494 ADDRESSES AND STATE PAPERS

touched and enhanced by the special grace and beauty of the Tide-
water Region. All of us who appreciate history and share a particular
pride in our State's heritage can imagine the benefits of a campus
where classrooms are but a brief walk from Maryland's first capitol,
where the natural beauty of Captain John Smith's "delightsome land"
has been preserved.

Yet, the future as well as the past provides a powerful force and
intellectual stimulant. The evolution of St. Mary's College from a
"finishing school" to a four year college reflects the space age empha-
sis upon higher education. The growth of the student population
from eighty-five to five hundred within the span of two decades is
indicative of the College's progress and success.

The expansion of curricula and campus has kept pace as well, and

the College has been extended to serve as a cultural and intellectual

center for Southern Maryland. I understand that in addition to the
evening adult education program, plans are under way—in coopera-
tion with the Patuxent Naval Air Test Center—to develop a special
program leading to an engineering degree.

The enthusiasm of St. Mary's College to exist for and contribute to
the total community is not only commendable, but essential. If we
are to attract, retain and expand commerce and industry in Southern
Maryland, we must provide the broad spectrum of educational serv-
ices necessary to support this development.

Higher education has an immediate and vital part to play in sus-
taining economic progress. Since commerce has become more complex,
and technological knowledge at once more profuse and prolific, our
undergraduates require more training and our adults require addi-
tional training or retraining.

In fact, the very rate of scientific advance leads experts to estimate
that 70 percent of all knowledge required to support and sustain our
present school population during its collective lifetime is as yet un-
known and undiscovered. Statistics suggest that 50 percent of the
technical knowledge possessed by today's graduating engineers will
become obsolete within the next five years; that any student expecting
to earn his livelihood with his hands will have to learn new techniques
at least six times before his retirement.

In addition to the phenomena of the knowledge explosion, our col-
leges will be challenged to teach more knowledge to more students as
well as to provide new knowledge to the returning student or com-
munity residents in need of new skills.