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possible in the case of management by
either legislative or executive chosen at
frequent intervals for functions and be-
cause of qualities and activities vastly
different from those which qualify for an
institution of higher education."
(First Vice-President James Clark as-
sumed the Chair.)
DELEGATE J. CLARK (presiding):
Delegate Wheatley, you have five minutes.
DELEGATE WHEATLEY: Now, I would
like to point out here, as the minority has
argued, that a university need be autono-
mous only in the scholarly phases of its
operation. The so-called nonacademic activ-
ities can be externally regulated without
the risk to educational integrity. But the
demonstrable fact is that virtually every
activity on a college campus has academic
implications. What is more, the committee
study has clearly disclosed that intervention
of state agencies into ostensibly nonaca-
demic areas can quickly penetrate to educa-
tional policy. And I might add here another
statement that is very apropos. Higher
education by its very nature is one of the
most controversial of all activities. Some-
times criticism is merited. But this is not
the type of thing that should completely
upset the entire educational system. We are
talking here about real academic freedom,
a college or a university damaged by arbi-
trary state intervention bears the wounds
forever. We believe that our recommenda-
tion carries out a tripartite concept. It does
not give them blank checks. They go through
a normal budget procedure. They only are
able to spend their funds after they are
allocated.
We provided for advisory council to ad-
vise on these areas. I would like to summar-
ize by comparing the constitution of a free
government with those in foreign countries,
more totalitarian in concept. Such govern-
ments have a constitution that provides
lofty concepts of legislative, executive and
judicial freedom often coupled with the
"right to vote" and high sounding dedica-
tion to education, but I submit the real
difference is the actual academic freedom
and the nonpartisan political policies of its
schools that differentiate it from the pseudo
systems which they seek to espouse.
We have enforcements of our Majority
Report from the PTA's of the State, the
superintendents of the local school boards,
the University of Maryland, the state col-
leges, the community colleges and many
other groups.
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I would like to submit to you that educa-
tion is not a sacred cow, but rather a sacred
trust to be preserved for future generations.
It is the obligation to pass on unfettered
knowledge to succeeding generations and
to stimulate new ideas and creativity. The
majority position can best be summarized
by saying that it advocates school boards on
all levels composed of fellow citizens who
are not on the one hand professional educa-
tors and who can thereby feel free to criti-
cize and promote the programs in the
schools and on the other hand not being
relegated to be professional politicians re-
sponsible for all areas of government, they
can freely state the needs of education.
I close with the final quote from the
Eisenhower Committee on "The Efficiency
of Freedom" again, "When freedom of edu-
cation degenerates into indoctrination it is
no longer education at all. A school estab-
lished as the center of indoctrination be-
comes a party for political institutions, sub-
ject to the capricious whims of those in
power. Teaching and learning are smothered
and creative thought cannot flourish."
For this reason the majority believes it
has attempted to preserve in its recommen-
dations that system which has proven itself
through the years, that system which has
given Maryland an educational system rela-
tively free compared to many other states
of charges of political intervention.
DELEGATE J. CLARK (presiding):
There is now a period of fifteen minutes
allotted for questions.
Delegate Schloeder.
DELEGATE SCHLOEDER: Delegate
Wheatley, in section 2 of the Majority Re-
port you mention equal educational oppor-
tunities. Is it the intent of the majority in
this sense that equal will mean uniform ?
DELEGATE J. CLARK (presiding):
Delegate Wheatley?
DELEGATE WHEATLEY: Quite the
contrary. We negate this concept as not
being true equal educational opportunity at
all if I understand your question correctly.
We go just the opposite and say you have
to measure the end product and not the
input. We have to measure what are the
results, not merely in the sense of books
provided and dollars spent.
DELEGATE J. CLARK (presiding):
Delegate Schloeder.
DELEGATE SCHLOEDER: One other
question. In section 4, could you further
clarify for me under your proposals the
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