436 ADDRESSES AND STATE PAPERS

alienate, no despotism can enslave. At home a friend, abroad an in-
troduction, in solitude a solace, and in society an ornament. It chas-
tens vice, it guides virtue, it gives, at once, grace and government to
genius. "

Education is an attitude, an appetite, an approach to life. Educa-
tion is a continuing process unlimited in time, unrestricted in content.
Above all, education is a universal, intrinsic value and the integral
means to assure continuous social, economic and political progress.

In our particular political system, with a Federal government re-
sponsible for national security, education is the first function of the
State. This awesome duty immediately and intimately affects every
one of us here tonight. For here are gathered the men and women
who determine the policies which have a direct effect on the quality
of our State's education and a profound impact upon the character
of our State, the type of person we will attract to Maryland and the
kind of citizen we will develop to govern it.

Policies give shape to present programs and direction to future
plans. But even policies are a product preceded by philosophy and
it is this subject which I wish to explore tonight. For it is within the
power of your present state of mind to influence the future State of
Maryland.

What is your attitude toward education? What does education com-
prise? What intellectual priorities do you set? What are the roles and
the goals of our public school system? Ostensibly, these appear rhe-
torical questions. Yet when we probe deeply and incisively into the
subject, I believe we will arrive at some surprising conclusions. I hope
that we will discredit some prevailing myths and develop new atti-
tudes.

Before we can decide what education should comprise, we must
define what it is to be educated. In the words of Peter Peterson, I be-
lieve, "we have really educated a person when he functions at his full
potential as a human being in the kind of world he (not we) will be
living in. " The kind of person who has a real appetite for the future,
who not only accepts change but welcomes it; the kind of person
who is sensitive and appreciative of his environment and not alienated
by it; the kind of person who desires to be not only a good but a
great citizen.

Formal academic training, the traditional three R's, is of course
essential to achieve this objective. Without the development of basic