619

STATEMENT ON DISCONTINUING DEMONSTRATION
SCHOOLS AT STATE COLLEGES

January 15, 1968

My recent decision to discontinue demonstration schools on the
campuses of our five former state teachers colleges is based on sound
professional advice and represents a constructive step in the best in-
terest of public education in this State.

At the time these schools were established, they were considered
ideal for teacher training. They were to be pilot projects and take a
leading experimental and research role in the development of public
education in our State. They no longer fulfill such a role, and there
is no justification for operating an elementary school on a State Col-
lege campus unless it is performing a unique service. This is par-
ticularly true now that the former teachers colleges have been con-
verted into liberal arts institutions serving the broader interests of a
wide segment of students.

A consultant from the National Education Association recom-
mended to our Board of Trustees for State Colleges last year that the
demonstration schools be discontinued. They occupy $12. 5 million
worth of classroom facilities needed by the colleges for other educa-
tional purposes. The pupils can be as well taught in the adjoining
public school districts. As for the student-teachers, the experience
gained in teaching in a public school, instead of a laboratory school
on campus, should be even better preparation for a career.

A total of only 1, 040 pupils attend the five elementary schools now
being operated at Towson, Frostburg, Coppin, Salisbury and Bowie
State Colleges. At one of the schools, there are only 10 to 14 pupils
per class in grades two through six. Towson State College, which has
the largest of the schools with 334 pupils, is so hard pressed for class-
room space that it is having to use temporary buildings for college
classes.

In the budget that will be submitted to the Maryland General
Assembly Wednesday, I have diverted the $600, 000 that would have
gone into operation of these schools next year to other vital educa-
tional purposes. If it is found that a particular hardship is created in
some community, then temporary arrangements can be worked out
with the public school officials to ease the transition. But this is
clearly a step that should be taken now in the overall interest of pub-
lic education and the demands being placed on our resources by a
steadily expanding college population.