Incorporating various elements of individualized instructional programs and continuous progress plans, a type of open-end education is recommended as a way to enable each child to realize his own potential and make his greatest contribution to society. Aspects of open-end education discussed briefly include a definition of the term (it incorporates nongrading, team teaching, and flexible scheduling), problems with graded schools, use of teacher aides, curriculum patterns, and class and teacher arrangements. A comprehensive proposal for elementary school organization recommends self-contained classes for pupils from kindergarten through the second year level, all-subject-areas teaching teams for pupils in third and fourth year levels, and related-subject-areas teaching teams for pupils in the fifth through eighth year levels. Separate-subject-areas teaching teams are recommended for pupils at the senior high level. A bibliography of 22 items published between 1961 and 1967 is appended. This document was prepared under ESEA Title III. (JK)