The author presents the design for an ideal elementary school that would create a climate in which children could be educated to their maximum potential. The design arises from a philosophical base that incorporates this century's research in child development and learning theory. Consideration is given to the needs of the individual at the concrete-operational and formal-operational levels as he interacts with his society. Parental and teacher options are respected as they are able to select traditional or open classroom settings and horizontal or vertical organizational modes. Grouping is based on individual progress, aptitude, interest, the task at hand, and individual and group needs. Teachers have roles as generalists, specialists, and mentors. Parents are encouraged to become teammates in the educative process. The setting invites discussion of such current issues as the impact of parental and teacher expectations on children's learning, changing attitudes toward the stimulation and measurement of intelligence, and the mainstreaming of special students. (Author/IRT)