO FURTHER THE PROGRESS OF STUDENTS OF DIFFERING ABILITIES ALONG A UNIFORM CURRICULUM. THE SECOND ARTICLE, ON THE OTHER HAND, ARGUES THAT ANY GROUPING OF STUDENTS IS DETRIMENTAL TO EDUCATION, ESPECIALLY TO THE EDUCATION OF THE POOR. MOREOVER, ABILITY GROUPING IS FELT TO BE SEGREGATIVE BY DEFINITION. THE ALTERNATIVE OFFERED IS THAT OF UNGROUPED CLASSROOMS, WITH EMPHASIS ON INDIVIDUAL INSTRUCTION AND SUPPORTIVE ASSISTANCE. THESE ARTICLES WERE PUBLISHED IN "SOUTHERN EDUCATION REPORT," VOLUME 2, NUMBER 5, DECEMBER 1966. (DK)