MARYLAND ASSOCIATION BOARDS OF EDUCATION 441

Eight: Common sense must discipline our attempts at new tech-
niques. It is best to test bold ideas and experiment with daring in-
novations prior to broad application. We are moving into entirely
new fields, exploring new solutions, acting upon assumption rather
than experience. Therefore, primary initiative and responsibility
should belong to the local school board rather than the State. Twenty-
four Boards of Education could develop and test twenty-four pro-
grams, each responsive and directly related to its particular com-
munity's educational needs. State participation and investment should
be predicated upon proof of success. However, the State can cooperate
and coordinate to prevent duplication of effort; the State can sub-
sidize, research, and evaluate; the State can initiate studies of value
to all subdivisions and provide incentives for Statewide implementa-
tion of all successful pilot projects.

Nine: There is a vital need and advantage for increased regional
dialogue and cooperation. This single measure contains the key to
efficient experimentation and effective implementation of imaginative
programs. New attitudes of acceptance, improved aptitudes for change
and genuine understanding of an emerging environment can be most
meaningfully taught through experience and action. We should ex-
plore such possibilities as both class and teacher exchange programs
so that our suburban, urban and rural students will better appreciate,
understand and relate to one another and to their total environment.
We should consider the construction of specialized regional facilities
where feasible.

Ten: Teacher training and college curricula must be developed
and expanded to emphasize the new intellectual priorities. The State's
educational institutions must prepare future teachers to blend at-
titude and academic training, to balance the instruction of funda-
mental skills with creative and critical thought training.

Eleven: All facets of long range planning must be related to this
new emphasis. We must direct our resources to fulfill our commit-
ments and reshape our ends and our means. We must retain flexibility
for while we aspire to direct, we cannot dictate the future.

Twelve: Most important of all, State and local Boards of Educa-
tion must publicize and promote the acceptance of this new emphasis
and direction. Until educators and community leaders can create a
genuine understanding of intellectual priorities, students will remain
unfulfilled, parents frustrated and politicians fearful to support new
measures.