services as education, health and welfare. Reporters and headline-
writers find it hard to build enthusiasm around dry-as-dust appropria-
tion figures, but the public ought to know that these figures are signifi-
cant in that they mean the education, the health and the general
welfare of the people are not being neglected. In the general-fund
which I submitted to the Legislature, for example, 84 per cent of the
total appropriation was for these purposes — health, education and
welfare. For public education, it was 52. 9 per cent for health, in-
cluding mental illness, 20. 5 per cent; and for public welfare, 10. 7
per cent. It should be noted, too, that in all these areas substantial
increases in the money to be spent have been allowed, nearly $5 mil-
lion, each, for educational and related purposes, for health and hos-
pitals and for public welfare, including training schools and camps.
These, as I have indicated, are dry and dull figures which may have
escaped you as you read your newspapers or listened to or watched
the news broadcasts on your radio and television sets. But they are
important to you and should not be ignored when you attempt to
pass judgment on the successes or failures of the 1965 General Assem-
bly session.

At the end of the session, Dr. James A. Sensenbaugh, the State
Superintendent of Schools, spoke of what he termed "significant"
educational legislation which will benefit the school children of Mary-
land for "many years to come. " He listed specifically these measures:

1. A $10, 000, 000 appropriation to help local school systems in the
construction of facilities for vocational education.

2. A $5, 000, 000 appropriation for the construction of public re-
gional community colleges.

3. An increase in the State's share of support for community col-
leges, from $225 per student to $300 per student, effective, in the fall
of 1966.

4. A bond bill to lend local school systems $50 million for school
construction, plus the authorization through local legislation of $48
million more for the same purpose.

5. A measure expanding and improving the State's scholarship pro-
gram, with a "more equitable reimbursement" to participating col-
leges and the addition of five colleges to the program.

To this I would add that larger faculties, with better pay for pro-
fessors and instructors, have been provided, through legislation
adopted at the session, for the University of Maryland and for all of
the State-supported colleges. No teacher at any of the institutions will

316