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THE CHAIRMAN: Delegate Pullen, you
have time for one more question.
DELEGATE PULLEN: I have two of
them. I will ask one now and the other one
later.
Do you know what Tallyrand said when
he said that war is too important to be left
to the generals?
THE CHAIRMAN : Delegate Lord.
DELEGATE LORD: I assume that he
meant exactly what he said, but I would
appreciate your interpretation of it.
THE CHAIRMAN: Delegate Pullen.
DELEGATE PULLEN: That is what I
was hoping you would ask because we have
heard Tallyrand prostituted the other day
in the field of education. What Tallyrand
meant, sir, was this: war was so important
that the generals should not interfere with
what the politicians wanted to do.
I hope that is not too subtle with respect
to the comment we heard the other day
that education is too important to be left
to the educators.
THE 'CHAIRMAN: Delegate Bard.
DELEGATE BARD: If this proposal
were to go through, I think it would be a
great moment in the history of our educa-
tion in Maryland and would enforce the
Marbury report, the Pullen report, and the
Curlett reports which are documents of
high esteem in higher education; it gives
the colleges the flexibility they need and
the stature they deserve.
THE CHAIRMAN: Are you ready for the
question ?
(Call for the question.)
T,he question arises on the adoption of
Amendment No. 9 to Committee Recom-
mendation GP-6.
A vote Aye is a vote in favor of Amend-
ment No. 9. A vote No is a vote against.
Cast your votes.
Has every delegate voted? Does any
delegate desire to change his vote?
(T Ji ere was no response.)
The Clerk will record the vote.
There being 124 votes in the affirmative
and none in the negative, the motion
carries. The amendment is adopted.
That concludes consideration of sections
6, 7, and 8. We proceed to a consideration of
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section 9. The Chair recognizes Delegate
Wheatley, Vice-Chairman of the Committee.
Delegate Case.
DELEGATE CASE: Mr. Chairman, a
point of personal privilege.
THE CHAIRMAN: State the privilege.
DELEGATE CASE: Mr. Chairman, be-
cause so much has been said to the members
of this Convention with respect to the sub-
ject we have just happily disposed of, and
because I think there has been in some cases
misconception and in others a misunder-
standing about the position of the Univer-
sity of Maryland in regard to it, I should
like to state, if I might briefly, that po-
sition.
THE CHAIRMAN: You may proceed.
DELEGATE CASE: Mr. Chairman and
ladies and gentlemen of the Convention, as
you all must know by now, I approach you
in this particular light not as an impartial
observer, but as, I suppose, a special
pleader. I am a member of the Board of
Regents of the University of Maryland, but
my interest in the university long ante-
dates my appointment to the Board in
1960. I was a graduate of the undergrad-
uate school in College Park and of the law
school in Baltimore. I taught at the law
school for fifteen years and I lived the
first twenty-two years of my life within
the shadow of its gates and it is for this
reason that I would like to talk with you
just for a minute about the meaning of
the right of fiscal management which has
sometimes been called autonomy, what it
is, and why the university sought it at this
Convention.
In the first place, we are not talking here
about autonomy in the usual definitional
sense. Autonomy means the right of self-
government and at no time did the uni-
versity request this kind of right. The
right to manage the fiscal affairs of the
university and only that right was sought
by the Board of Regents. The right did not
cover, as has been suggested to me from
time to time, the right to deal in capital
expenditures.
The right did not cover as has been sug-
gested to me from time to time the ability
of the governor to cut the budget of the
University of Maryland if he thought that
he should do so.
The right did not include, as has been
suggested to me more often than not, a
prevention of the General Assembly from
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