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agreement. Maryland has often been the forerunner in

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educational matters. Much more, however, must certainly

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be done in this respect.

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It is at this point that the majority feels the

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minority is mostly incorrect in its interpretation. The

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terms of Section 2 in no way mandate free public educa-

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tion at all levels. In fact, this specific question was

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raised in the committee and was specifically rejected.

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We in no way mean to include a mandate of a basket-to-the-

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casket approach of free education. We believe, instead,

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that mere references to anti-discrimination are not suffi-

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cient. These are negative in approach and very limiting.

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Equality of educational opportunity cannot be measured

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purely in terms of number of dollars spent per child for

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books purchased or schools built. It must be judged

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instead in terms of the end product of the system. The

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child who has completed that degree of formal education

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offered him by the State and at that point we must

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evaluate his ability to cope with the problems of the

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society. The determination of equality or inequality of

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development will point up the opportunity which has been