EDUCATION

The impact on educational thinking of the Soviet Union's
launching of Sputnik was keenly felt during the period 1959-
1962. Governor Tawes frequently expressed the need for an in-
depth examination of the State's educational institutions to
determine ways of improving their programs. He believed in a
philosophy of education fitted to the needs of the individual
rather than the state. Consequently, while science and engi-
neering were essential, the search for truth in the humanities
was of primary importance. He also favored developing pro-
gressive programs of vocational training for those unlikely to
seek higher education.

Early in his first year as Governor, he espoused the need for
greater State participation in education at all levels. He ap-
pointed study commissions to examine the State's role in sup-
port of the public schools and in higher education. He favored
a strong partnership of State and local governments in financ-
ing the public schools with the State's responsibility increasing
as student enrollments in urban areas moved sharply upward.
On the. controversial aspects of financing and the sharing of
State funds with other State programs, the Governor attempted
to balance the needs of public education with the strong
demands for improvement in other areas, such as mental health.

Governor Tawes frequently expressed pride in the growth
and accomplishments of the University of Maryland. He
viewed the overseas program as an outstanding contribution to
the Nation's armed forces. In dedicating a building at College
Park, he pointed out that the greatest returns come from
investments in higher education. His budgets during his first
term of office showed consistent increases for the University of
Maryland. Capital expenditures for the University averaged
approximately one-fourth of his total capital budget during
this period.

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